[...] knowledge is constructed based on existing mental models or prior knowledge. [...] these existing mental models are challenged by new information that creates a cognitive dissonance and stimulates learners to construct new mental models.10 The new knowledge is connected in the brain to the existing knowledge, not simply stored.11 The third element is that the new learning must then be applied, with feedback If students do not actually use information, they cannot remember it They learn to use information by trying to solve problems about which they care.11 Finally, there must be reflection on the learning process.10 Student-centered learning as a curricular model has grown out of constructivism.
———————-——---—-———--—-———-—— LECTURE ————--—----—-—————-—-——————-- 2010 Pauline Cerasoli Lecture: Rhetoric and Responsibility in Physical Therapy Education Karen W. Hayes, PT, PhD, FAPTA introDuCtion our profession1 as well as respectful interac- dent-directed learning or student-regulated I want to thank the Awards Committee and tion with others,6 critical thinking,5 critical learning, which I believe are included within
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