so fühlte sie mit der angenehmsten Empfindung das Gold in ihren Eingeweiden schmelzen

            Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.
Constructivist theory[edit]
Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke and is therefore unimportant as information about the world. In contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.

It is important to note that constructivism is not a particular pedagogy. In fact, constructivism is a theory describing how learning happens, regardless of whether learners are using their experiences to understand a lecture or following the instructions for building a model airplane. In both cases, the theory of constructivism suggests that learners construct knowledge out of their experiences.

However, constructivism is often associated with pedagogic approaches that promote active learning, or learning by doing. There are many critics of "learning by doing" (a.k.a "discovery learning") as an instructional strategy (e.g. see the criticisms below). While there is much enthusiasm for Constructivism as a design strategy, according to Tobias and Duffy "... to us it would appear that constructivism remains more of a philosophical framework than a theory that either allows us to precisely describe instruction or prescribe design strategies. This is unfortunate because there is quite a bit of promise to the educational philosophy behind constructivism, but constructivists seem to be having difficulties defining testable learning theories.[citation needed]
The construction of knowledge is a dynamic, active process in which learners constantly strive to make sense of new information.

Over time, this sense-making activity is made up of conscious attention, organising and reorganising ideas, assimilating or accommodating to new ideas, and constant reshuffling and reorganising in efforts to connect ideas into coherent patterns.
   

Taken in: Deutschland / Bundesland Berlin / Berlin (show map)

Taken on: April 19, 2014

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Camera: Panasonic DMC-GX7, f/22.0, 1/1600 sec, 300mm (=600mm), ISO 1600 (more info) (hide info)

Camera:	Panasonic DMC-GX7
Aperture:	f/22.0
Exposure Time:	0.001 sec (1/1600)
Focal Length:	300mm (35mm equivalent: 600mm)
ISO:	1600
Exposure Bias:	-1 EV
Flash:	Off, Did not fire
Exposure Program:	Aperture-priority AE
Exposure Mode:	Auto
Metering Mode:	Multi-segment
White Balance:	Manual
Light Source:	Shade
Gain Control:	High gain up
Color Space:	sRGB
Software:	Ver.1.0
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