Artefaktai, vizualinis modeliavimas ir konstrukcionizmas: žvelgti atidžiau ir stebėti, kas vyksta
Straipsniai
James E. Clayson
American University of Paris
Publikuota 2018-12-28
https://doi.org/10.15388/Problemos.2018.0.12345
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Reikšminiai žodžiai

konstrukcionizmas
vizualinis modeliavimas
transformuojami objektai
artefaktai
piešimas
naratyvinė psichologija

Kaip cituoti

Clayson J. E. (2018) „Artefaktai, vizualinis modeliavimas ir konstrukcionizmas: žvelgti atidžiau ir stebėti, kas vyksta“, Problemos, 00, p. 8-23. doi: 10.15388/Problemos.2018.0.12345.

Santrauka

[straipsnis ir santrauka anglų kalba, santrauka lietuvių kalba]

Konstrukcionistai įveiklina galingą koncepciją, kuria jie dalijasi su konstruktyvistais: individualų mokymąsi sustiprina konkrečių idėjų, koncepcijų, metodų, objektų, aplinkos, jausmų, sapnų, prisiminimų ir garsų modelių kūrimas, pasitelkiant besimokančiojo žinias. Konstrukcionistai to siekia kurdami modelius ar artefaktus, kuriais jų kūrėjas gali išoriškai manipuliuoti, juos tyrinėti bei žodžiu dalytis su kitais. Konstrukcionistai mano, kad tokių diskusijų metu sukuriamos naujos žinios. Konstrukcionizmas turi daug euristinių metodų, kuriais galima atrasti ar konstruoti artefaktus ir šiuos artefaktus privačiai ar viešai aptarinėti. Konstrukcionistai teigia, kad tiek konstravimas, tiek aptarimas yra būtini giluminei prasmėkūrai.

Šiame straipsnyje aprašomas vienas konkretus konstrukcionistinis mokymosi metodas – vizualinis modeliavimas. Juo iliustruojama vieno pedagogo prieiga, sukurta per 40 metų pedagoginio darbo. Straipsnyje remiamasi atitinkama literatūra, aprašoma pedagoginė prieiga, ištekliai ir rezultatai, taip pat kaip pavyzdys smulkiau atskleidžiamas vieno studento mąstymo procesas. Galiausiai, tinkama naratyvine forma pateikiama 15 argumentų, kodėl vizualinis komponentas praplečia konstrukcionizmo projektą ir turėtų būti integruotas į daugiau švietimo programų.

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