for efl 252 course

1. C.YAGMUR OZTURK

2. + COGNITIVE PSYCHOLOGY (PIAGET,
BRUNER)
+ SOCIAL INTERACTIONISM (VYGOTSKY)
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= CONSTRUCTIVISM

4. children’s active engagement with their environment leads
them to the construction of meaning and to learning
learning occurs through cognitive conflict, when children’s
views are opposed by those of others. This leads to
disequilibrium or destabilization of existing constructs;
learners must therefore search for new constructs, which
can synthesize the different viewpoints and restore
equilibrium

5.  + nurture pupils’ playfulness and natural curiosity about the world;
 + use raw data and primary sources;
 + provide physical, interactive and manipulative materials for pupils
to work on;
 + use cognitive terminology such as ‘classify’, ‘analyse’, ‘predict’ and
‘create’;
 + encourage and accept learner autonomy and initiative;
 + create opportunities for exploratory classroom discussion

6. Bruner believed that learning involves 3 processes:
+ knowledge acquisition, in which the learner asks, ‘Does
this confirm or refine my previous knowledge?’ or ‘Does
this challenge my previous knowledge?’;
+ knowledge transformation, in which the learner asks,
‘What other things can this knowledge now do?’
+ knowledge review, in which the learner asks, ‘Is the
knowledge relevant?’ and ‘Is this knowledge adequate for
the job in hand?’

7.  Social Interaction is very important for learning he believed.
Children learn from the interaction with other adults.
 The concept for which Vygotsky is best known is the Zone of
Proximal Development (ZPD). This is an intellectual space where
learner and teacher interact.
 Guided learning: joint knowledge construction aided by skilful
teacher-managed discussion.
 Scaffolding: supports which help learners to construct new
knowledge.

8.  Knowledge is situated and constructed in social contexts.
 The learner is an active agent in the interpretation of the world.
 Constructivism focuses on meaning-making and the understanding of knowledge.
 Learning involves the interpretation of experience to construct meaning.
 Mental constructs may be modified as a result of confirmation or challenge.
 Other people are important in the formation and modification of mental
constructs.