Educational Paradigms

1. Emerged at the beginning of the 20th Century.
   1. Objectives

      Anmerkungen:

      • Goals and Objectives - To provide experience with the knowledge construction process.  - To provide experience in and appreciation for multiple.  - To embed learning in realistic contexts.  - To encourage ownership and a voice in the learning process.  - To embed learning in social experience.  - To encourage the use of multiple modes of representation.  - To encourage awareness of the knowledge construction process.  
   2. Characteristics

      Anmerkungen:

      • - Learners are actively involved. - The environment is democratic.  - The activities are interactive and student-centered.  - Teacher facilitates a process of learning.
   3. Building the aims of the constructivism in students

      Anmerkungen:

      • - To teach them to think. - To teach about think. - To teach them on the basis of thinking.   
2. The Constructivist Paradigm in education.

   Anmerkungen:

   • Development from Constructivism paradigm This paradigm is development where the teacher present questions and problems, then guide students to help them find their own answer. They use many techniques in the teaching process, for example, they may: - Prompt students to formulate their own questions.- Allow multiple interpretations and expressions of learning.- Encourage group work and the use of peers as resources  
3. Examples

   Anmerkungen:

   • - Student culture. - Student experience & backgroung. - Student engagement.  - Student perspective. - Student constructed. - Problem solving.

Anmerkungen:

• - It’s active. - It promotes student agency. - It develops advanced skills such as critical thinking, analysis, evaluation, and creation. - It promotes diverse points of view. - It encourages students to reflect, evaluate their work. - It reflects our modern world’s vast access to content.   

Anmerkungen:

• - Learning through trial-and-error is a time consuming process. In the age of a crowded curriculum, teachers often on’t have the time to organize sustained problem-based learning lessons. - International testing regimes that push standardized curriculum encourage conformity and memorization over inquiry-based critical thinking. - Constructivism requires differentiation so that students learn at the optimal cognitive level.  - Differentiation for each child is exceptionally difficult and often impractical for educators.  

Anmerkungen:

• Everything occurs within a social environment. Knowledge is socially constructed and based on experiences. This knowledge should be organized in real-life experiences that provide a context for the information.   

Anmerkungen:

• He applied the use of computer technology to teaching in a constructivist environment based upon a theory of knowledge Papert worked with Piaget.   

1. Emerged in the 1970's
   1. Objectives

      Anmerkungen:

      • - Explain the paradigm structure, the perspectives, and the behaviors as well into a better knowledge. - Research content of the origin and the precursors that create this topic in a better explanation, Why? When? Who? And for what? - In this presentation you as students will learn how this procedure will help to us as future teacher in the pedagogic area. Also you will learn to put in practices how this paradigm was develop for the actual generation.
   2. Characteristics

      Anmerkungen:

      • - Basic learning processes. - Knowledge base.  - Cognitive styles and attributions.  - Strategic knowledge.  - Metacognitive knowledge.
   3. Types of teaching of the cognitive paradigm - David Ausubel

      Anmerkungen:

      • 1. Repetitive learning or rote. 2. Meaningful learning.
2. The Cognitive Paradigm in education.

   Anmerkungen:

   • Goals 1.- To engage students on their own learning. 2.- To educate graduates of any educational level. 3.- To provide equal opportunities. Objectives 1.- To know and retain the information.  2.- To understand of the semantic aspects.  3.- To apply the information taught.  4.- To analyze the information. 5.- To create and combine into the original whole.  6.- To make judgments about taught it.  
3. Examples

   Anmerkungen:

   • - Stimulus. - Cognitive processes. - Response.

Anmerkungen:

• - Looks at thought processes which were ignored by other psychologists, especially behaviourists. - Processes such as memory, attention and perception have been studied as they have an effect on our behavior.   

Anmerkungen:

• - It is reductionist. An example of this is that it reduces human behavior down to individual processes such as memory and attention. - This is a weakness because the human is a product of all the processes working together and not just individual parts.   

