constructivism ज्ञानरचानावाद

&anarcanaavaad

Constructivism

What’s your assumption about learner?

Learner is passive,

iSakNaara inaiYËya Asatao

Learner is active

iSakNaara iËyaaSaIla Asatao

Which approach is better? Why?

One way interaction

ekmaagaI- AaMtriËyaa

Multi-way interactions

bahumaagaI- AaMtriËyaa

When teacher’s role is providing information and

student’s role is merely hearing or taking notes,

what are the consequences?

Most pupils acquire information without

understanding.

What are the reasons?

bahutok ivaVaqaI- Aaklana na haota maaihtI imaLvatat. yaacaI

karNao kaoNatI AsatatÆ

National curriculum framework 2005 and State

curriculum framework 2010 promote

Constructivism

&anarcanaavaad

Constructivism

maoMdU saMSaaoQana

Brain

Research

iSaxaNaacaa h@k

Right to

Education

maanavatavaad

Humanism

tM~a&ana Ë`aMtI

Technology

revolution

samaavaoSak iSaxaNa

Inclusive

education

Original latin word : Con struere

to construct means to arrange or to give structure

&anaacaI Aqa-pUNa- maaMDNaI krNao

Jean Piaget Jerome Bruner

Lev Vygotsky Ernest Glaserfeld

John Dewey

&anarcanaavaadaSaI saMbaMiQat maanasaSaas~&

John Dewey:

iSakNaara Aqa-pUNa- AQyayana AnauBaUtItUna jao

svat: inamaa-Na krtao toca &ana

haoya.kRtIyau@t &anaacaa purskar.

Learner creates own knowledge

through experiences. Advocated

Activity based learning

ipyaajao

vya@tI Aaplyaa &anaat navaIna &anaacao

samaavaoSana krto ikMvaa samaayaaojana hao}na

vya@tIcyaa saMklpnaa badlato.

Piaget: Learner assimilates new

knowledge or changes concepts

through adaptation

ipyaajao:

inavvaL puna$@tI mhNajao Aaklana

navho.Aaklana haoNao mhNajao vya@tInao svat:

SaaoQa GaoNao Aqavaa navaIna &anarcanaa krNao.

Piaget: Comprehension does not

mean mere repetition. Learner must

discover or create new knowledge

Glaserfeld: emphasizes "experiential"

knowledge. Learner actively constructs

new knowledge on the basis of existing

Knowledge.

glaosarfolD:

AnauBavajanya &anaavar Bar dotao.iSakNaara

javaL Asalaolyaa &anaacyaa AaQaaro

ik`yaaSaIla &anainaima-tI krtao.

baU`nar yaaMcyaa mato ivaVaqaI- navaIna saMklpnaa p`aPt

krtanaa pirklpnaa maaMDtat¸ pDtaLtat ¸ inaNa-ya

Gaotat. svat: p`aPt kolaolao &anaca samajato va

laxaat rahto. mhNaUna SaaoQa AQyayana mah%vaacao.

Bruner : learners generate hypotheses, test

them and attain new concepts. Only attained

knowledge is understood and remembered.

Discovery learning is important.

vyaagaaoTskI yaaMcyaa mato vya@tI &anarcanaa krtanaa

saamaaijak¸ saaMskRitk va BaaiYak GaTkaMcaa p`Baava

haotao. %yaamauLo AaMtrik`yaotUna iSakNao mah<vaacao.

Vygotsky: Social, cultural and language

factors affect knowledge construction.

Hence interactions are essential

vyaagaaoTskI yaaMnaI Scafolding cao mah<va saaMigatlao

Aaho.AnauBavaI vya@tIMnaI idgdSa-na krNao̧ maaga-dSa-na

krNao sauQaarNaa%mak saUcanaa doNao yaalaa AadSaI-

krNa(modeling) mhNatat.yaatUna vya@tI itcyaa

xamataM[tkI p`gatI k$ Sakto

It is assumed that learners have to

construct their own knowledge

individually and collectively with the

help of tool kit of concepts and thinking

skills.

iSakNaarI vya@tI itcyaa saMklpnaa AaiNa ivacaar

kaOSalyao yaaMcyaa saahayyaanao vaOyai@tk Aqavaa saamauihk

rI%yaa &anainaima-tI krto

pUva-&ana navaIna &ana pUva-&anaaSaI

sausaMbad\Qa AsaUna to

sauQaairt va samaRd\Qa Asato

yaacao saMklpica~.

navao

&ana

Constructing knowledge &anarcanaa krNao mhNajao

•Acquiring meanings of new words, images

SabdaMcao ,p`itmaaMcao Aqa- Aa%masaat krNao

•Acquiring new concepts

navaIna saMklpnaa iSakNao

•Asslimilating knowledge

Aaho %yaa &anaat navaIna &ana samaaivaYT krNao

•Accomodating knowledge

AaQaIcyaa saMklpnaaMmaQyao badla krNao

•Establishing relationship among

concepts saMklpnaaMmaQyao saMbaMQa jaaoDNao

•Forming and changing structure of

knowledge e.g new classification

&anaacyaa saMrcanaot badla va navaI saMrcanaa tyaar krNao ]da.

navaIna vagaI-krNa navaIna vyaa#yaa Aa%masaat krNao

Learner learns through experiences

and makes meaningful organization

of the experiences with the help of

previous knowledge. iSakNaara AnauBavaatUna

iSaktao AaiNa pUva-&anaacyaa AaQaaro AnauBavaaMcaI

Aqa-pUNa- jauLNaI krtao.

