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&anarcanaavaad Constructivism

Constructivism ज्ञानरचानावाद

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Page 1: Constructivism ज्ञानरचानावाद

&anarcanaavaad

Constructivism

Page 2: Constructivism ज्ञानरचानावाद

What’s your assumption about learner?

Learner is passive,

iSakNaara inaiYËya Asatao

Learner is active

iSakNaara iËyaaSaIla Asatao

Page 3: Constructivism ज्ञानरचानावाद

Which approach is better? Why?

One way interaction

ekmaagaI- AaMtriËyaa

Multi-way interactions

bahumaagaI- AaMtriËyaa

Page 4: Constructivism ज्ञानरचानावाद

When teacher’s role is providing information and

student’s role is merely hearing or taking notes,

what are the consequences?

Page 5: Constructivism ज्ञानरचानावाद

Most pupils acquire information without

understanding.

What are the reasons?

bahutok ivaVaqaI- Aaklana na haota maaihtI imaLvatat. yaacaI

karNao kaoNatI AsatatÆ

Page 6: Constructivism ज्ञानरचानावाद

National curriculum framework 2005 and State

curriculum framework 2010 promote

Constructivism

Page 7: Constructivism ज्ञानरचानावाद

&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

Page 8: Constructivism ज्ञानरचानावाद

Original latin word : Con struere

to construct means to arrange or to give structure

&anaacaI Aqa-pUNa- maaMDNaI krNao

Page 9: Constructivism ज्ञानरचानावाद

Jean Piaget Jerome Bruner

Lev Vygotsky Ernest Glaserfeld

John Dewey

&anarcanaavaadaSaI saMbaMiQat maanasaSaas~&

Page 10: Constructivism ज्ञानरचानावाद

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

Page 11: Constructivism ज्ञानरचानावाद

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

Page 12: Constructivism ज्ञानरचानावाद

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

Page 13: Constructivism ज्ञानरचानावाद

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.

Page 14: Constructivism ज्ञानरचानावाद

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.

Page 16: Constructivism ज्ञानरचानावाद

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

Page 17: Constructivism ज्ञानरचानावाद

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

Page 18: Constructivism ज्ञानरचानावाद

pUva-&ana navaIna &ana pUva-&anaaSaI

sausaMbad\Qa AsaUna to

sauQaairt va samaRd\Qa Asato

yaacao saMklpica~.

navao

&ana

Page 19: Constructivism ज्ञानरचानावाद

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

Page 20: Constructivism ज्ञानरचानावाद

•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

Page 21: Constructivism ज्ञानरचानावाद

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.

Page 22: Constructivism ज्ञानरचानावाद

AnauBava GaoNao

[traMnaa

saaMgaNao

maaihtIvar

P`aik`yaa AQyayana

]pyaaojana &anainaima-tI

p`ik`yaa

Page 23: Constructivism ज्ञानरचानावाद

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

Page 24: Constructivism ज्ञानरचानावाद

Use variety of

learning experiences

ivaivaQa AQyayana AnauBaUtIMcaa

]pyaaoga kra

Page 26: Constructivism ज्ञानरचानावाद

• 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

Page 27: Constructivism ज्ञानरचानावाद

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.

Page 28: Constructivism ज्ञानरचानावाद

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.

Page 29: Constructivism ज्ञानरचानावाद

Darkness of shadow depends

on which factor?

Color of

object

Size of

object

Page 30: Constructivism ज्ञानरचानावाद

Preparing Concept maps

Chain map Hierarchy map Spider map

Page 31: Constructivism ज्ञानरचानावाद

plants

parts

uses

Life processes

classification Non-

flowering flowering

habitat

Mind

maps

Page 32: Constructivism ज्ञानरचानावाद

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.

Page 33: Constructivism ज्ञानरचानावाद

• 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.

Page 34: Constructivism ज्ञानरचानावाद

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

Page 35: Constructivism ज्ञानरचानावाद

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

Page 36: Constructivism ज्ञानरचानावाद

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-