This article was written by Emel Ültanır and was published in the International Journal of Education in July 2012. International Journal of Instruction is a journal of education and is published twice a year (in January & July). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults.
The main objective of this article is to examine the development of the constructivist theory of knowledge through history and analyze with the opinion of John Dewey, Jean Piaget and Maria Montessori on this topic because they are the founders of constructivist theory.
The article begins with the definition of constructivism. Constructivism is a study that provides an explanation of how humans learn. This study says that the true knowledge is built on the experience of each individual. The children construct their own knowledge and he teacher is a guide, encourages students to build their own ideas i Reviews. Students must actively participate in the construction of meanings.
"Knowledge is not passively received but built by the knower" (Glassersfeld, 1995). Therefore, constructivists understand knowledge as a process.
Semantic analysis of the Constructivist Theory of Knowledge.
The foundation of the constructivist theory of teaching philosophy goes back to the idea of " the only way to know something is do this" ( Giambattista Vico , the eighteenth century).
Constructivist theorists believe that knowledge is a reflection of a representation , a portrait, or an objective world . The individual does not see that the reality is most than he perceives . For example we think that we see the "colors " of the world and in reality we see our own chromatic domain. When we say the sky is blue we really mean that we see the blue sky. (Maturana and Varele , 1990)
The article also tells about cognitive constructivism. This is social constructivism and in this the individuals construct our own reality with to our social circle. In studies of neuro - biological and neurophysiological , scientists define the world as it really is. In the constructivist field the term "reality" is used in a relative manner.
The most prominent authors who have worked on knowledge are Dewey, Piaget and Maria Montessori. And this is a summary of his ideas:
The most prominent authors who have worked on knowledge are Dewey, Piaget and Maria Montessori. And this is a summary of his ideas:
DEWEY (1859-1952) PIAGET (1896-1980) MONTESSORI (1870-1952)
For Dewey the knowledge is never a representation of reality. The relationship between knowledge and reality is the result of individual and social experiences.
This is the summary of the article of Emel Ültanır if you want to read the entire article falls into this page: http://www.e-iji.net/dosyalar/iji_2012_2_11.pdf
Montessori educational program is known by thousands of schools worldwide. This program was developed through his work with children who suffer from various health disorders . In Montessori education process is based on "self - direction" and work independently. Montessori education fosters creative problem solving skill.
Piaget believes that the development of the intelligence of a person is formed through adaptation and organization. Adaptation is the process of assimilation and accommodation and this assimilation occurs when children acquire new knowledge. The accommodation occurs when children should change their schemes prior to "accommodate" the new knowledge.
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