Application of Constructivism and Information Processing Theories
Introduction
Constructivism and information processing theories have been in existence for decades ever since respected scholars analyzed them. Indeed, these theories have impacted dramatically in educational institutions by assisting students to improve their grasp of basic classroom principles. On the other hand, information processing refers to the mechanism by which learning takes place. It emphasizes the ways through which a person’s memory encodes and retrieves information. This paper delves deeper into the analysis of both constructivism and information processing and how they manifest in Dena’s scenario in the case study.
Constructivism
Constructivism is the process whereby learning comes about as result of accommodation and assimilation. It is a theory whereby education encompasses both the inculcation of knowledge as well as the means of understanding the meaning or idea behind the experience. Constructivism implies merely the assimilation of expertise; combining new knowledge with the one that is already known by an individual. Research on constructivism indicates that learning happens in two ways: through accommodation whereby someone adjusts his/her view of the world to accommodate new knowledge that has been gathered and through assimilation whereby a person combines existing knowledge with a new one (LLC, 2018). Therefore, constructivism gives tutors the ability to personalize learning to provide each student with the package that suits his/her individual needs. Such kind of education is said to be customized because each student has the unique ability to derive the meaning he/she wants from the new information that is introduced. Some elements of constructivism can be derived from a classroom set up. Firstly, learners acquire meaning from active engagement. It merely means that they can participate effectively in class discussions by actively engaging in the learning process. Scholars found out that it is impossible for students to engage in constructivism passively. Students have to be actively involved in constructing a new method of synthesizing the information they get in class for this method of learning to take place. They will need to understand the new concepts they are taught by making the knowledge they gained in their previous class into consideration. Doing so will be possible if the students partake actively in the learning activities that they are taken through in class.
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Metacognition
The first constructivism theory states that learning involves metacognition. This theory says that not only are the students able to gain immense knowledge by learning in class but can also give them the ability to learn about themselves. By gaining a better understanding of themselves, they will surely be able to know the best methods of determining that they can use hence reinforcing the concept of personalized learning (Aliakbari, Parvin, Heidari & Haghani, 2015).
Reflective Activity
The second theory of constructivism is reflective activity, an approach that was coined by Dewey. in his analysis, Deway opined that students could construct their meaning and as a result take ownership of their learning. The theory suggests that the process of learning takes place in a social fashion whereby the learner interacts with various forces to facilitate the process of learning. Students need to use language so that they can learn new concepts in class and also retain those that they already know. Meaning cannot be constructed from nothingness. Learning is contextualized and requires time and place for it to occur. Meaning cannot be built from ideas that are in isolation. The reason as to why people learn is fundamental in constructivist theory. Indeed, those in the education system will need to understand the reasons as to why they are learning for them to feel motivated.
Multiple Perspectives
Students can use the concept of multiple perspectives in their process of learning. Technology can easily facilitate this theory for it to be effective. Students can use technology to access extra modes of social collaboration and negotiation through which they will be able to reconcile and share various perspectives and come up with solutions. Materials, technology, and classmates are a critical resource that gives learners the ability to effectively revisit, repurpose and rearrange factors originating from various points of view (Culatta, 2018).
Basic Tenets of Information Processing Theory
Information processing theory decrees that human minds are like computers and therefore have the unique ability to process data as opposed to the behaviorist assumptions that people respond to stimuli. It is a theory that relates human thoughts to the computer working mechanism. The human mind is considered to have the ability to receive input, process it and deliver an expected output.
Level of Processing Theory
The level of processing theory advances that information is processed through different ways which directly affects the manner in which it will be available later on. The methods through which data is prepared are through meaning, labeling, attention, and perception. Bransford advanced that the ease with which the information was stored will directly affect the manner in which it will be retrieved. Some of the models relating to information processing theory are elaborated below:
Sensory Memory
It is the process whereby the senses use a method known as transduction to gather information. The brain receptors alter the data into a form that can be processed by the brain. These memories do not last for long since they are unconscious. The sensory memory acts as a filter, processing information and only allowing that which is needed by the body (L., 2015). How Constructivism and Information Processing can be used to Resolve Problems
The modern word presents a plethora of problems. Therefore, the human mind has to develop new techniques for resolving these challenges so that the world can be a better place. One of the ways through which constructivism can be used to solve problems is in a classroom set up. For instance, a teacher can use technology to introduce new learning concepts that will improve learners’ understanding. The tutor can use audio-visual equipment to give learners a better perspective of their coursework. The students will, in turn, use accommodation and assimilation concepts to embrace and internalize the new teaching techniques for an improved understanding.
Use of constructivism Theories in Case Study Analysis
From the case study, it is quite evident that Dena is confused about the manner in which she can transition from life in the small coastal town to that of the large coastal city. She can use metacognitions theory to learn more about herself as a means to better understand herself and the things she loves. Form the case study. It is evident that Dena loves brownie foods, most of which have taken a toll on her health as well as that of her husband and two children. After receiving her time to understand her preferences, she can then make a healthy decision and realize that her choices have negatively affected her life after which she can adopt a healthy diet. Additionally, Dena can make use of the reflective activity theory and make better choices. She can reflect on her past life in a small town and remember the foods that did not impact negatively on her health. She can also take advantage of her social circle and interact with her neighbors. By doing so, she will gain new knowledge and maybe know how to cook foods such as kales and green smoothies (Waltman, 2018). The last constructivism theory that can be used by Dena is that of multiple perspectives. She can harness technology and improve her cooking skills. The internet can be a better place for her to start. She can research on ways through which she can cook healthy foods that she can feed her family without dire health consequences. One of the most critical elements from a constructivism perspective is the manner in which Dena can embrace constructivism concept of assimilation and accommodation. She can use her existing knowledge in cooking and combine it with that in the new coastal city to whip up some healthy food. Similarly, she can interact with new people and accommodate the further information about healthy cooking that she'll come across. The case study is also relevant from an information processing perspective. Dena can take advantage of various information sources to get information about healthy cooking. The manner in which she receives and stores the information will directly affect the way in which she will accept it. She will use the basic tenets of information processing theory which are meaning, labeling, attention, and perception.
Dena’s Breakthrough of Learning Barrier
Dena finally managed to overcome her learning barrier by taking into consideration all the concepts of constructivism and information processing theories. At long last, she improved her cooking skills through her interaction with her neighbors and by surfing the web for new cooking techniques. Her breakthrough gave her the ability to make healthy foods, enabling her to lose considerable weight and eliminate the threat of diabetes in her life. In conclusion, one can achieve one’s life goals by effectively using constructivism and information processing theories. A person can combine his/her existing knowledge with a new one to tackle everyday life’s challenges. Those that can do so will experience a turnaround and lead healthier, better lives devoid of problems, be it in a classroom setting or the outside world. People can learn from Dena’s scenario and change their lives for the better.
References
Culatta, R. (2018). Information Processing Theory. InstructionalDesign.org. Fatemeh Aliakbari, N. P. (2015). Learning theories application in nursing education. NCBI. L., D. (2015, December 4). Information Processing Theory. Learning Theories, 121-123. Retrieved from https://www.learning-theories.com/information-processing-theory.html. LLC, T. (2018). Tenets of Constructivism. Tangient LLC, 43-56. Waltman, J. (2018). 5 Principles of Constructivist Teaching. SOPHIA Learning, 23-34.
