Constructivist perspectives on learning

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter considers constructivist perspectives on learning, which involve a shift from viewing learners as responding to external stimuli to seeing them as ‘active in constructing their own knowledge’ and consider that ‘social interactions are important in knowledge construction’ (bruning et al. 2004). For constructivists, learners develop knowledge directly by experiencing things and by reflecting on the consequences of such experiences; and they learn actively through cognitive processes, constructing an understanding of the world around them. After completing this chapter, readers will be able to: •understand various constructivist approaches to teaching; •explain various constructivist perspectives on learning, including the work of piaget, bruner and vygotsky; •appreciate the strengths and limitations of various constructivist perspectives; •conceptualize various constructivist approaches; and •critically apply constructivist approaches to teaching in a Chinese context. Copyright © 2011 Hong Kong University Press.
Original languageEnglish
Title of host publicationLearning and teaching in the Chinese classroom: Responding to individual needs
Place of PublicationHong Kong
PublisherHong Kong University Press
Pages31-61
ISBN (Electronic)9789888053926
ISBN (Print)9789888083428
Publication statusPublished - 2011

Citation

Lam, B.-h. (2011). Constructivist perspectives on learning. In S. N. Phillipson, & B.-h. Lam, Learning and teaching in the Chinese classroom: Responding to individual needs (pp. 31-61). Hong Kong: Hong Kong University Press.

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