Concept
Constructivism (philosophy of education)
Related concepts (35)
Meaning-making
In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self. The term is widely used in constructivist approaches to counseling psychology and psychotherapy, especially during bereavement in which people attribute some sort of meaning to an experienced death or loss. The term is also used in educational psychology. In a broader sense, meaning-making is the main research object of semiotics, biosemiotics, and other fields.
Cultural-historical activity theory
Cultural-historical activity theory (CHAT) is a theoretical framework which helps to understand and analyse the relationship between the human mind (what people think and feel) and activity (what people do). It traces its origins to the founders of the cultural-historical school of Russian psychology L. S. Vygotsky and Aleksei N. Leontiev. Vygotsky's important insight into the dynamics of consciousness was that it is essentially subjective and shaped by the history of each individual's social and cultural experience.
Cognitive development
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged (such as object permanence, the understanding of logical relations, and cause-effect reasoning in school-age children).
Genetic epistemology
Genetic epistemology or 'developmental theory of knowledge' is a study of the origins (genesis) of knowledge (epistemology) established by Swiss psychologist Jean Piaget. This theory opposes traditional epistemology and unites constructivism and structuralism. Piaget took epistemology as the starting point and adopted the method of genetics, arguing that all knowledge of the child is generated through interaction with the environment. The goal of genetic epistemology is to link the validity of knowledge to the model of its construction – i.
Experiential education
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education.