CONSTRUCTIVIST Theory

1st Nov 2013 Prof. Dr. Fatimah Saleh P.P. Ilmu Pendidikan, USM

Educational practice
How do we perceive knowledge and the process of knowing provides the basis for educational practice

Defining constructivism
Von Glasersfeld,1995
Knowledge, no matter how it is defined, is in the heads of persons, and that the thinking subject has no alternative but to construct what he or she knows on the basis of his or her own experiences.

It is assumed that learners have to construct their own knowledge-individually and collectively. Each learner has a tool of kit of concepts and skills with which he or she must construct knowledge to solve problems presented by the environment. The role of the community; other learners and teacher- is to provide the setting, pose the challenges, and offer the support that will encourage mathematical construction
(Davis, Maher, Noddings,1990)

Theory of knowledge with roots in philosophy, psychology and cybernetics

(Von Glaserfeld)

Knowledge is actively constructed by the learner, not passively received from the environment

Learning

Behaviorist view
Learning is a stimulus-response phenomenon. A learner may manifest that learning might have taken when there is a change in behaviour.

What are the Critique ?

Concept of learning

Learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction
( von Glasersfeld,1995)

Rather than behaviors or skills as the goal of instruction, concept development and deep understanding are the foci.
(Fosnot, 1996)

Constructivist theory of learning

A philosophy of learning and knowledge By reflection on our own experiences , we actually construct our own understanding of the world around us and our environments. Each and every one of us has our own rules dan mental model which we use to make sense of our experiences.

Thus, learning is a process of adaptation and assimilation on our mental models, to accommodate and to construct new experiences.

What is knowledge?
Socrates: Knowledge is only perception
Objectivist theory: Knowledge is a reflection of a correspondence to reality

Knowledge should represent a real world that is thought of existing, separate & indpt of the knower The purpose of mind is to mirror that reality & its structure through thought processes.

Constructivist assumptions:

Knowledge is not transferable Children do not enter a learning situation as an empty vessels Key to effective learning is to help children to be active, reflective thinkers.

Their minds should be working and forming relationships and connections, integrating concept and procedures..

What is truth?
von Glasersfeld (1987):

Knowledge is not a transferable commodity and communication not a conveyance Knowledge and reality do not have an objective or absolute value, at least we have no way of knowing this reality

Cont..

What is reality?

reality is made up of the network of things and relationships that we rely on in our living, and on which we believe, others rely on, too.

We interpret and construct a reality based on our experiences and interactions with environment, rather than thinking of truth in terms of a match to reality
Thus, for a constructivist reality do not exist.?

Guiding principles of constructivism

Learning is a search for meaning, therefore must start with issues that students are actively trying to construct meaning Meaning requires understanding whole as well as parts. Parts must be understood in the context of wholes. Therefore learning process focuses on primary concepts, not isolated facts.

Guiding principles of constructivism

In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support the models.

Guiding principles of constructivism

The purpose of learning is for an ind. to construct his/her own meaning, not just memorize the right answers and regurgitate someone elses meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.

Behaviorist vs Constructivist

Changes in manifest behavior Seen as learners effort to accumulate knowledge Teachers effort to transmit knowledge Passive, teacherdirected & controlled

Changes in mental states, reference to meaning-making knowledge is conceived and acquired Teachers as facilitators, coordinators, advisors and coaches Active, learner-centered

Role of a teacher
behaviorist,

mechanics of knowledge transfer

Constructivist.

midwife in the birth of understanding

Discussion

What is constructivist teaching ? How does constructivism affect instructional practices? From constructivism perspectives, what can you say about classroom assessment

Constructivist teaching

Guidance and Generate understanding, not training of certain skills ... Create problem solving environments Use models, manipulatives, drawings, calculators.. Encourage interaction and discussion

Constructivist Learning

cooperative learning approach ---discussion, peer tutoring, studentsparticipation, etc Require self-validation of responses try to answer the question why??? Listen actively and critically students are to understand, not absorbing information Apply Reflective thinking students are to make abstraction and create ideas

Thank You for your attention!

Implications for teaching

School is primarily a social environment, a culture where people interact with each other and various cultural materials The challenge for teacher education is to prepare teachers to create social environments that foster cognitive development for all students

Implications for teaching

Scaffolding and reciprocal teaching are effective strategies to access the zone of proximal development. Scaffolding requires the teacher to provide students the opportunity to extend their current skills and knowledge. The teacher must engage students' interest, simplify tasks so theyare manageable, and motivate students to pursue the instructional goal.

Reciprocal teaching allows for the creation of a dialogue between students and teachers. This two way communication becomes an instructional strategy by encouraging students to go beyond answering questions and engage in the discourse (Driscoll, 1994; Hausfather, 1996)

Implications for teaching

The integration of computer technology has tremendously increased the opportunities for social interaction. The social context for learning is transforming. learning relationships can now be formed from distances through cyberspace. Computer technology is a cultural tool that students can use to mediate and internalize their learning. collaboration and peer instruction was once only possible in shared physical space.

Recent research suggests changing the learning contexts with technology is a powerful learning activity (Crawford, 1996).

Thanks you for your attention