Constructivism ?????????????
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This document discusses constructivism, a learning theory where learners actively construct their own knowledge through experiences and interactions. Some key points: - Learners are active in building understanding rather than passive receivers of information. Learning involves making meaning from experiences. - Social interactions and collaboration are important for knowledge construction. Learners evolve their ideas through interactions. - The teacher acts as a facilitator providing opportunities for learning through activities and problem solving rather than direct instruction. Real-world contexts help learners construct meaningful knowledge.
![?Accomodating knowledge
AaQaIcyaa saMklpnaaMmaQyao badla krNao
?Establishing relationship among
concepts saMklpnaaMmaQyao saMbaMQa jaaoDNao
?Forming and changing structure of
knowledge e.g new classification
&anaacyaa saMrcanaot badla va navaI saMrcanaa tyaar krNao ]da.
navaIna vagaI-krNa navaIna vyaa#yaa Aa%masaat krNao](https://image.slidesharecdn.com/constructivismengmar-151223032949/85/Constructivism-20-320.jpg)
![AnauBava GaoNao
[traMnaa
saaMgaNao
maaihtIvar
P`aik`yaa
AQyayana
]pyaaojana &anainaima-tI
p`ik`yaa](https://image.slidesharecdn.com/constructivismengmar-151223032949/85/Constructivism-22-320.jpg)
![Use variety of
learning experiences
ivaivaQa AQyayana AnauBaUtIMcaa
]pyaaoga kra](https://image.slidesharecdn.com/constructivismengmar-151223032949/85/Constructivism-24-320.jpg)
![? embed learning in realistic, and
relevant learning environments
sausaMbadQa AaiNa vaastva AQyayana vaatavarNaat AQyayana
vhavao ]da. Tobala@laa^qa banaivaNyaasaazI xao~fL iSakNoa
? Provide for social negotiation as an
integral part of learning.
saamaaijak Aadanap`dana ha AQyayanaacaaca ek
Baaga banaavaa. cacaa-? p`Snaao<aro? gaPpa yaatUna
AQyayana vhavao](https://image.slidesharecdn.com/constructivismengmar-151223032949/85/Constructivism-26-320.jpg)
Constructivism ?????????????
- 2. What¡¯s your assumption about learner? Learner is passive, iSakNaara inaiY?ya Asatao Learner is active iSakNaara i?yaaSaIla Asatao
- 3. Which approach is better? Why? One way interaction ekmaagaI- AaMtri?yaa Multi-way interactions bahumaagaI- AaMtri?yaa
- 4. When teacher¡¯s role is providing information and student¡¯s role is merely hearing or taking notes, what are the consequences?
- 5. Most pupils acquire information without understanding. What are the reasons? bahutok ivaVaqaI- Aaklana na haota maaihtI imaLvatat. yaacaI karNao kaoNatI Asatat?
- 6. National curriculum framework 2005 and State curriculum framework 2010 promote Constructivism
- 7. &anarcanaavaad Constructivism maoMdU saMSaaoQana Brain Research iSaxaNaacaa h@k Right to Education maanavatavaad Humanism tM~a&ana ?`aMtI Technology revolution samaavaoSak iSaxaNa Inclusive education
- 8. Original latin word : Con struere to construct means to arrange or to give structure &anaacaI Aqa-pUNa- maaMDNaI krNao
- 9. Jean Piaget Jerome Bruner Lev Vygotsky Ernest Glaserfeld John Dewey &anarcanaavaadaSaI saMbaMiQat maanasaSaas~&
- 10. John Dewey: iSakNaara Aqa-pUNa- AQyayana AnauBaUtItUna jao svat: inamaa-Na krtao toca &ana haoya.kRtIyau@t &anaacaa purskar. Learner creates own knowledge through experiences. Advocated Activity based learning
- 11. ipyaajao vya@tI Aaplyaa &anaat navaIna &anaacao samaavaoSana krto ikMvaa samaayaaojana hao}na vya@tIcyaa saMklpnaa badlato. Piaget: Learner assimilates new knowledge or changes concepts through adaptation
- 12. ipyaajao: inavvaL puna$@tI mhNajao Aaklana navho.Aaklana haoNao mhNajao vya@tInao svat: SaaoQa GaoNao Aqavaa navaIna &anarcanaa krNao. Piaget: Comprehension does not mean mere repetition. Learner must discover or create new knowledge
- 13. Glaserfeld: emphasizes "experiential" knowledge. Learner actively constructs new knowledge on the basis of existing Knowledge. glaosarfolD: AnauBavajanya &anaavar Bar dotao.iSakNaara javaL Asalaolyaa &anaacyaa AaQaaro ik`yaaSaIla &anainaima-tI krtao.
