User talk:Andrés Djordjalian: Difference between revisions
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[[User:Carla]] me hizo notar el siguiente punto [[User talk:Xavi#Construccionimo vs Constructivismo]]. Mi respuesta se encuentra en [[User talk:Carla#follow up User talk:Xavi#Construccionimo vs Constructivismo|acá]]). Cheers, --[[User:Xavi|Xavi]] 14:15, 20 June 2007 (EDT) |
[[User:Carla]] me hizo notar el siguiente punto [[User talk:Xavi#Construccionimo vs Constructivismo]]. Mi respuesta se encuentra en [[User talk:Carla#follow up User talk:Xavi#Construccionimo vs Constructivismo|acá]]). Cheers, --[[User:Xavi|Xavi]] 14:15, 20 June 2007 (EDT) |
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==Follow up [[Talk:OLPC Argentina/Plan comunitario/Para que]] |
==Follow up [[Talk:OLPC Argentina/Plan comunitario/Para que]]== |
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Andrés, a mi me gusta la siguiente definición que David Cavallo escribió sobre Constructivismo y Construccionismo. (Lo escribió él hace un par de días. También le escribí a Antonio Battro para ver si el quería participar en tu Plan Comunitario de Argentina. Te pongo todo aquí porque le falta una traduccioncita. Saludos --[[User:Carla|Carla]] 02:37, 26 July 2007 (EDT) |
Andrés, a mi me gusta la siguiente definición que David Cavallo escribió sobre Constructivismo y Construccionismo. (Lo escribió él hace un par de días. También le escribí a Antonio Battro para ver si el quería participar en tu Plan Comunitario de Argentina. Te pongo todo aquí porque le falta una traduccioncita. Saludos --[[User:Carla|Carla]] 02:37, 26 July 2007 (EDT) |
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"The point of constructivism (with the V) is that describes how people really |
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construct knowledge. It is not just one approach among many. It is a |
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real theory addressing how people learn. We build knowledge from what is |
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around us; how we already think; what we experience and how we make |
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sense of it. Naturally, there are many components to this: culture; |
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materials; stories; activities, etc. Constructing knowledge is not just |
|||
a matter of being told. If the information doesn't fit the person's |
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internal models, it doesn't stick. The materials we have to work with, |
|||
think with, and express with, have a significant role in how we |
|||
construct ideas, thoughts and knowledge. |
|||
:"The point of constructivism (with the V) is that describes how people really construct knowledge. It is not just one approach among many. It is a real theory addressing how people learn. We build knowledge from what is around us; how we already think; what we experience and how we make sense of it. Naturally, there are many components to this: culture; materials; stories; activities, etc. Constructing knowledge is not just a matter of being told. If the information doesn't fit the person's internal models, it doesn't stick. The materials we have to work with, think with, and express with, have a significant role in how we construct ideas, thoughts and knowledge. |
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Constructionism is aimed at this: how materials (for example, computers) |
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used with a deeper appreciation about learning than the mere |
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transmission of information enable people to construct knowledge that |
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without such materials is extremely difficult if not impossible. By |
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constructing things, whether computer programs, or essays, or artwork, |
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we gain a different, more connected and fuller appreciation of the |
|||
principles, mechanisms, logic, ideas, and context of what we are |
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learning about. Constructing with computers in particular enables |
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thinking about things that are hard to grasp without them. This type of |
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constructive, creative, expressive & collaborative use of computers is |
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what has enabled the exponential growth of knowledge in the world in the |
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past few decades. It was not just that more information became |
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available: it was what people were able to do with the information: to |
|||
express their ideas: to model & simulate; to test & get feedback; to |
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debug; to share; to reflect. |
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:Constructionism is aimed at this: how materials (for example, computers)used with a deeper appreciation about learning than the mere transmission of information enable people to construct knowledge that without such materials is extremely difficult if not impossible. By constructing things, whether computer programs, or essays, or artwork, we gain a different, more connected and fuller appreciation of the principles, mechanisms, logic, ideas, and context of what we are learning about. Constructing with computers in particular enables thinking about things that are hard to grasp without them. This type of constructive, creative, expressive & collaborative use of computers is what has enabled the exponential growth of knowledge in the world in the past few decades. It was not just that more information became available: it was what people were able to do with the information: to express their ideas: to model & simulate; to test & get feedback; to debug; to share; to reflect. |
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This approach is natural for humans. It is what kids do. They build. |
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they express. They experiment. They observe & reflect. they debug. The |
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approach of school was not as natural but was developed for a different |
:This approach is natural for humans. It is what kids do. They build. They express. They experiment. They observe & reflect. they debug. The approach of school was not as natural but was developed for a different time." |
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time." |
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Latest revision as of 06:39, 26 July 2007
Construccionimo vs Constructivismo
User:Carla me hizo notar el siguiente punto User talk:Xavi#Construccionimo vs Constructivismo. Mi respuesta se encuentra en acá). Cheers, --Xavi 14:15, 20 June 2007 (EDT)
Follow up Talk:OLPC Argentina/Plan comunitario/Para que
Andrés, a mi me gusta la siguiente definición que David Cavallo escribió sobre Constructivismo y Construccionismo. (Lo escribió él hace un par de días. También le escribí a Antonio Battro para ver si el quería participar en tu Plan Comunitario de Argentina. Te pongo todo aquí porque le falta una traduccioncita. Saludos --Carla 02:37, 26 July 2007 (EDT)
- "The point of constructivism (with the V) is that describes how people really construct knowledge. It is not just one approach among many. It is a real theory addressing how people learn. We build knowledge from what is around us; how we already think; what we experience and how we make sense of it. Naturally, there are many components to this: culture; materials; stories; activities, etc. Constructing knowledge is not just a matter of being told. If the information doesn't fit the person's internal models, it doesn't stick. The materials we have to work with, think with, and express with, have a significant role in how we construct ideas, thoughts and knowledge.
- Constructionism is aimed at this: how materials (for example, computers)used with a deeper appreciation about learning than the mere transmission of information enable people to construct knowledge that without such materials is extremely difficult if not impossible. By constructing things, whether computer programs, or essays, or artwork, we gain a different, more connected and fuller appreciation of the principles, mechanisms, logic, ideas, and context of what we are learning about. Constructing with computers in particular enables thinking about things that are hard to grasp without them. This type of constructive, creative, expressive & collaborative use of computers is what has enabled the exponential growth of knowledge in the world in the past few decades. It was not just that more information became available: it was what people were able to do with the information: to express their ideas: to model & simulate; to test & get feedback; to debug; to share; to reflect.
- This approach is natural for humans. It is what kids do. They build. They express. They experiment. They observe & reflect. they debug. The approach of school was not as natural but was developed for a different time."