An Epistemologic Glance at the Constructivist Approach : Constructivist Learning in Dewey, Piaget, and Montessori
An Epistemologic Glance at the Constructivist Approach : Constructivist Learning in Dewey, Piaget, and Montessori
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建构主义方法的认识论概览：杜威、皮亚杰和蒙台梭利的建构主义学习
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发表时间：
2011
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通讯作者：
Emel Ültanır
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作者：
Emel Ültanır
人们通过感觉和认知获得的东西构成了个体的经验和知识。个人在解决问题时会从以前的经验中受益。知识是根据人们赋予自然和环境的意义而构建的。在理论上，它意味着建构者依赖于观察，直接翻译时，理论就具有观察的意义。换句话说，我们与属于我们社交圈的人一起构建我们自己的现实。对于我们来说，世界是存在的，我们不能忽视它；然而，我们与外部世界之间的关系是一种物质性和结构性的结合，就像在社会环境中一样。本文在深入分析建构主义基础的同时，借鉴了18世纪维柯的思想和科学知识的神经生物学研究。以建构主义学习为视角，考察了杜威的“经验与教育”观点、皮亚杰的“认知发展”认知图式理论以及蒙台梭利的“去中心化教师”思想。最后对三位名字关于建构主义学习的思想进行了解读。
What people gain through sensation and cognition make up the individuals’ experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can’t disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analysed, Vico’s ideas in the 18 th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s cognitive schema theory in “cognitive development”, and Montessori’s ideas on “Decentring the Teacher” have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.