| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Constructivism

Page history last edited by Mildred Abreu 11 years, 3 months ago

 

Definition 

According to the father of modern education, John Dewey, constructivism can be defined as a method of instruction in which, "...students are actively involved in constructing their own knowledge through experience and problem-solving (Larsen-Freeman & Andersen, 2011, p. 238). Constructivism as a concept is originally credited to Socrates, who focused largely upon helping students construct their own meaning, rather than using the classic pedagogical model, where an authority figure transmitted information and learning to students, who then "banked" this knowledge, often through rote memorization, without the appropriate understanding, and without any experience that might give the knowledge relevance (D'Angelo, et. al., 2012). Essentially, constructivism shifts the responsibility for the learning onto the learner, who, with the aid of an educator acting as a facilitator, learns through experiences and through active participation in the learning process. Then the student constructs his or her own meanings through the filter of his or her own experiences, previous learning, culture, etc. Please note this information in the image:

 

Picture Source: Norwegian University of Sceince and Technology. (2007). Theories of Learning. Retrieved

from http://www.idi.ntnu.no/~terjery/it1301/H07/Forelesning2TeorierEng.html

 

There are numerous methods of constructivist learning, including case-based learning, discovery learning, inquiry-based learning, problem-based learning, and project-based learning (D'Angelo, et. al, 2012). Another example of constructivist learning is co-operative learning, where students all participate in work together. Each method is related, as each method involves making the students responsible for their own learning. This next allows the students to form their own experiences relating to the lesson, making the student experience the knowledge firsthand.  This relevant information increases Motivation, learning, attention, and retention. There are numerous specific examples of constructivist lesson plans in today's classrooms, including science experiments in a lab, group-based activities in which the members solve a problem, write a story together, or create a project together using classroom materials. Further lesson plans can be found here, here, and here. An example of an institution that employs constructivist learning almost entirely comes from the successful, though controversial, University of Phoenix Graduate School (UOP). At UOP, graduate students in the business program learn almost entirely through problem-based learning, case-based learning, and project-based learning.

 

There are eight major characteristics that differentiate constructivist learning, and that may be used as guides for educators:

 

  1. Constructivist learning environments provide multiple representations of reality.
  2. Multiple representations avoid oversimplification and represent the complexity of the real world.
  3. Constructivist learning environments emphasize knowledge construction instead of knowledge reproduction.
  4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction.
  6. Constructivist learning environments encourage thoughtful reflection on experience.
  7. Constructivist learning environments enable context- and content- dependent knowledge construction.
  8. Constructivist learning environments support collaborative construction of knowledge through social negotiation, not competition among learners for recognition.

 

     (Jonassen, 1994).

 

If an educator's lesson plans meet these characteristics, it is constructivist teaching.

 

What does constructivism "look like" in the classroom?

 

Constructivism in the classroom can take a near infinite number of forms. An example for younger children could be a math class in which they group different items as part of the process of learning to add and subtract. This is an example of co-operative discovery learning. A similar example for older students in a math class might be using toothpicks or straws to design structures, then stress-test them to breaking. Students can work in groups as part of a competition, and can learn about geometry, engineering, and architecture all in one go. As both groups of students are experiencing the learning themselves, they are all participating on constructivist learning models. An Alaskan school, Evergreen Elementary, practices place-based, constructivist teaching. Students participate in local activities while they learn; for example, students will learn biology while helping butcher a deer, or learn oceanography while helping on a shrimp boat (W. Wilson, personal communication, April, 2012). These lessons require active participation, making learning relevant to students' lives. They allow students to construct their own meaning, making them prime examples of constructivist teaching. In an ESL classroom, a constructivist lesson can be built around bingo, where children who are Culturally and Linguistically Diverse Students are given bingo cards with words written in the squares. The teacher says words aloud, and the students attempt to find them on their cards. For adults in a Business English course, an example might be an ongoing stock market game, where students read the stock pages, invest based on the info using play money, and at the end of the semester, whoever does the best wins. There are numerous other examples of constructivist plans available online, and educators can easily devise their own.

 

Why do teachers need to know about constructivism?

 

Constructivism has proven to work. Studies have repeatedly shown that constructivist lesson plans, especially in a language classroom, show marked success in learning, retention, and understanding (Sivasubramaniam, 2011). Constructivist education is not new, having been in existence for thousands of years, and having been codified in the US in the late 19th and early 20th centuries (D'Angelo, et. al., 2012). Proven success has been shown for constructivist approach in a number of fields, including language instruction (Zhang, 2008), math (Raymond, 1992), and even physics (Dzerviniks & Poplavskis, 2012). While no method of teaching is a catch-all panacea, constructivist approaches are fast becoming a reality, and to stay relevant, teachers at least need to understand the constructivist approach.

Why do parents need to know about constructivism?

 

Constructivism is not scary, new, and will not negatively impact your children or their education. Every time students have dissected a frog, read a story as a group, or built a volcano that erupted with baking soda and vinegar, they have been participating in constructivist learning. Every field trip, every project, every word problem, and every science fair has been an example of the constructivist approach. Constructivism has existed as a method of teaching for thousands of years (D'Angelo, et. al., 2012), and has been applied in schools in the USA for over a century (Larsen-Freeman & Andersen, 2011). The constructivist approach will not change the face of education. But as a research-based, proven approach, constructivism is in line with modern educational theory, supported by field-tested, working examples. Constructivism will not solve all of your children's educational problems, but will provide their teachers with a new set of tools for teaching, offering your children a better chance to succeed.

