RSCH 6110D WEEK-1 DP
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School
Walden University *
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Course
6110D
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Communications
Date
Jan 9, 2024
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docx
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2
Uploaded by MateBookMonkey51
Week 1 DP- Rsch 6110d
Gender Differences in Males and Females with Autism Spectrum Disorder.
Autism can present vastly differently for individuals, and can be influenced by age, language, cognitive and functional skills, and gender. Interestingly, when you explore the history of autism, males have been recognized as having autism at higher rates than females. Autism spectrum disorder is diagnosed four times more often in males than in females (American Psychiatric Association). Research suggests that this could be due to the way ASD are diagnosed, specifically the symptoms that are included in the assessment for obtaining an autism spectrum diagnosis may be more applicable to the way males behave versus females. Additionally, studies have explored that ASD in males versus females has shown that the symptoms of ASD look different in females as compared to how they look in males.
My research paper will explore the gender differences in autism spectrum disorders and the gender imbalance in autism studies.
"Constructivism is the recognition that reality is a product of human intelligence interacting with experience in the real world. As soon as you include human mental activity in the process of knowing reality, you have accepted constructivism" - David Elkind
A worldview is a belief system that shapes one's perceptions, values, and actions. It is an anchor upon which we can live out our lives with consistency
within our underlying belief system. Each individual has their own worldview, which is learned from childhood and is socially constructed. As an educator, I believe constructivism is crucial in understanding how my students learn, each student brings their own unique experiences to the classroom every day, their background and previous knowledge impacts how
they are able to learn. There are many specific elements and principles of constructivism that shape the way the theory works and applies to students.
Knowledge is constructed and is based on other knowledge. Students take pieces and put them together in their own unique way, the student's previous knowledge, experiences, beliefs, and insights are all important foundations for continued learning. Learning involves constructing meaning and systems for meaning, everything we learn provides us with a better understanding of future learning. Learning is an active process, involving sensory input in order to construct meaning. Learners need to engage in the
world and be actively involved in their own learning and development (Cobb,
2006). The main distinction between constructivism and positivism relates to
the fact that while positivism argues that knowledge is generated in a scientific method, constructivism maintains that knowledge is constructed by
scientists and opposes the idea that there is a single methodology to generate knowledge.
Constructivism is a philosophical paradigm that ontologically emphasizes how an individual actively constructs their own notions of reality through their cognition. (Shannon-Baker, 2023). There is an emphasis on participants'
own constructions, descriptions, and narrations of their lived experiences as well as the belief that knowledge is co-constructed between researcher and participant.
Epistemology is the science of knowing and guides us to ask questions about
what we know and how we know it. Constructivism is an epistemology, a learning or meaning-making theory that offers an explanation of the nature of knowledge and how human beings learn (Ultanir, 2012). One aspect in constructivism is that knowledge is subjective and contextual, generated by an individual's interpretations and experiences. The real understanding is only constructed based on a learners' previous experience and background knowledge. It maintains that individuals create or construct their own new understandings through what they already believe. The teacher is a guide, and facilitator who encourages learners to question, challenge, and formulate their own ideas.
The research methods used in constructivism are qualitative, open-ended questions, and emerging approaches. Research practices involve positioning
the researcher within the context, bringing personal values into the study, studying the context or setting of participants, validating the accuracy of findings, interpreting the data, creating an agenda for change or reform and involving the researcher in collaborating with participants (Jey & Lee).
References
Elkind, D., (2004). The Problem with Constructivism.
The Educational Forum.
68(4). 306-312.
Shannon-Baker, P. (2023). Qualitative, Multimethod, and Mixed Methods Research.
International Encyclopedia of Education. (4th ed.).
Cobb, T., (2006). Constructivism.
The Encyclopedia of Language & Linguistics
(2nd ed).
Ultanir, E., (2012). An epistemological Glance At The Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori.
International
Journal of Instruction. 5(2).
Jey, C., Lee, G., (2013). Reconsidering constructivism in Qualitative Research.
Educational Philosophy and Theory.
44(4).
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