The application of cognitive constructivism in the design of learning offers possibilities of creating an environment centered on the learner. The following paragraphs discuss what cognitive constructivism is, its main characteristics and the application of cognitive constructivism in the design of learning.
What is cognitive constructivism?
Cognitive constructivism is a learning theory emphasizing the idea that learners build their knowledge by integrating new information into their existing mental framework. The theory is based on the idea of ​​Jean Piaget, a Swiss psychologist known for his pioneering work on cognitive development. Piaget's cognitive development theory proposed that learners play an active role in building their understanding of the world.
The concepts of diagrams or mental framework, assimilation and Piaget accommodation are fundamental to explain how learners build their knowledge, that is to say that learning is not a passive transfer of knowledge but an internal process to integrate new information with previous knowledge (assimilation) and learners modifying their diagrams to align new knowledge with existing (housing). Application of cognitive constructivism in educational design promotes active learning, learners' autonomy and problem solving skills.
Principles of cognitive constructivism
Learners build their knowledge through interaction with the environment. Before analyzing the application of cognitive constructivism in the design of learning, understanding key principles is crucial.
Principles of cognitive constructivism
Active learning
The main principle of constructivism is active learning where learners actively engage in the learning process by assimilating and adapting to new information with existing knowledge. They build their knowledge by interaction, exploration and problem solving by learning By doing.
Prior knowledge
Another principle of cognitive constructivism is a prior knowledge suggesting that learners integrate new information on what they already know. In addition, this principle also includes effective learning connecting new information to life experiences or areas of interest in increased understanding and retention of knowledge.
Scaffolding
Scaffolding is a key principle of cognitive Constructivism drawing its idea from the socio -cultural theory of Vygotsky referring to the advice and support in the form of instructors, trainers, peers and educational Material to help learners perform their tasks. With learning accessible to skills, the level of support is gradually reduced by encouraging independence and self -regulation.
Social interaction
Although cognitive constructivism does not completely express the principle of social interaction Like social constructivism, theory suggests that learners actively build knowledge by interaction with their social environment. The learning process is engaging by promoting discussions and a cooperative learning environment exposing learners to various perspectives.
Reflection and metacognition
Learners are thinking about their understanding, assimilation and adaptation to improve understanding. It incorporates a higher order reflection to allow learners to regulate their cognitive thoughts and establish significant links to make new learning relevant and lasting.
Personalized learning
The theory formulates that the learning experiences of each learner are different and that the knowledge acquired largely depend on the previous knowledge and the personal experiences of the individual. The learners create their understanding and build knowledge in a way that they find significant for them.
Application of cognitive constructivism in learning design
Cognitive constructivism plays a central role in learning to design by creating engaging and learning experiences. He encourages learning experiences that promote Learning, problem solving, collaboration, reflection, self -awareness and social interaction. Here are the main practical applications of cognitive constructivism in learning design.
Application of cognitive constructivism: learning based on survey
Survey -based learning (IBL) is a learning approach that allows learners to build knowledge by asking questions and engaging in real experiences. The approach is rooted in cognitive constructivism, which gives learners the possibility of acquiring knowledge by asking questions, studying problems and making discoveries. The learning design can therefore integrate clear learning objectives, frame engaging and open questions in terms of survey and discovery, by integrating activities into learning scaffolding and the promotion of collaboration.
Cognitive constructivism application: gamification
Gamification with the integration of elements such as punctual systems, challenges, rankings and rewards favor learning experiences Promote critical thinking, problem solving and the realization of knowledge. Design a learning environment which promotes exploratory experience offering an engaging experience that learning scaffolding through advice and tutorials. In addition, offering a gamified experience that offers participants Opportunities to think The experiences of journals and journals promote the dynamic construction of knowledge.
Cognitive constructivism application: simulations
A simulation is a controlled environment where Learners can practice learning By offering an immersive practical approach. Simulations apply cognitive constructivism by creating a interactive environment which facilitates the active construction of knowledge. In addition, when Design training programs Incorporate cases where learners can relate to their previous knowledge and their reflective instances.
Cognitive constructivism application: contextual learning
Contextual learning Stresses that “learning is improved when learners can link and apply knowledge to practical situations”. Contextual learning in the design of learning promotes the connection of theoretical knowledge to the experiences of the real world. Design practical experiences, case studies, role -playing, scenarios, Problem solving exercisesetc. Find a better application of cognitive constructivism when designing learning.
Cognitive constructivism application: reverse classroom
The reverse class is a dynamic alternative to traditional learning encouraging the autonomy of the learner by allowing learners to engage with the learning content before the Training sessions And focus on interactive tasks such as discussions, problem solving tasks and collaboration exercises during real training. Encourage the creation of pre-class content such as videos or articles, assessment of previous knowledge and collaborative tasks in class, case studies, observations of instructors, etc. When the design of training experience is crucial when designing learning.
Inappropriate situations for the application of cognitive constructivism
Although the application of constructivist cognitive theory is suitable for effective design training programsIt is not suitable in certain situations such as the introduction of a completely new concept, because the learner has no previous knowledge, rigid environments where direct instruction is required, cases of immediate achievement of learning results, high pressure situations, etc. Teaching designers should identify learning situations and the environment before applying cognitive constructivism in learning design.
Conclusion
In a word, cognitive constructivism highlights the idea that learners build their knowledge by integrating new information into their existing mental framework. The theory formulated on the basis of ideas proposed by Jean Piaget develops the active role of learning processes in the construction of their understanding of the world. The main principles of cognitive constructivism are learners actively engage in the learning process, it is built on previous knowledge, encourages scaffolding, social interaction, reflection and metacognition and personalized learning.
The application of cognitive constructivism in learning design combinations to investigation -based learning, gamification, simulations, contextual learning and inverted class. However, theory should not be applied in situations where the learner has no prior knowledge, rigid environments, cases of immediate achievement of learning results and high pressure situations. Educational designers and Elearning Developers can integrate the application of cognitive constructivism in the design of learning to promote an engaging and interactive learning experience.
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Application of cognitive constructivism in learning design
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Frequently asked questions (FAQ)
What is cognitive constructivism?
Cognitive constructivism is a learning theory emphasizing the idea that learners build their knowledge by integrating new information into their existing mental framework.
What are the principles of cognitive constructivism?
The main principles of cognitive constructivism are learners actively engage in the learning process, it is built on previous knowledge, encourages scaffolding, social interaction, reflection and metacognition and personalized learning.
What is the application of cognitive constructivism in learning design?
The application of cognitive constructivism in learning design combinations to investigation -based learning, gamification, simulations, contextual learning and inverted class.
At Learnopoly, Finn has championed a mission to deliver unbiased, in-depth reviews of online courses that empower learners to make well-informed decisions. With over a decade of experience in financial services, he has honed his expertise in strategic partnerships and business development, cultivating both a sharp analytical perspective and a collaborative spirit. A lifelong learner, Finn’s commitment to creating a trusted guide for online education was ignited by a frustrating encounter with biased course reviews.