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semestral break na :) enjoy ! Thank You sir for sharing your knowledge to us.. we love you !
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CONSTRUCTIVIST
APPROACH
Prepared by:CAÑETE, GESILLE S. 2-Physci
Submitted to:MR. CARLO CORNEJOInstructor
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CONSTRUCTIVIST
◘ Believes that KNOWLEDE cannot be passed on from one person to another
◘ Believes that KNOWLEDE is constructed by the learner itself
◘ view learning as an active process that results from self-constructed meanings.
- A meaningful connection is established between prior knowledge & present learning activity
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◘ Considered as social process in w/c learners construct meaning through the “interaction” of prior knowledge & new learning events
CONSTRUCTIVISM
◘ coined by Jean Piaget (1973), as the process of change/knowledge construction that occurs in one’s thinking as learning occurs
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◘ Constructivist approach is anchored on the belief that every individual constructs and reconstructs meanings depending on past experiences
◘ Constructivist teacher teach towards the big ideas or the framing of concepts of a subject (Schifter & Frosnot, 1993). All subject discipline have the basic concepts w/n w/c other concept fit.
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INSTRUCTIONAL
CHARACTERISTICS1. Teaching is not considered as merely transmitting knowledge & information but rather providing students w/ relevant experiences from w/c they can construct their own meaning
2. “the absorption/ assimilation of knowledge is somewhat personal & therefore no 2 learners ca build up the same meaning out of 1 situation”
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3. Teacher facilitate learning by providing opportunities for a simulating dialogue so that meanings could evolve & be constructed
4. Instructional materials include learning activities rather than fixed document
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DESIGN PRINCIPLES &
EFFECTIVE USE
I. Create real-world environments & encourage students to take their own initiative in understanding real-life learning activity II. Respect & accept students own ideas. Instructional goals & objectives should be negotiated & not imposed
III. Ask the students to recall past experiences, analyze & see a connection w/ the new learning event. Evaluation should serve as self-analysis tool
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IV. Learning should be internally controlled & mediated by the learner
V. Text is supported w/ multiple photographic visuals of classrooms demonstrating the various process described in the text
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VI. Enable content & context dependent knowledge construction
VII. Support collaborative construction of knowledge through social negotiation
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CONSTRUCTIVISM:
STRENGTH & WEAKNESS
WEAKNESS STRENGTH
In a situation where conformity is essential divergent thinking & action may cause problem.
The goal is to train learners to do a task the same way to enable consistency
EXAMPLE:-Imagine the fun revenue Canada would have it every person decided to report their taxes in their own way, although, there probably are some very “constructive” approaches used w/n the system we have
EXAMPLE:-Logging onto & off of a workplace computer is the same for all employee; it may be important to an exact routine to avoid problems
(SCHUMAN,1996)
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5 E’s – PHASES OF LEARNING
in CONSTRUCTIVIST APPROACH
ENGAGE
►start the process
EXPLORE►provide students w/ a common base of experience
►identify & develop concepts, processes & skills
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EXPLAIN►opportunities to verbalize students conceptual understanding / to demonstrate new kills/behavior
►also provides an opportunities for teachers to introduce formal terms, definitions, & explanations for concepts, etc.
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ELABORATE►extend student’s conceptual understanding & allows them to practice skills & behaviors
EVALUATE
►encourage learners & assess their understanding & abilities & lets teachers evaluate students understanding of key concepts & skill development
(http:/enhancinged.wgbh.org/research/eeeee.htm)
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REFERENCE:* PRINCIPLES OF TEACHING 1VITORINA ACERO et.al,2007
** PRINCIPLES OF TEACHING 1CORPUZ & SALANDANAN,2007
*** BUILDING UNDERSTANDING TOGETHER-A CONSTRUCTIVIST APPROACH TO EARLY CHILDHOOD EDUCATION
SANDRA WAITE-STUPIANSKY
**** ELIZABETH MURPHY, SUMMER, 1997http:/www.ucs.mun.ca/~emurphy/stemnet/cle3.html
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The end !Thank You !
Semestral break na !