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This article explains the distinction of "logical positivism" and "logical empiricism."

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Logical Positivism Article 2- what's in a name

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Logical Positivism-Education is Cultivation of Second Nature Article

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This article provides a brief overview and historical background behind Logical Positivism.

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The article below explains how the Constructivism Paradigm influences teaching and learning, and how teachers should reflect on their instruction to ensure more student-centered learning.

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Constructivist Theory for teaching and learning

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Social media influences many people in today's society, including school members (i.e. administration, faculty, and students). While social media websites ensure online communication, it provides an opportunity for developing learning communities.

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This articles discusses the transition from positivism to post-positivism and why the transition is necessary for educational philosophy.

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Post-Positivism Article 1- Transition from Positivism to Postpositivism

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This website defines Constructivism, and provides information on the history of the theory, benefits, and other valuable information.

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Welcome to Constructivism as a Paradigm for Teaching and Learning. Start with the Explanation section to gain a good understanding of the CONCEPT of constructivism. Then go on to Demonstration, where we move from CONCEPT TO CLASSROOM!

What is constructivism?
How does this theory differ from traditional ideas about teaching and learning?
What does constructivism have to do with my classroom?
Expert interview
What is the history of constructivism, and how has it changed over time?
What are some critical perspectives?
What are the benefits of constructivism?

What is constructivism?
Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.

Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.

You might look at it as a spiral. When they continuously reflect on their experiences, students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. One of the teacher's main roles becomes to encourage this learning and reflection process.

For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.

Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.

Constructivism is also often misconstrued as a learning theory that compels students to "reinvent the wheel." In fact, constructivism taps into and triggers the student's innate curiosity about the world and how things work. Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings.

The best way for you to really understand what constructivism is and what it means in your classroom is by seeing examples of it at work, speaking with others about it, and trying it yourself. As you progress through each segment of this workshop, keep in mind questions or ideas to share with your colleagues.

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Thirteen | Thirteen Ed Online | thirteencelebration.org

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Constructivism as a Paradigm for Teaching and Learning

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Welcome to Constructivism as a Paradigm for Teaching and Learning. Start with the Explanation section to gain a good understanding of the CONCEPT of constructivism. Then go on to Demonstration, where we move from CONCEPT TO CLASSROOM! What is constructivism? How does this theory differ from traditional ideas about teaching and learning?

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In this article, the author examines Frederick Taylor's work of the scientific management theory and how the theory shapes modern organization.

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Scientific Management Article- Evolution of Scientific Management

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This article explains how managers of companies (or even schools) should communicate with their employees in relation to Frederick Taylor's Theory.

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Scientific Management Theory in Communication Situations Article

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This article from Khan (2013) examines how Constructivism is relevant to the classroom environment, particularly a science classroom.

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Reference list for all of the articles found on this Padlet.

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References for Articles Padlet Project Cody Herrera

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This article shows how Frederick Taylor's scientific management theory (also known as Taylorism) influences the logic and mindset of learning outcomes for organizations.

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Taylorism and Logic of Outcomes (Scientific Managment Theory Article 2)

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This analysis paper includes a brief idea about the four theoretical paradigms, and how these paradigms are used at Eula ISD.

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Theoretical Paradigms Paper Assignment EDG 6340 Cody Herrera