Constructivism…an Educational Theory

Fadra Hepner

Education 310

Constructivism

• What is it?

• What does it have to tell us?

• How can we apply it to our work?

During the 1930’s and 40’s, Constructivism was the leading view of Public school educators in the U.S.

• Nothing terribly new about it!

• Many basic beliefs stated by Dewey among others

• Comprised primarily of the research by:

Jean Piaget

Lev Vigotsky

Jerome BrunerBut first…...

Constructivism..What is it?

• An educational theory that places emphasis on the learner

• Teacher’s role: Act as a facilitator

• Based on the idea that All knowledge is CONSTRUCTED based on previous experiences

But what does this mean?

• In order to understand something, we MUST be able to relate it to something else

• If at all possible, APPLY this knowledge during the lesson to foster concrete connections

• Differs from traditional view; the mind is a blank tablet

Instead, Constructivism views knowledge as “assimilated” into existing schema

• Idea largely based on Swiss Biologist Jean Piaget’s research on child development & learning

• Piaget’s theory states that children learn by creating “mental maps” or schemes

• These maps or schemes are added to and adapted as needed to help them understand their environment

• Structure becomes more complex as child develops

4 Developmental stages according to Piaget

• 1. Sensory motor stage (birth-2 yrs)-through physical interaction with environment, child

develops set of concepts about reality & how it works

-stage where child is unaware that if an object is not seen it still exists (object permanence)

2. Preoperational stage (2-7)

• Child needs concrete physical situations and is unable to conceptualize in the abstract

-needs to see, hear, feel in order to understand something

3. Concrete operations (7-11)

• Child begins to conceptualize based on physical experiences

-creates logical structures to explain his/her environment

-abstract problem solving possible

Example: math with #’s, not objects

4. Formal operations (12+)

• Cognitive structures are like an adult and include conceptual reasoning

-Piaget classified as a “cognitive constructivist” focusing on processes of the mind and its effects on learning

Lev Vigotsky

• Russian psychologist & philosopher in 1930’s usually associated with Social Constructivism

• Social Constructivism emphasized the effects of one’s environment (family, friends, culture & background) have on learning

• Today, Co-Constructivism Seems to prevail, incorporating Cognitive and Social aspects

Modern Constructivism!!!

• Jerome Bruner most recent contributor

• 1966-1990 Has incorporated social and cognitive aspects

• These ideas originated from a conference for math and science learning

             

Jerome Bruner

3 Principles of Constructivism:

• Instruction must be concerned with experiences and contexts that make students willing & able to learn (readiness)

• Must be structured so it is easily grasped (spiral organization)

• Should be designed to facilitate extrapolation or “fill in the gaps” (going beyond information given)

The five E’s:

• Engage- do this! Engage the students and get them interested in learning

Ex: ask a question, define a problem, surprise them, use problematic situations

TWO VOLUNTEERS PLEASE!

Explore

• Get the students directly involved in the material

• Have them work in teams

• Act as a facilitator• Use their inquiry to

drive the process

Explain

• Explanations come from:

-Students working together-Teacher introducing concepts and vocabulary for

experiences Example: magnets-attracting force

• This is also the time for the teacher to determine levels of understanding and clarify misconceptions

• Drawing, writing and video are great tools to help the teacher assess development and growth

Elaborate

• Students expand on concepts learned

• Make connections

• Apply understandings to own environment & world around them

• These connections lead to further inquiry & new understandings

Evaluate

• On-going diagnostic process• Can occur at all points of the instructional

process-Examples: rubrics, teacher observation, student interviews,

portfolios, project & problem based learning products, etc.

• Used to guide teacher in further planning of lessons

• May also be utilized by the students; Ex: Feedback Fridays

To summarize:

• Learning is active• Engage the students on their own cognitive level• Make it interesting!• Work in groups• Act as a facilitator, not a record player• Make learning cyclical. They should have more

questions when the lesson is over!

Bibliography!!!!!

• http://www.miamisci.org/ph/lpintro5e.html

• http://www.funderstanding.com/piaget.cfm

• http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/P/piaget’s_stages.html

• http://pdts.uh.edu/~srmehall/theory/social.html

• http://www.artsined.com/teachingarts/Pedag/Constructivist.html