Editing Active learning (section)

=== Constructivist framework ===
Active learning coordinates with the principles of [[Constructivism (philosophy of education)|constructivism]] which are, cognitive, meta-cognitive, evolving and effective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning as the child first goes through the process of knowledge construction, knowledge recording and then knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves.<ref>{{cite journal |last1=Anthony |first1=Glenda |s2cid=143954768 |title=Active Learning in a Constructivist Framework |journal= Educational Studies in Mathematics|date=1996 |volume=31 |issue=4 |pages=349–369 |jstor=3482969|doi=10.1007/BF00369153 }}</ref>  There are several aspects of learning and some of them are: 
# Learning through meaningful reception, influenced by [[David Ausubel]], who emphasizes the previous knowledge the learner possesses and considers it a key factor in learning.
# Learning through discovery, influenced by [[Jerome Bruner]], where students learn through discovery of ideas with the help of situations provided by the teacher.
# Conceptual change: misconceptions takes place as students discover knowledge without any guidance; teachers provide knowledge keeping in mind the common misconceptions about the content and keep an evaluatory check on the knowledge constructed by the students.
# Constructivism, influenced by researchers such as [[Lev Vygotsky]], suggests collaborative group work within the framework of cognitive strategies like questioning, clarifying, predicting and summarizing.<ref>{{cite web |last1=Rusbult |first1=Craig |title=Constructivism as a Theory of Active Learning |url=http://www.asa3.org/ASA/education/teach/active.htm#constructivism |access-date=25 September 2015}}</ref>