AnauBava GaoNao

[traMnaa

saaMgaNao

maaihtIvar

P`aik`yaa AQyayana

]pyaaojana &anainaima-tI

p`ik`yaa

Only the active and thinking learner is the successful learner. So provide opportunities for activities

kovaL iËyaaSaIla AaiNa ivacaar krNaara

AQyayanakta-ca yaSasvaI AQyayana krtao

%yaamauLo kRtIMnaa vaava Va.

Principles t<vao

Use variety of

learning experiences

ivaivaQa AQyayana AnauBaUtIMcaa

]pyaaoga kra

Project based and

problem based learning

Preparing portfolio

Self learning

• embed learning in realistic, and

relevant learning environments

sausaMbad\Qa AaiNa vaastva AQyayana vaatavarNaat AQyayana

vhavao ]da. Tobala@laa^qa banaivaNyaasaazI xao~fL iSakNoa

• Provide for social negotiation as an

integral part of learning.

saamaaijak Aadanap`dana ha AQyayanaacaaca ek

Baaga banaavaa. cacaa-¸ p`Snaao<aro¸ gaPpa yaatUna

AQyayana vhavao

Support multiple perspectives and use

multiple modes of representation

such as variety of media,

dramatization, games etc.

bahuivaQa dRYTIkaona AaiNa saadrIkrNaacao ivaivaQa maaga- vaapra

ivaivaQa saaQanaaMcaa vaapr. naaTyaIkrNa¸ BaUimakapalana¸ KoL

vaapra . Anaok p`karo AiBavya@tIlaa saMQaI Va.

Students should be given

opportunity to think, to generate and

test hypothesis.

Encourage ownership in learning

ivacaar krNao pirklpnaa maaMDNao AMdaja vya@t krNao

va klpnaa pDtaLUna pahNao yaaMnaa saMQaI Va.maulaaMnaI

&ana svat: imaLvaavao yaasaazI p`ao%saahna Va.

Darkness of shadow depends

on which factor?

Color of

object

Size of

object

Preparing Concept maps

Chain map Hierarchy map Spider map

plants

parts

uses

Life processes

classification Non-

flowering flowering

habitat

Mind

maps

Opportunity to learn and work

cooperatively. It is essential to build trust

on group thinking.

sahkayaa-%mak AQyayanaacaI saMQaI doNao AavaSyak. AapNa saaro

iBanna p`karo ivacaar krtao va ekapoxaa AiQakjaNa caaMgalaa

ivacaar krtat ha ivaSvaasa inamaa-Na vhayalaa hvaa.

• Nurture self-awareness of the

knowledge construction process.

Encourage analysis of thoughts and

self correcting processes

• &ana inaima-tI p`iËyaoba_lacaI svajaaNaIva ivakisat

krNyaavar Bar Va.ivacaaraMcao pRqa@krNa AaiNa svat:ca

du$stI yaalaa p`ao%saahna Va.

tulanaa parMpirk vaga-

AQyaapna

rcanaavaadavar

AaQaairt vaga-

AQyaapna

ivaVaqaI- kaya- ekTyaanao kaya- ekTyaanao va gaTat

kaya-

AByaasak`ma

saadrIkrNa

BaagaakDUna pUNaa-kDo pUNaa-kDUna BaagaakDo

saaQanao P`aamau#yaanao

pazyapustk

P`a%yaxa AnauBaUtI

kRtI

tulanaa parMpirk vaga-

AQyaapna

rcanaavaadavar AaQaairt vaga-

AQyaapna

ivaVaqyaa-ivaYayaI

samajaUt

kaorI paTI irkamao

maDko

ivacaarSaIla va pUva-AnauBava

AsaNaara maoMdU AsaNaara

iSakNao laxapUva-k eokNao

iSaxakakDUna

maaihtI imaLvaNao

tI naaoMdvaNao paz

krNao laxaat zovaNao

Aaklana svat: &anarcanaa

krNao p`Sna ivacaarNao navaIna

gaRihtko maaMDNao pDtaLNao

[traMcao dRYTIkaona jaaNaNao

saMklpnaaica~ krNao

navainaima-tI

tulanaa parMpairk vaga-

AQyaapna

rcanaavaadavar AaQaairt

vaga-AQyaapna

iSaxak

BaUimaka

maaihtI doNaara

samajaavaNaara

maaga-dSa-k saukrk

AaQaar doNaara p`oirt

krNaara

AQyaapna vyaa#yaana idgdSa-na

k`mainvat AQyayana

pRcCa vagaI-krNa p`yaaoga

cacaa- yaaMnaa saMQaI

maUlyamaapna AQyaapnaapoxaa

iBanna. SaovaTI.

laoKI prIxaa

saat%yapUNa-. inarIxaNa

saMga`h p`klp p`dSa-na

cacaa-