 

Here is a video demonstrating the difference between a traditional classroom and a constructivist classroom:

 

 

How does constructivism concern students?


Constructivism is going to make students' educational lives a bit more fun and substantially more interesting. As constructivism emphasizes hands-on, relevant learning, students who participate in constructivist programs will no longer be subjected to the traditional, lecture-style, pedagogical approach to learning that so dominates the landscape when schools are pictured. While this does mean that students will become more responsible for their own learning, it also means that this learning will be more in tune with student needs and student interests. It also means constructivist classes will be more of a social environment, as constructivism also emphasizes group learning. These changes are likely to be welcomed to a large extent, as any method that allows students to interact more socially and to learn actively is a positive change from traditional classes.

 

Criticisms of constructivism

 

As with any theory, constructivism is not without its critics and flaws. Meyer (2009) offers one of the stronger criticisms, stating, "Far from being a postepistemology, constructivism simply regresses to a pre-Renaissance mindset with theology replaced with a psychologism. Constructivists should be aware that the implications of constructivism for future generations may be both profound and non-benign" (p. 1). A milder criticism of constructivism comes from von Glaserfeld (2009), who believes constructivism leans too heavily towards the subjective, rather than the objective. A final criticism of the constructivist approach comes from Koziof, et. al. (2000), who claims constructivism is at odds with their research, is class-oriented, and doesn't foster basic competencies. It should be noted that while the validity of the support and the criticisms for constructivism should be weighed by the reader, the majority of the research does support constructivism as an educational approach.

 

Further reading about constructivism (Parenthetical citations)

 

D’Angelo, C., Touchman, S., Clark, D., O’Donnel, A., Meyer, R., Dean, D., & Hmelo-Silver, C. (2012). Constructivism. Retrieved Nov 16, 2012, from

     http://www.education.com/reference/article/constructivism/.

 

Dzerviniks J, Poplavskis J. ACQUISITION OF PHYSICS IN COMPREHENSIVE SCHOOL: ACCENTS OF CONSTRUCTIVISM APPROACH. Problems Of Education In The 21St Century

     [serial online]. July 2012;45:10-17. Available from: Education Research Complete, Ipswich, MA. Accessed November 17, 2012.

 

Jonassen, D. (1994, April). Thinking Technology. Educational Technology, 34(4), 34-37. Retrieved from EBSCOhost database.

 

Kozioff, M. B. (2000). Direct Instruction: Its Contributions to High School Achievement. High School Journal, 84(2), 54.

 

Larsen-Freeman, D., & Andersen, M. (2011). Techniques & Principles in Language Teaching (3rd ed.). Oxford University: Oxford University Press.

 

Meyer, D. (2009). The Poverty of Constructivism. Educational Philosophy & Theory, 41(3), 332-341. doi:10.1111/j.1469-5812.2008.00457.x.


Norwegian University of Science and Technology. (2007). Theories of Learning. Retrieved from http://www.idi.ntnu.no/~terjery/it1301/H07/Forelesning2TeorierEng.html.

 

Raymond, A. A. (1992). Linda Joseph embraces `constructivist math'. (cover story). Teaching Pre K-8, 22(4), 34.


Sivasubramaniam, S. (2011). Constructivism in EIL: Issues and Insights for Teaching and Research. Journal of English as an International Language, 6(1), 1-20. Retrieved from      EBSCOhost database.

 

von Glasersfeld, E. (2009). Relativism, Fascism, and the Question of Ethics in Constructivism. Constructivist Foundations, 4(3), 117-120.

 

Zhang, L. (2008). Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL)

      classroom. Instructional Science, 36(2), 89-116. doi:10.1007/s11251-007-9025-6

 

Comments (5)

Adam Schwartz said

at 5:11 pm on Nov 20, 2012

Anyone? Anyone?

Ryan, this is a tremendous first draft. You've combined solid synthesis with practical application, and all with a touch of humor and your own voice. I really enjoyed this. I'm sure your classmates will as well!

R Woodfin said

at 10:46 pm on Nov 28, 2012

Kudos Ryan!

Linda0347@gmail.com said

at 12:36 am on Dec 2, 2012

Hello Ryan, I particularly enjoyed reading your wiki because I learned more about constructivism education. I teach 7th grade Spanish and you pinpointed projects, strategies, and lesson plans that incorporate this method. I made some grammatical changes along with shortening a few of your longer sentences. I also centered your first image and made a note to reflect on this image. Nice job.

William Espeset said

at 10:58 pm on Dec 2, 2012

Ryan,

This wiki was informative and easy to understand. I made a couple of changes in your reference list, but overall everything looked great.

Mildred Abreu said

at 1:11 pm on Dec 3, 2012

Hi Ryan,
I'm a BIG fan of Constructivism in the classroom and I plan to use Constructivism in my future lessons. I enjoyed reading your Wiki, only corrected a few grammatical errors. Your content is strong, but I would of included at least another photo or something of constructivism. Maybe because I'm a visual person and I like to look at pictures. However, I did enjoy the video you selected. I thought Cinco de Mayo was Mexican Independence day! (Just kidding, I know that its not. :)

You don't have permission to comment on this page.