Write a 5 page interpretation of a case study from the viewpoint of both constructivism and information processing theories. You will describe the basic tenets of the theories and apply the theories to interpret the case study.

The purpose of being able to interrupt a situation through specific theoretical lens provides you a guide and can inform your best practices.

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

• Evaluate the strengths, limitations, and applications of the foundational learning theories.
  • Describe the basic tenets of constructivism.
  • Describe the basic tenets of information processing theory.
• Evaluate the strengths, limitations, and applications of the learning sub-processes.
  • Apply constructivism and information processing theory terminology and concepts to the case study.
• Apply evidence based research in learning theories to guide decision making and problem solving.
  • Explain how both constructivism and information processing might be used to resolve the problem presented in the case study.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
  • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
• Reference
• Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson.

Constructivism

The vision of constructivism is that the individual is active, not simply receiving stimuli as touted in the behaviorist rubric. Constructivists would agree that individuals construct their own understanding of the world, engaging, grappling, and trying to make sense of things. Knowledge develops through the tasks and experiences of the learner.

Information Processing Theory

According to Schunk, information processing theorists have challenged the behaviorist idea that all learning involves forming associations between stimuli and responses. This assignment covers information processing from a human perspective and is based on the assumption that learners are active seekers of information. Learning is an internal process, not a reaction to a stimulus; it is the acquisition of mental representations.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

• Reflecting on the Two-Store Memory Model media piece in the Suggested Resources, how do the major components of the two-store memory model, attention, perception, STM or WM, and LTM, influence the cognitive information processing system?
• When writing a paper, why is it important for students to paraphrase, rather than use a direct quote?
• How would you adopt the major components of constructivism to build a constructivist learning environment for peer tutoring or cooperative learning?

Review the details in the case study below case and consider how learning theories may provide a framework for understanding and addressing her needs.

Gisela

Gisela is a 6 year old girl who has begged her family for a pet dog for years. Her parents claim that she has been drawn to them since she was a baby, but they just haven’t had the time for a puppy, yet everyone in their neighborhood seems to have one. A few months ago, while she was walking the two blocks to school all by herself, a beautiful looking dog was in a yard along her path. Delighted, she opened their gate and rushed to the dog while squealing with delight. Suddenly the dog jumped on her and knocked her down, giving her a growl and snapping his teeth at her. The dog continued to bark at her until the owner came out from the house and discovered a shaking, sobbing child who had wet herself in terror. She was unable to tell the man her name or where she lived, and it was an hour until police arrived to assist. Gisela’s parents share that now, several months later, they have a big problem. At first, Gisela seemed to only be afraid of that one brown dog, but now she has become afraid of just about anything related to dogs. Gisela is too afraid to walk to school even with her parents, she is afraid there will be a dog around every corner, she notices dog barks “from really far away”, she is afraid of sirens, and won’t go to parades. She has wetting accidents almost every day, when she did not before. Ironically, she is still begging for one of her own, and while they are now considering a family dog, they are hesitating given Gisela’s situation.

Resources

The following e-books or articles are linked directly in this course:

• Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. Clearing House, 84(5), 204–212.
• Walker, G. (2014). The significance of Jerome Bruner. The International Schools Journal, 33(2), 8–15.
• Stewart, K. (2013). Facilitating a constructivist learning environment through chat room dialogue. Paper presented at the International Conference on e-Learning, Cape Town, South Africa.
• Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1/2), 73–98.
• Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1) 113–131.
• Brown, J. (2015) Using information processing theory to teach social stratification to pre-service teachers. Journal of Education and Learning, 4(4).
• Miller, M. D. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching, 59, 117–122.
• Sanderson, D. J., & Bannerman, D. M. (2011). Competitive short-term and long-term memory processes in spatial habituation. Journal of Experimental Psychology: Animal Behavior Processes, 37(2), 189–199.

Suggested Article

https://elearningindustry.com/notable-benefits-using-badge-based-elearning-reward-system

Assignment Instructions

Instructions

For this assignment, you will examine how constructivism and information processing theories could be applied in an everyday learning situation. Reflecting upon what you have learned about constructivism and information processing theories:

• Describe the basic tenets of each theory.
• Using theory specific terminology, describe the elements of the case study related to each theory.
  • What elements of the case study would be important from a constructivism perspective?
  • What elements of the case study would be important from an information processing perspective?
• Finally, pretend that the character in the scenario has overcome their learning barrier.
  • Speculate how one might achieve their goal supported by each of the learning theories.

For this assignment:

• Describe the basic tenets of constructivism theory.
• Describe the basic tenets of information processing theory.
• Apply constructivism and information processing terminology and concepts to the case study (available in the Resources) that you selected for the first assignment in the course.
• Explain how both constructivism and information processing theory might be used to resolve the problem presented in the case study.

Additional Requirements

• Length:5 pages (not counting your title page or references), double-spaced, 12-point font.
• Number of references:Minimum of 5 references.
• Article distinctions:There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but they should be kept to a minimum.
• APA style:You must use proper APA style to cite and list your references. Refer to the Writing Center's APA Style and Format guidelines (linked in the Suggested Resources) for more information.
• Format:Use the following structure to organize your paper:
  • Cover page (your name, your specialization or program, title and course number, current quarter and year, and instructor's name).
  • Body, including headings and subheadings over the appropriate content.
  • Reference list.
  • Refer to the APA Style and Format guidelines for additional formatting information.
• Style:Write in the third person as an impartial narrator. Avoid the use of I, we, or you. In particular, avoid phrases like "I think" in favor of phrases like "the evidence suggests" or "research indicates." In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.
• Other notes:Avoid long quoted passages from your source texts. Your work should be a synthesis of your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Graduate level writing should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present.