chapter seven educational psychology: developing learners 6th edition jeanne ellis ormrod knowledge...
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![Page 1: Chapter Seven Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod Knowledge Construction](https://reader035.vdocuments.us/reader035/viewer/2022062303/55165654550346c6758b5bd4/html5/thumbnails/1.jpg)
Chapter SevenEducational Psychology: Developing Learners
6th editionJeanne Ellis Ormrod
Knowledge Construction
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Constructive Processes
Learning involves constructing one’s own knowledge from one’s experiences.
Our current knowledge influences what we learned, what we expect to learn, what we can store, and what we can retrieve.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Constructive ProcessesMeaning of new knowledge is constructed
with prior knowledge.It can be an independent venture (individual
constructivism) or a social process.Different people can construct different
meanings from the same stimuli or events.Even our memory is constructive
Reconstructive error is an error in which a student constructs a logical but “incorrect” memory.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Social Constructivism
Socially constructed knowledge: knowledge jointly constructed by two or more peopleOften leads to a better understanding of the
subject matterE.g., two students working together to better
understand a homework assignmentMay be constructed by an entire culture
Literature, music, fine arts
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Social Constructivism
Learners engage in distributed cognition.Students work together to share ideas and draw
conclusions or develop solutions.
There are many positives associated with distributed cognition, including:Greater understanding and increased use of
elaboration Exposure to others’ ideas and greater respect for
diversityIdentification of flaws and inconsistencies in thinkingHigher-level thinkingMore effective interpersonal skills
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Organizing Knowledge
Knowledge organization occurs via concepts, schemas, scripts, and theories.
Concepts: mental grouping of similar events, objects, ideas, or people which consist of attributes or distinctive features
E.g., bird: feathers, beak, has a nest
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Organizing Knowledge
ConceptsOvergeneralization and undergeneralization
are common occurrences.Overgeneralization: Including objects or events that
aren’t true members of the categoryUndergeneralization: Too narrow a view about
which objects or events the concept includes
Concepts are interconnected.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
![Page 8: Chapter Seven Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod Knowledge Construction](https://reader035.vdocuments.us/reader035/viewer/2022062303/55165654550346c6758b5bd4/html5/thumbnails/8.jpg)
The Nature of Concepts
Concepts can be learned as a feature list, prototype, or set of examples.Defining features: Characteristics that must
be present in all positive instances of a concept
Prototypes: Mental representations of a “typical” positive instance
Exemplars: Specific examples that are part of a learner’s general knowledge and understanding of a concept
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Teaching Concepts
Present examples and non-examples before discussing attributes and definitions
Show a wide variety of examples to avoid undergeneralization or overgeneralization
Have students use the concept
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Teaching Concepts
Identify concrete and observable characteristics
Show students how various concepts are related to one another
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Schemas & Scripts
SchemaOrganized body of knowledge about a
specific topicE.g., what is typically true about an object?
ScriptSchema that involves a predictable
sequence of events related to a common activityE.g., what happens when you go to the doctor?Culturally influenced
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Theories
Students already have beliefs about how the world operates before formal schooling begins.Theory: Integrated set of concepts and
principles developed to explain a particular phenomenon
Naïve theories: Early and often incorrect theory developed by a child, based on limited knowledge and understanding
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Promoting Effective Knowledge ConstructionProvide opportunities for experimentationPresent ideas of others and encourage discussionEmphasize conceptual understanding, knowledge
acquired in an integrated and meaningful fashionChallenge naïve theoriesBe organizedRelate new information to previously learned informationShow how isolated facts are part of greater wholeEncourage peer tutoring
Use authentic activitiesActivities similar to ones that students are apt to
encounter in the outside worldCreate a learning community
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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What Is a Learning Community?
Teachers and students consistently work to help one another learn.
Students are active participants in classroom activities.
Discussion and collaboration are necessary parts in learning.
Diversity is respected.Learning is emphasized more than grades.Both students and teachers provide guidance
and direction for classroom activities.Everyone is a potential resource.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Conceptual Change
Teachers present new information expecting it to replace any erroneous beliefs.
Students will often hold on to misconceptions even when faced with contradictory information.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Promoting Conceptual Change
Teachers should:Identify existing misconceptions before
instruction beginsConvince students that their existing
beliefs are inadequateMotivate students to learn correct
explanationsPreserve students’ self-esteem and not
ridicule them for misunderstandingsContinue to monitor students for
persistent misconceptionsJeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
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Considering Diversity in Constructive Processes
Cultural, ethnic, and religious backgrounds impact knowledge base.
A community of learners values diversity and utilizes everyone’s individual backgrounds, cultural perspectives, and unique abilities to enhance the class.
Teachers can increase multicultural awareness by:Promoting multiple constructions of the same
situationBeing watchful of language usage
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.