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40 Cards in this Set
- Front
- Back
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Expository |
Describes the new content. |
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Graphic organizer |
Visual set up or outline the new information. |
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Skimming |
Is done by looking over the new material gain to a basic overview. |
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Narrative |
Presents the new information in form of a story to students. |
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Organizers |
Act as a subsuming bridge between new learning material and existing related ideas. |
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Constructivism |
Is an epistemological belief about what "knowing" is and how one "come to know" |
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Structure |
Refers to relationships among factual elements and techniques. |
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Constructivist |
Focuses on knowledge of construction. |
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Jerome Seymour Bruner |
One of the first proponents of constructivism. |
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Discovery learning |
Refers to obtaining knowledge for oneself. |
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True |
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. |
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True |
Knowledge is an identifiable entity with absolute truth value. |
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False |
Categories are not the "rules" that specify four thing about objects. |
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True |
Bruner believed that perception, conceptualization, learning, decision making, making inferences all involved categorization. |
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False |
Coding system does not serve to recognize sensory input. |
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True |
Bruner viewed categorization as a fundamental process in structuring knowledge. |
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False |
There are 4 stages in presenting knowledge. |
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True |
David Paul Ausubel was born on October 25, 1918. |
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False |
Jerome Seymour Bruner was an American psychologist born in New York. |
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True |
Ausubel proposed the use of advance organizers as a tool for learning. |
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False |
The most important factor influencing learning is only quantity. |
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False |
There are 4 parts in Cognitive Structure. |
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True |
Subsumption is the process by which new materials related to relevant ideas in the existing cognitive structure. |
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True |
According to Ausubel, the purpose of progressive differentiation is to increase the stability and clarity of anchoring ideas |
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True |
Correlative Subsumption is the higher-level concept of thinking. |
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B. Narrative |
Presents the new information in form of a story to students. A. Expository B. Narrative C. Skimming D. Graphic organizer |
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D. Graphic organizer |
Visual set up or outline the new information. A. Expository B. Narrative C. Skimming D. Graphic organizer |
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A. Combinatory learning |
Describes a process by which the new idea is derived from another idea that is neither higher nor lower hierarchy, but at the same level (in a different, but related, "branch")
A. Combinatory learning B. Superordinate Subsumption C. Correlative Subsumption D. Derivative Subsumption |
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C. Correlative Subsumption |
Higher-level concept of thinking.
A. Combinatory learning B. Superordinate Subsumption C. Correlative Subsumption D. Derivative Subsumption |
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D. Derivative Subsumption |
Describes the situation in which new information you learn is an example of a concept that you have already learned.
A. Combinatory learning B. Superordinate Subsumption C. Correlative Subsumption D. Derivative Subsumption |
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B. Enactive representation |
Children learn about the world through actions on physical objects and the outcomes of these actions. A. Iconic representation B. Enactive representation C. Symbolic representation |
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A. Iconic representation |
Obtained through using models and pictures.
A. Iconic representation B. Enactive representation C. Symbolic representation |
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C. Symbolic representation |
Instruction needs to be anchored on the learner's cognitive capabilities.
A. Iconic representation B. Enactive representation C. Symbolic representation |
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C. Predisposition to learn |
"Readiness for learning" A. Reinforcement B. Effective Sequencing C. Predisposition to learn |
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B. Effective Sequencing |
Presentation of lessons in increasing difficulty.
A. Reinforcement B. Effective Sequencing C. Predisposition to learn |
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* Learners construct understanding * New learning depends on current understanding * Learning is facilitated by social interaction * Meaningful learning occurs within authentic learning tasks |
Characteristics of Constructivism: |
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* Individual constructivism * Social constructivism |
2 Views of Constructivism: |
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* Identity Categories * Equivalent Categories * Coding Systems |
Kinds of Categories: |
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* Readiness * Spiral Organization * Going beyond the information given |
Principles of Instruction: |
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* Representation * Spiral Curriculum * Discovery Learning * Categorization |
Bruner's Main Concept: |
