Constructivist Learning Theory Perspective

Generally called constructivism, it emphasizes the contribution of learners in the person giving the sense, as well as learns something through individual and social activities. There is no such constructivism learning theory, but there is only some constructivist approach, such as specific approaches in mathematics and science education. Some constructivist thinkers such as Vigotsky emphasize sharing and social construction in the formation of knowledge (social constructivism), whereas others such as Piaget’s view individuals who the main construction (individual constructivism).

Vygotsky believed that knowledge is socially constructed, i.e. to what each participant contributed and create together. So the development of the knowledge generated will vary in different cultural contexts. Social interaction, cultural tools, and activities form the individual development and learning ability. Vygotsky saw that the cultural tools (including paper, printing machines, computers etc.) and symbolic tools (such as a system of numbers, maps, artwork, language, and codes and symbols) play an important role in cognitive development. Roman numeral system has limitations for the operation of such calculation; different from the usual Arabic numeral system we use that have a zero symbol, can be formed on fractions, positive and negative values, and declared an infinite amount of numbers and more. Numbering system used is a tool that supports the culture of thinking, learning and cognitive development. This symbol system is given from adults to children through formal or informal interaction and instruction.

Vygotsky stressed that all high-level mental processes, such as thinking and problem solving are mediated by psychological tools like language, symbols and symbols. Adults teach these tools to children in everyday activities and the child internalize it. So that this psychological tool can help students improve their thinking and mental development. By the time children interact with parents or friends that are more capable, they exchanged ideas and ways of thinking about representation and concept. So that knowledge, ideas, attitudes and value systems owned subsidiaries as well as developing ways he learned from his environment.

How knowledge is constructed?
To be able to explain how knowledge is formed, the three explanations that summarize the various stages of this constructivist approach:

1. Reality and truth from the outside world to direct the formation of knowledge. Individual reconstruct reality by forming a mental representation that accurately reflects “what the circumstances.” The first stage is none other than the information processing model of cognitive learning theory.

2. Internal processes of the organization Piaget, assimilation and accommodation to direct the formation of knowledge. Celebration of knowledge is not only a mirror of reality, but an abstraction that grows and develops with cognitive activity. Knowledge is not simply right or wrong, but it continues to grow internally consistent and organized along with its development.
3. External and internal factors direct the formation of knowledge. Knowledge grows through the interaction of internal factors (cognitive) and external (environmental and social).

Over time, the existing practice is questionable and could be replaced, but before that happens there are practices that continue to be done because the votes remain profitable.

Also studied was also conditioned by the venue for events, usually called enculturation or process to adopt the norms, attitudes, skills, beliefs, language, attitude of one particular community. Knowledge would not only be seen as a cognitive structure but as an artificial individual from the community all the time. What does the community, how they interact and solve a case, like tool made by the community, forming knowledge of the community. Learning means to be better able to participate in activities and use of tools and get the identity as members of the community.

A number of junior students at the University of Machinery and Technology in the capital Dhaka demanding the summer holidays brought forward so they can watch football on TV so they’re not too tense in the middle of exams. But the clash occurred after a number of senior students wanted a university exam is still carried out.

The government of Bangladesh, as reported by “BBC”, closed the university for an indefinite period and asked students to leave the dormitory in order to calm the situation.

Last week football fans damaging vehicles and electricity substation after a series of power outages annoy people who were watching a live broadcast of the World Cup. The government also asked the factory owners to halt activities at night so that there is enough electricity for the TV audience.

Bangladesh also has World Cup fever. Thousands of citizens are supporting the teams of other countries such as Brazil and Argentina. Residents decorate their homes with their support team flag.