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&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-