- 14. baU`nar yaaMcyaa mato ivaVaqaI- navaIna saMklpnaa p`aPt krtanaa pirklpnaa maaMDtat? pDtaLtat ? inaNa-ya Gaotat. svat: p`aPt kolaolao &anaca samajato va laxaat rahto. mhNaUna SaaoQa AQyayana mah%vaacao. Bruner : learners generate hypotheses, test them and attain new concepts. Only attained knowledge is understood and remembered. Discovery learning is important.
- 15. vyaagaaoTskI yaaMcyaa mato vya@tI &anarcanaa krtanaa saamaaijak? saaMskRitk va BaaiYak GaTkaMcaa p`Baava haotao. %yaamauLo AaMtrik`yaotUna iSakNao mah<vaacao. Vygotsky: Social, cultural and language factors affect knowledge construction. Hence interactions are essential
- 16. vyaagaaoTskI yaaMnaI Scafolding cao mah<va saaMigatlao Aaho.AnauBavaI vya@tIMnaI idgdSa-na krNao? maaga-dSa-na krNao sauQaarNaa%mak saUcanaa doNao yaalaa AadSaI- krNa(modeling) mhNatat.yaatUna vya@tI itcyaa xamataM[tkI p`gatI k$ Sakto
- 17. It is assumed that learners have to construct their own knowledge individually and collectively with the help of tool kit of concepts and thinking skills. iSakNaarI vya@tI itcyaa saMklpnaa AaiNa ivacaar kaOSalyao yaaMcyaa saahayyaanao vaOyai@tk Aqavaa saamauihk rI%yaa &anainaima-tI krto
- 18. pUva-&ana navaIna &ana pUva-&anaaSaI sausaMbadQa AsaUna to sauQaairt va samaRdQa Asato yaacao saMklpica~. navao &ana
- 19. Constructing knowledge &anarcanaa krNao mhNajao ?Acquiring meanings of new words, images SabdaMcao ,p`itmaaMcao Aqa- Aa%masaat krNao ?Acquiring new concepts navaIna saMklpnaa iSakNao ?Asslimilating knowledge Aaho %yaa &anaat navaIna &ana samaaivaYT krNao
- 20. ?Accomodating knowledge AaQaIcyaa saMklpnaaMmaQyao badla krNao ?Establishing relationship among concepts saMklpnaaMmaQyao saMbaMQa jaaoDNao ?Forming and changing structure of knowledge e.g new classification &anaacyaa saMrcanaot badla va navaI saMrcanaa tyaar krNao ]da. navaIna vagaI-krNa navaIna vyaa#yaa Aa%masaat krNao
- 21. Learner learns through experiences and makes meaningful organization of the experiences with the help of previous knowledge. iSakNaara AnauBavaatUna iSaktao AaiNa pUva-&anaacyaa AaQaaro AnauBavaaMcaI Aqa-pUNa- jauLNaI krtao.