Anmerkungen:

• Piaget was known for his work studying children. He was mainly interested in the biological influences on "how we come to know" concerned with manipulative behavior of childrenhow they come to know things. Piaget believed that what distinguishes human beings from other animals is our ability to do "abstract symbolic reasoning.” In 1953, he stated that children actively construct their understanding of the world and go through four stages of cognitive development.   

1. The four-stage of the Cognitive Paradigm.

   Anmerkungen:

   • 1. Sensorimotor Stage. 2. Preoperational Stage. 3. Concrete Operational Stage. 4. Formal Operational Stage.

Anmerkungen:

• He puts special emphasis on the importance of cultural and social effects like the language and children's interaction with others in cognitive development.   

Anmerkungen:

• He called the science of behavior.

Anmerkungen:

• He says: the importance of the human being adapting to any situation or circumstance.

1. Emerged at the beginning of the 20th Century.
   1. Characteristics

      Anmerkungen:

      • - The only possessor of knowledge is the teacher.  - The student is a container that acquires knowledge.  - It is a passive learning with very little participation of the student.  - It emerges as a psychological theory and its use in education is later adapted.
   2. Objectives

      Anmerkungen:

      • - Strengthen previous knowledge of the student     about the behaviorist paradigm. - Show the differences between Methodological Behaviorism and Radical Behaviorism. - Apply dynamics to achieve a better understanding application of the use of the paradigm.  
   3. Types of behaviorism

      Anmerkungen:

      • - Methodological Behaviorism. - Radical Behaviorism.  
2. The behaviorism in education.

   Anmerkungen:

   • The purpose of behaviorism is to condition students, so that through education they suppress unwanted behaviors, thus encouraging in the school system the use of procedures designed to manipulate behaviors, such as competition between students.   
3. Examples

   Anmerkungen:

   • - Stimulus (Provided by instructor). - Response (Provided by learner). - Reinforcement (Provided by instructor).

Anmerkungen:

• - Predict and control behavior. - It is quantifiable. - Allow planning.- Determines imagination, feeling and association, as behavioral terms.- Effective training. - Manage to modify behaviors.  

Anmerkungen:

• - Predicts and controls behavior experimentally and empirically. - Teaching is proposed as a paradigm of reinforcement contingency, these seek to modify behavior. - Conditions to the performance of previously defined activities.   

1. Emerged in the 1869
   1. Obbjectives

      Anmerkungen:

      • Goals and Objectives   1.- Incorporate training for skills and understandings significant for environmental literacy.  2.- Apply a basic understanding of the goals, theory, practice, and history of the field of environmental education. 3.- Apply professional responsibilities. 4.- Combine the unique features of environmental education with the fundamentals of high-quality education to design and implement effective instruction. 5.- Foster learning. Enable learners to engage in open inquiry and investigation, especially when considering environmental issues that are controversial and require students to seriously reflect on their own and others' perspectives. 6.- Make assessment and evaluation integral to instruction and programs Goals for environmental education. These goals provide the foundation for much of what has been done in the field.   
   2. Characteristics

      Anmerkungen:

      • Awareness To create an overall understanding of the impact and effects of behaviours and life styles.   Knowledge To help students to acquire basic understanding of the total environment and its associated problems. Attitude  To help students to acquire social values, strong feelings of concern for the differentenvironments. Skill  To help students to acquire the knowledge and skills of solving problems.  Participation To help students and social groups to develop a sense of responsibility and energy.  
   3. Student Role

      Anmerkungen:

      • Learning potential. The appropriate measurement.
   4. Teacher Role

      Anmerkungen:

      • Encourage their students to engage in projects. Is an essential mediator in the sociocultural knowledge
2. The Environmentalist Paradigm in education.

   Anmerkungen:

   • Education is open to the environment, it needs to accept environmental learning or ecological education.   
3. Examples

   Anmerkungen:

   • - Everything is connected to everything else. - Everything must go somewhere. - Nature knows best. - There is no such thing as a free lunch, or everything has to go somewhere.

Anmerkungen:

• - Instills respect for nature. - Enables development of critical thinking skills. - Teaches them to be responsible.   

Anmerkungen:

• - Inadequate personnel such as teachers, researchers. - Shortage of teaching/learning materials. - Shortage of funding.