Constructivism In Collaborative Learning

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Constructivism states that people construct their understanding and knowledge of the world, through experiencing things and reflecting on those events. In the learning process, constructivism focuses on learners and places them in the epicenter (Billings & Halstead, 2012). The theory suggests that learners construct their knowledge by stimulating prior understanding and personal involvements (Billings & Halstead, 2012). Teachers should comprehend the students ' established ideas to facilitate learning by building on preconceived concepts. Usually, educators, who practice constructivism, encourage students to use active means to expand knowledge. Then, to reinforce learning, pupils will reflect on and talk about the exercise to express changed understandings. Invariably, teachers should encourage students to consider how the activity is assisting in gaining knowledge and understanding. With a carefully planned classroom environment, the students will learn how to think critically.
In a collaborative learning environment, different teaching practices can support the constructivist view. Problem-solving and
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Constructivist educators develop curriculums to immerse learners in experiences that engage meaning through personal reflection, hypothesizing, interaction, inquiry, and imagination. Students build learning upon prior material that constructs new knowledge through instructor guidance. Constructivism advocates the principles of active learning that promotes critical thinking. Another benefit is constructivism instills the foundation of collaboration. Students learn from peers by reviewing and reflecting on assimilated processes together. Strategies and problem-solving methods emerge during inquiry-based activities as students use prior experiences to help form and reform interpretations. Constructivism encourages social and communication skills by creating an environment that emphasizes collaboration and exchange of

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