Read the article provided on “Constructivism” below. Make an outline of its impact in Radiologic Technology. ARRICLE: Co

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Read the article provided on “Constructivism” below. Make an
outline of its impact in Radiologic Technology.
ARRICLE:
Constructivism
The essence of the constructivist approach to learning is
the idea that learners individually discover and build their own
knowledge (Anderson, Greeno, Reder, & Simon, 2000; Brooks &
Brooks, 1999; Waxman, Padron, & Arnold, 2001). Learners
construct a unique mental image by combining information in their
heads with the information they receive from their sense organs.
With the constructivist approach, students control some of the
learning focus and activities; teacher-centered strategies, such as
lectures, are minimized; multiple ways of knowing (through arts,
for example) are honored; learning activities and assessments are
often rooted in authentic situations; and much learning occurs in
groups. The constructivist theory views learners as active
participants in their own learning, not passive recipients of
information. Learners construct their own meaning by negotiating
that meaning with others, making connections with and modifying
prior conceptions, and addressing content in a variety of contexts.
This approach calls for a more active role for students in their
own learning than is typical in many classrooms. Learning is a
search for meaning. This constructivism perspective can be conveyed
through the ancient Chinese proverb: “I hear and I forget; I see
and I remember; I do and I understand." Constructivism is basically
a theory about how people learn. It says that students will
construct their own understanding and knowledge of the world,
through experiencing things and reflecting on those experiences.
When students encounter something new, they have to reconcile it
with their previous ideas and experiences, maybe changing what they
believe, or maybe discarding the new information as irrelevant.
Meaning requires understanding wholes as well as parts. And parts
must be understood in the context of wholes. The learning process
focuses on primary concepts, not isolated facts. In any case,
students will be active creators of their own knowledge. To do
this, they must be allowed to ask questions, explore, and assess
what they know. The purpose of learning is for an individual to
construct his or her own meaning, not just memorize the “right"
answers and regurgitate someone else's meaning. Teachers must focus
on making connections between facts and fostering new understanding
in students. They must tailor their teaching strategies to student
responses and encourage students to analyze, interpret, and predict
information. Teachers must rely heavily on open-ended questions and
promote extensive dialogue among students. Students cannot be
treated as though their brains are blank slates to be written upon
or empty vessels to be filled up. Learners are not, in other words,
passive. Rather, they often are quite active in learning. Students
need to use and test ideas, skills, and so on through relevant
activities. Often, this involves concrete experiences that combine
with abstract ideas that have just been presented to learners. The
constructivist view of learning requires a reconceptualization of
teaching. Teachers must focus on helping students construct
understanding of concepts themselves. Instead of spending time
memorizing material, filling in the blanks on worksheets, and
repeating large numbers of similar problems, students need to learn
to solve novel problems, integrate information, and create
knowledge for themselves. The teacher's role is to foster and
direct this work on the part of students. The teacher encourages
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 understandings are
changing. The teacher makes sure he or she understands the
students' preexisting conceptions, and guides the learning to
address them and then build on them. Constructivist teachers
encourage students to constantly assess how the learning 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 Teaching is getting students to see
things in new ways. One of the biggest jobs becomes asking good
questions. To be effective, teachers must be well organized, but
they must also make effective use of time. You must learn to use
classroom time to maximize learning.