Constructivism: A Holistic Approach to Teaching and Learning
Jean Piaget: founder of Constructivism
A definition of constructivism
Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Constructivism is a learning theory
•Learning is an active process
•Knowledge is constructed from (and shaped by) experience
•Learning is a personal interpretation of the world
•Knowledge is constructed from (and shaped by) experience
•Learning is a personal interpretation of the world
•Emphasizes problem solving and understanding
•Uses authentic tasks, experiences, settings, assessments
•Content presented holistically –not in separate smaller parts
Sources: Christie (2005); Kruse (n.d.)
•Uses authentic tasks, experiences, settings, assessments
•Content presented holistically –not in separate smaller parts
Sources: Christie (2005); Kruse (n.d.)
Constructivism is a process –the instructor
•Adapt curriculum to address students’ suppositions
•Help negotiate goals and objectives with learners
•Pose problems of emerging relevance to students
•Emphasize hands‐on, real‐world experiences
•Seek and value students’ points of view
•Provide multiple perspectives on content
•Create new understandings via coaching, moderating , suggesting
•Testing should be integrated with the task and not a separate activity
•Use errors to inform students of progress to understanding and changes in ideas
•Help negotiate goals and objectives with learners
•Pose problems of emerging relevance to students
•Emphasize hands‐on, real‐world experiences
•Seek and value students’ points of view
•Provide multiple perspectives on content
•Create new understandings via coaching, moderating , suggesting
•Testing should be integrated with the task and not a separate activity
•Use errors to inform students of progress to understanding and changes in ideas
Constructivism is a process –the student
•Help develop own goals and assessments
•Create new understandings (via coaching, moderating, suggesting)
•Control learning (reflecting)
•Create new understandings (via coaching, moderating, suggesting)
•Control learning (reflecting)
•Member of community of learners
•Collaborate among fellow students
•Learn in a social experience –appreciate different perspectives
•Take ownership and voice in learning proces
•Collaborate among fellow students
•Learn in a social experience –appreciate different perspectives
•Take ownership and voice in learning proces
Constructivism is an instructional strategy
•Involves collaboration between instructors, students and others (community members)
•Tailored to needs and purposes of individual learners
•Features active, challenging, authentic and multidisciplinary learning
•Tailored to needs and purposes of individual learners
•Features active, challenging, authentic and multidisciplinary learning
•Constructivism can help students
–Pursue personal interests and purposes
–Use and develop his or her abilities
–Build on his or her prior knowledge and experiences
–Develop life‐long learning
–Pursue personal interests and purposes
–Use and develop his or her abilities
–Build on his or her prior knowledge and experiences
–Develop life‐long learning
•Constructivism encourages instructors to provide for each student’s
–Preferred learning style
–Rate of learning
–Personal interactions with other learners
–Preferred learning style
–Rate of learning
–Personal interactions with other learners
Applying constructivism in the classroom
•Pose problems that are or will be relevant to students
•Structure learning around essential concepts
•Be aware that students’ points of view are windows into their reasoning
•Structure learning around essential concepts
•Be aware that students’ points of view are windows into their reasoning
•Adapt teaching to address students’ suppositions and development
•Assess student learning in context of teaching
•Assess student learning in context of teaching
Implementing constructivism in an online setting
•Individuality and choice in practical tasks; negotiated report titles
•Practical tasks use Internet to create Web pages, concept maps, etc.
•Videos replace (some) lectures
•Exams replaced by reports on issue or research on Internet resources
•Work in pairs, groups
•Practical tasks use Internet to create Web pages, concept maps, etc.
•Videos replace (some) lectures
•Exams replaced by reports on issue or research on Internet resources
•Work in pairs, groups
- 5E learning cycle was developed by Biological Sciences Curriculum Study (BSCS) in 1989
- Is based from the SCIS Model of Instruction by researchers Atkins in 1967
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.
Constructivism Summary
1.Shifts emphasis from teaching to learning
2.Individualizes and contextualizes students’ learning
experiences
3.Helps students develop processes, skills and attitudes
4.Considers students’ learning styles
5.Focuses on knowledge construction, not reproduction
6.Uses authentic tasks to engage learners
7.Provides for meaningful, problem‐based thinking
8.Requires negotiation of meaning
9.Requires reflection of prior and new knowledge
10.Extends students beyond content presented to them
Sources:
Christie (2005); Clarkson & Brook (n.d.); Murphy citing Jonassen, 1994
