Insight into tacher's practice: Transmission or constructing a shared understanding of the conceptual material?
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Constructivism is a perspective contending that individuals form or construct much of what they learn and understand. So it makes accepting the present structure of schooling difficult. From constructivist point of view, educators must invite students to experience the world's richness, ask their own questions and seek their own answers, to construct their own understandings of concepts rather then simply showing the effects of understanding. But from the other side, to do so is much more complicated than it seems to be. In this article the authoress attempts to analyze at the level of distinction between concept attainment and concept formation, teacher's practice during the lessons about human circulatory system. According to J. S. Bruner, concept attainment is the search for and testing of attributes that can be used to distinguish exemplars from nonexemplars of various categories, the search for good and valid anticipatory cues. The process of concept formation is the process of concept or category formation - the inventive act by which classes are constructed. The construction of new conceptual knowledge is identified with concept attainment/concept formation. Thinking of constructivist teacher and classroom our interests focus on the teacher's role in the process of education.
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