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CASE STUDY
Dena grew up in a large family in the Midwest. The oldest child, she was her mother’s primary helper growing up, and loved working in the kitchen making casseroles, breads, and especially baked goods. “I can make homemade noodles, biscuits, and brownies in my sleep”.
Dena, her husband, and two children recently moved from a very small town to a large coastal city. Unfortunately, the foods she grew up cooking and eating have now taken a toll. Additionally, her spouse and children are all having issues with food sensitivities and Dena has been recently chastised by her physician that something has to change—her weight has ballooned and she is pre-diabetic. She admits she does not seem to have an “off-button” when it comes to sweets and is really distracted by them. Dena’s physician suggested she might suffer from sugar addiction, and recommended a radical shift to a plant-based diet. Dena is in agreement yet Dena is also quite lost. “How do I make green smoothies in my sleep? I still can’t tell the difference between all the kinds of kale—I’m out of my comfort zone by a mile here, and all I can think about is brownies. I know I have to fix this, but it seems I have to un-learn everything I know.” Running head: CONSTRUCTIVISM AND INFORMATION PROCESSING THEORIES
Constructivism and Information Processing Theories
Course Name
Date
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CONSTRUCTIVISM AND INFORMATION PROCESSING THEORIES
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Constructivism and Information Processing Theories
Introduction
Constructivism and information theories discuss the ways and processes through which
the learning process occurs. Constructivism theory on the aspect that based on our internal
knowledge and daily experiences, we all have our basis in its view of the world we live son. The
foundation of learning is how we interpret and create the meaning of our experiences (Nganji,
2018). As we have a different set of perceptions and experiences, our learning is different and
unique to construct knowledge.
On the other hand, the information processing theory’s vision is that all learning involves
forming associations between stimuli and responses. Its basic ides are that our minds are like an
information processor or a computer rather than the behaviorist notions by people (Galenson,
2018). The paper will explain the two theories to deepen our understanding.
Constructivism Theory
Constructivism theory has a direct application to education as it explains how we acquire
knowledge and learn. (Nganji, 2018). The basic tenet of the theory is that learning is by doing
rather than observing. It views learning as a search for meaning; it must start with some issues
around the students, which require some purpose. The meaning needs a whole and part of
understanding. In the context of wholes, we get to understand the parts. Therefore, learning
focusses on the main concepts and isolated facts. For teaching to be successful, we must realize
the models we use to view the world and our assumptions to support our views (Nganji, 2018). It
explains that we learn to construct our meaning, not just to know the right answers to questions
raised. Based on the fact that education is inherently interdisciplinary, setting an assessment is
the only valuable method to measure our learning capabilities.
CONSTRUCTIVISM AND INFORMATION PROCESSING THEORIES
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Constructivism theory views knowledge as the construction of hypothesizes of the
environment, which have been formed by a person’s social factors and past experiences. Social
factors and past experiences influence how a person translates stimuli within the surroundings
and builds a base of knowledge from these exchanges. Constructivism can also serve as a theory
of communication. When you provide a piece of information or send a message to someone, and
you do not know the receiver, then you can not interpret the response because you have no idea
of the message received. Due to this, teaching becomes the maintenance of a language and its
establishment. It can also serve as a means of communication among the students and between
the students and their teacher. In other tenets of constructivism theory, students are expected to
learn better through their actions. Besides, to change the way we view the world, we have to
work towards the change by creating opportunities for all people to have new ideas.
John Dewey developed constructivism principles which he directed living, permitting a
person to be in control of their knowledge within collaboration and creativeness. The cognitive
development theory further influenced this theory from Piaget, which suggested that people
construct knowledge and shape meaning through an active process of consecutive phases of
change to the environment.
Jerome Bruner’s research suggested the theory of cognitive development split into three
models in how people obtain information; symbolic (language-based), iconic (image-based), and
enactive (action-based). Information acquired from thinking about something not physically
present, and symbolic or the use of language to gain information and enactive or motor responses
of a person’s capability to control the environment. Bruner proposed it is useful when met with
new information to progress from enactive to iconic to symbolic representations. Leaners at a
young age are capable of learning any information as long as the instruction is appropriately
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organized (Taylor, 2017). The sociocultural theory was the final theory proposed by Vygotsky,
and it influenced the eventual construction of constructivism (Mead, 2015). Vygotsky suggests
cognitive development has been swayed by the active and dependent exchanges of language, the
social surroundings, and how the world is perceived. Exchanges between these supply the
foundation through which a person encounters communicates and comprehends actuality.
Information Processing Theory
George A. Miller, an American psychologist, who founded the information processed
theory in the 1950s, proposed that people’s minds are comparable to a computer. The ‘input’
represents the information we feed to the computer, that is our brains- then the Central
Processing Unit is represented by our short-term memory while our long-term memory is the
hard drive (Galenson, 2018). Some learning theories suggest people can only respond to
environmental stimuli. However, information processing theory emphasizes how people join
environmental occurrences, build, and convert information to obtain, collect, and recovers
information from memory as needed (Taylor, 2017). Throughout the development of input or in
receipt of environmental stimuli through the senses, processing, or the growth of knowledge
through the use of observation, awareness, categorizing, and meaning, and the output, a person
connects to a route referred to as Test-Operate-Test-Exit (TOTE). TOTE theorized that a person
would participate in behaviors to conclude if an objective has been accomplished; if not, the
following process is enacted to attain the goal. Additionally, a person will continue to participate
in the process of TOTE until the objective is finally accomplished or discarded. Information
processed theory was further expanded by suggesting information that was gathered inside the
processor would be easier to obtain if it is retrieved in a similar way to which it was formerly
stored Veltre, Cho, and Neely (2015).
CONSTRUCTIVISM AND INFORMATION PROCESSING THEORIES
Case Conceptualization
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CONSTRUCTIVISM AND INFORMATION PROCESSING THEORIES
References
Galenson, E. (2018). A consideration of the nature of thought in childhood play. In Play,
Gender, Therapy (pp. 15-33). Routledge.
Kirshner, L. (2017). Intersubjectivity in psychoanalysis: A model for theory and practice.
Routledge.
Loftus, G. R., & Loftus, E. F. (2019). Human memory: The processing of information.
Psychology Press.
Mead, G. H. (2015). Mind, Self, and Society: The definitive edition. University of Chicago
Press.
Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective
personal learning experiences. Behavior & Information Technology, 37(7), 647657.
Postle, B. R. (2016). The hippocampus, memory, and consciousness. In The Neurology of
Consciousness (pp. 349-363). Academic Press.
Taylor, E. W. (2017). Transformative Learning Theory. In Transformative Learning Meets
Bildung (pp. 17-29). Brill Sense.
Veltre, M. T., Cho, K. W., & Neely, J. H. (2015). Transfer-appropriate processing in the
testing effect. Memory, 23(8), 1229-1237.
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