TheConstructivistApproach

Prepared by:Abit, ArleneII-physci

Definition

Constructivism is a view of learning based on the belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.

Methods

Teaching is not considered as merely transmitting knowledge and information such as facts, concepts and principles but rather as providing students with relevant experiences from which they can construct their own meaning.

Constructivism is anchored on the assumption that “the absorption or assimilation of knowledge is somewhat personal and therefore no two learners can build up the same meaning out of one situation”.

Methods

The teacher’s role is to facilitate learning by providing opportunities for a stimulating dialogue so that meanings could evolve and be constructed. She guides the students through skillful questioning and appropriate cognition processing.

The instructional materials include learning activities and events rather than fixed documents (laws, principles) that almost always are learned unquestioned and simply recalled.

Methods

Lessons are activity-centered in order for them to experience or gain personal knowledge through active involvement. Participation with understanding enables them to “live through” a learning episode.

Methods

Advantage

Teaching should have lessons where “hands on” experimentation, problem solving, logical reasoning, and authentic learning are emphasized.

Advantage

Teachers should generally behave in an interactive manner mediating the environment for students where student questions are highly valued.

Advantage

Teachers should seek the student’s point of view in order to understand student learning for use in subsequent lessons.

Advantage

Strength and WeaknessWEAKNESS 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)

Sample lesson

Experimentation: students individually perform an experiment and then come together as a class to discuss the results.

Research projects: students research a topic and can present their findings to the class.

Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.

Sample lesson

Films. These provide visual context and thus bring another sense into the learning experience.

Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.

Sample lesson