- 22. AnauBava GaoNao [traMnaa saaMgaNao maaihtIvar P`aik`yaa AQyayana ]pyaaojana &anainaima-tI p`ik`yaa
- 23. ?Only the active and thinking learner is the successful learner. So provide opportunities for activities ?kovaL i?yaaSaIla AaiNa ivacaar krNaara AQyayanakta-ca yaSasvaI AQyayana krtao %yaamauLo kRtIMnaa vaava Va. Principles t<vao
- 24. Use variety of learning experiences ivaivaQa AQyayana AnauBaUtIMcaa ]pyaaoga kra
- 25. Project based and problem based learning Preparing portfolio Self learning
- 26. ? embed learning in realistic, and relevant learning environments sausaMbadQa AaiNa vaastva AQyayana vaatavarNaat AQyayana vhavao ]da. Tobala@laa^qa banaivaNyaasaazI xao~fL iSakNoa ? Provide for social negotiation as an integral part of learning. saamaaijak Aadanap`dana ha AQyayanaacaaca ek Baaga banaavaa. cacaa-? p`Snaao<aro? gaPpa yaatUna AQyayana vhavao
- 27. Support multiple perspectives and use multiple modes of representation such as variety of media, dramatization, games etc. bahuivaQa dRYTIkaona AaiNa saadrIkrNaacao ivaivaQa maaga- vaapra ivaivaQa saaQanaaMcaa vaapr. naaTyaIkrNa? BaUimakapalana? KoL vaapra . Anaok p`karo AiBavya@tIlaa saMQaI Va.
- 28. Students should be given opportunity to think, to generate and test hypothesis. Encourage ownership in learning ivacaar krNao pirklpnaa maaMDNao AMdaja vya@t krNao va klpnaa pDtaLUna pahNao yaaMnaa saMQaI Va.maulaaMnaI &ana svat: imaLvaavao yaasaazI p`ao%saahna Va.
- 29. Darkness of shadow depends on which factor? Color of object Size of object
- 30. Preparing Concept maps Chain map Hierarchy map Spider map
- 32. Opportunity to learn and work cooperatively. It is essential to build trust on group thinking. sahkayaa-%mak AQyayanaacaI saMQaI doNao AavaSyak. AapNa saaro iBanna p`karo ivacaar krtao va ekapoxaa AiQakjaNa caaMgalaa ivacaar krtat ha ivaSvaasa inamaa-Na vhayalaa hvaa.
- 33. ? Nurture self-awareness of the knowledge construction process. Encourage analysis of thoughts and self correcting processes ? &ana inaima-tI p`i?yaoba_lacaI svajaaNaIva ivakisat krNyaavar Bar Va.ivacaaraMcao pRqa@krNa AaiNa svat:ca du$stI yaalaa p`ao%saahna Va.
- 34. tulanaa parMpirk vaga- AQyaapna rcanaavaadavar AaQaairt vaga- AQyaapna ivaVaqaI- kaya- ekTyaanao kaya- ekTyaanao va gaTat kaya- AByaasak`ma saadrIkrNa BaagaakDUna pUNaa-kDo pUNaa-kDUna BaagaakDo saaQanao P`aamau#yaanao pazyapustk P`a%yaxa AnauBaUtI kRtI
- 35. tulanaa parMpirk vaga- AQyaapna rcanaavaadavar AaQaairt vaga- AQyaapna ivaVaqyaa-ivaYayaI samajaUt kaorI paTI irkamao maDko ivacaarSaIla va pUva-AnauBava AsaNaara maoMdU AsaNaara iSakNao laxapUva-k eokNao iSaxakakDUna maaihtI imaLvaNao tI naaoMdvaNao paz krNao laxaat zovaNao Aaklana svat: &anarcanaa krNao p`Sna ivacaarNao navaIna gaRihtko maaMDNao pDtaLNao [traMcao dRYTIkaona jaaNaNao saMklpnaaica~ krNao navainaima-tI
- 36. tulanaa parMpairk vaga- AQyaapna rcanaavaadavar AaQaairt vaga-AQyaapna iSaxak BaUimaka maaihtI doNaara samajaavaNaara maaga-dSa-k saukrk AaQaar doNaara p`oirt krNaara AQyaapna vyaa#yaana idgdSa-na k`mainvat AQyayana pRcCa vagaI-krNa p`yaaoga cacaa- yaaMnaa saMQaI maUlyamaapna AQyaapnaapoxaa iBanna. SaovaTI. laoKI prIxaa saat%yapUNa-. inarIxaNa saMga`h p`klp p`dSa-na cacaa-