CONSTRUCTIVISM
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Constructivism
is a learning theory that has foundations in Philosophy, anthropology and
Psychology. In constructivism learners
construct their own knowledge by testing ideas and approaches based on their
prior knowledge and experience. Learning
is active reconstruction and re-interpretation of experience. Learner constructs knowledge using
1. Previous
Knowledge
2. Newly
assimilated experience
3. Newly
developed insights
In
constructivist theory learner autonomy and initiative is accepted and encouraged. Students learn how to learn as teachers give
training for students in taking initiative for their own learning experiences.
According
to Andrew Gray, the characteristics of a constructivist classroom are
• The learners are actively involved.
• The environment is democratic.
• The activities are interactive and
student centered.
• The teacher facilitates learning in
which students are encouraged to be responsible and autonomous.
Furthermore in the constructivist
classroom, students work primarily in groups and learning and knowledge are
interactive and dynamic. There is a
greater emphasis on social and communication skills, as well as collaboration
and exchange of ideas. This is contrary
to the traditional classroom where students work primarily alone, learning is
achieved through repetition and the subjects are strictly adhered to and are
guided by a textbook.
The underpinnings of
constructivism:
• Genetic Epistemology by Jean Piagget
• Discovery learning by Jerome S. Bruner.
• Social Developmental Theory by L.
Vygotsky.
• Multiple Intelligence by Howard Gardner.
Jean
Piagget suggests that a learner experiences disequilibrium
while facing a challenging unfamiliar situation which prompts him for learning
it. The learner links the new situation
with his prior experiences (schemas) and
assimilates the new instance to be part of his cognition. This process of tolerating the newness of the
unfamiliar situation is called accommodation.
Thus the initial disequilibrium dissolves into a well adjusted equilibrated
state by “adaptation”.
Discovery Learning is a method of inquiry-based instruction and is
considered a constructivist based approach to education. Jerome Bruner is
thought to have originated discovery learning in the 1960s, but his ideas are
very similar those of earlier writers (e.g. John Dewey). Bruner argues that
“Practice in discovering for oneself teaches one to acquire information in a
way that makes that information more readily viable in problem solving". Discovery learning takes place in problem
solving situations where the learner draws on his own experience and prior
knowledge and is a method of instruction through which students interact with
their environment by exploring and manipulating objects, wrestling with
questions and controversies, or performing experiments.
Vygotsky
is of the opinion that social interaction plays a fundamental role in the
development of cognition. He suggests
three zones of development.
1) The
zone of actual development,
2) The
zone of proximal development and
3) The
zone of potential development.
Vygotsky's term Zone of Proximal
Development (ZPD) relates to the gap between what the child can learn without
others help, and what he or she can learn with the help of an adult or a more
capable peer. The notion of ZPD implies
that a child's development is determined by social interaction and
collaborative problem-solving. Research
indicates that communicating knowledge is essential for understanding. There
are many ways in which knowledge can be shared for example, conferencing
between teacher and student, small group activities in which students voice
their interpretations, oral reports, projects, role playing and demonstrations.
Gardner
suggests that each individual manifests varying levels of these different
intelligences, and thus each person has a unique "cognitive
profile." Gardner lists 9 areas of
intelligence. 1. Linguistic 2. Logical
–Mathematical 3. spatial 4. Bodily-Kinesthetic 5. Musical 6. Interpersonal 7.
Intra personal 8. Naturalistic 9. Existential.
A child who masters the multiplication table easily is not necessarily
more intelligent overall than a child who struggles to do so. The second
child may be stronger in another kind of intelligence, and therefore may
best learn the given material through a different approach, may excel in a
field outside of mathematics, or may even be looking through the multiplication
learning process at a fundamentally deeper level that hides a potentially
higher mathematical intelligence than in the one who memorizes the concept
easily. Gardner's theory argues that
students will be better served by a broader vision of education, wherein
teachers use different methodologies, exercises and activities to reach all
students, not just those who excel at linguistic and logical intelligence.
A
SHIFT TOWARDS THE NEW APPROACH
Traditional
instructional concepts are based on behavioural psychology which explains
learning on the basis of stimulus – response theories - right from the twentieth century, the
conclusions of which were questioned throughout the world. Gestalt Psychology,
Psycho-analytical theory, Humanistic Psychology etc were the schools which
questioned the mechanical nature of behaviourism.
The
human intelligence is acknowledged to have more of powers than just remembering
and reproducing. Information processing, reasoning, analysis, problem solving,
attention, anticipation etc are also attributed to the learning process. The cognitive abilities of the learner makes
him capable of constructing knowledge by assimilating new experiences with the
past. Students must activate prior
knowledge in order to extend and refine this knowledge. The most effective
activities for knowledge use are problem-solving activities (Steffe & Gale,
1995). This encourages students to continue to examine and build on their
knowledge. When students work in groups to solve problems, it is more useful
than when they work alone because they have the opportunity to constantly voice
ideas and receive feedback (Chaille & Britain, 1991).
A
list of activities that can be used in a constructivist classroom
q Collection
of specimens
q Small
scale survey
q Model
making
q Projects
q Experiments
q Observation
q Group
discussion
q Seminar
q Symposium
q Debate
q Bulletin
board
q Nature
observation
q Fieldtrip
q Outdoor
learning
q Study
tour
q Library
reference
Classroom Management (managing
group work)
1. The task to be performed in the group should
be clearly told before the group work.
2. If the activity is an experiment provide the
required learning materials and handouts with instructions and questions to
assist them consolidate the experiment results.
3. If the activity is an observation give the
necessary hints as “what to observe” what and to note down the necessary
points.
4. If the activity is a discussion give clear cut
directions, points for discussion and necessary support materials to facilitate
discussions.
5. If the activity is a classification provide
paper slips to do so or classify and consolidate with the help of a chart
6. If the activity is solving numerical problem
necessary steps and required data should be given in paper slips. The consolidation may be done on black board.
7. If the activity is brain storming teacher may
encourage group members to come out with wild ideas and to list them in a paper
slip.
8. If the activity is book reference sufficient
books along with necessary hints should be supplied.
9. For any activity to be successful, the teacher
should give hints, provide support materials, do scaffolding during the
activity, and lead the essential part of “consolidation of group activity”.
10. Teacher should ensure participation of
of all members of the group for the group activity.
11. Teacher should fix the time for
completion of the activity. The activity
should not prolong as the spirit looses within the group as time elapses. For this (1) make the task simple (2) the
instructions about doing the task should be clear (3) scaffold properly so as
to make the groups on right path towards completion.
12. Teacher should constantly evaluate the
group as well as individual performances.
13. Teacher may ensure that each group is a
mix of slow learners as well as fast learners.
14. Teacher may try to foster healthy
competition among groups to complete the task perfectly
