konstrüktivizm

listen to the pronunciation of konstrüktivizm
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constructivism
A psychological epistemology which argues that humans generate knowledge and meaning from their experiences

There is no single theory of constructivism. In fact, there are many shades and varieties of constructivism spanning a range of perspectives. There is also no single individual who can be identified as the founder of constructivism. In fact, rather than tracing a linear development along one line of philosophical thought, constructivism seems to circumscribe a set of thinkers, theories and approaches that spring from a plethora of historical and cultural origins.

A philosophy that asserts the need to construct a mathematical object to prove it exists
A theory about knowledge and learning which asserts that learners construct their own understanding of the world around them Constructivist teaching is student-centered and attempts to create learning contexts in which students actively grapple with big issues and questions instead of being passive recipients of "teacher knowledge "
A pedagogical philosophy that views learning as constructing, rather than absorbing (Polson Glossary)
a theory wherein learning is seen as an active process of knowledge construction; experience combined with reflection and social interaction allows the learner to build on prior knowledge and create their own understanding of ideas and concepts For an introduction, with further links, see for example Ryder or Chen
The idea that individuals actively construct their own knowledge, rather than passively absorbing it from others
a school of psycholog which holds that learning occurs because personal knowledge is constructed by an active and self-regulated learner who solves problems by deriving meaning from experience and the context in which that experience takes place
The central idea of constructivism is that people construct knowledge (as opposed to knowledge being transmitted into their minds) Most people do not have a problem with this because most agree that students "interpret" their experiences in class and try to make sense of them, particularly when grappling with scientific concepts (as opposed to rote memorization of terms) Thus, the problem or difficulty is not typically with constructivism per se but with: recognizing the difference between when students are "constructing" knowledge vs simply absorbing and regurgitating, and what constructivism implies about the types of teaching methodologies one should use
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theory of learning that focuses on allowing students to make meaning for themselves through active learning experiences
A theory of learning and knowing that holds that learning is an active process of knowledge construction in which learners build on prior knowledge and experience to shape meaning and construct new knowledge (Lambert & Walker, 1995 )
A theoretical perspective that proposes that learners construct a body of knowledge from their experiences-knowledge that may or may not be an accurate representation of external reality
Post World war 1 Russian art style emphasising abstract aspects of composition and design using industrial materials and methods
A new-fangled educational theory where "truth" is believed to be a "social construction " Thus, it believes that children should be taught to construct "truth", and they should do so in groups (that's the "social" part) This peculiar philosophy has heavily influenced the new educational system, with it's emphasis on "self-learning" and group-learning, and a heavy reduction in direct classroom instruction
an abstractionist artistic movement in Russia after World War I; industrial materials were used to construct nonrepresentational objects
A theory of learning
Constructivist theatre resisted the use of representational sets, using more abstruct "constructions" on stage
Theory suggesting that students learn by constructing their own knowledge, especially through hands-on exploration It emphasizes that the context in which an idea is presented, as well as student attitude and behavior, affects learning Students learn by incorporating new information into what they already know
Radical Russian art movement which developed shortly before the Bolshevik Revolution in 1917 In an attempt to redefine the role of the artist and contribute to the `construction' of a new communist state, a group of artists rejected the `art for art's sake' concept underpinning Suprematism and directed their energies to socially useful activities like industrial, graphic and theater design, photography and film
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