Constructivist teaching methods: Difference between revisions

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'''Constructivist teaching''' is based on [[constructivism (philosophy of education)|constructivism]]. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and [[knowledge construction]] as opposed to [[passive learning|passively receiving information]].

==History==

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=== Guided instruction ===

A learning approach in which the educator uses strategically placed prompts, cues, questions, direct explanations, and modeling to guide student thinking and facilitate an increased responsibility for the completion of a task. (Fisher & Frey, 2010<ref>{{Cite book |last=Fisher |first=Douglas |url=https://www.worldcat.org/oclc/693781086 |title=Guided instruction : how to develop confident and successful learners |date=2010 |publisher=Association for Supervision and Curriculum Development (ASCD) |others=Nancy Frey |isbn=978-1-4166-1173-8 |___location=Alexandria, Va. |oclc=693781086}}</ref>).

=== Problem-based learning ===

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==== Jigsaw ====

{{main article|Jigsaw (teaching technique)}}

A highly structured cooperative learning approach which is implemented in four stages: introduction, focused exploration, reporting and re-shaping, and integration and evaluation. In the introduction stage, the class is divided into heterogeneous 'home' groups consisting of between three and seven students (Karacop & Doymus, 2013). Upon establishing the 'home' groups, the teacher will discuss the subtopics pertaining to the subject matter (Karacop & Doymus, 2013). In the focused exploration stage, each student within all 'home' groups selects one of the subtopics (Karacop & Doymus, 2013). Students from each 'home' group that have selected the same subtopic will form a 'jigsaw' group (Karacop & Doymus, 2013). It is in the 'jigsaw' group that students will explore the material pertaining to the subtopic and will prepare for teaching it to their 'home' group, the reporting and re-shaping stage (Karacop & Doymus, 2013). The approach concludes in the fourth stage, integration and evaluation, wherein each of the 'home' groups combine the learning of each subtopic together to create the completed piece of work (<ref>{{Cite journal |last1=Karacop &|first1=Ataman |last2=Doymus, |first2=Kemal |date=April 2013) |title=Effects of Jigsaw Cooperative Learning and Animation Techniques on Students' Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter |url=http://link.springer.com/10.1007/s10956-012-9385-9 |journal=Journal of Science Education and Technology |language=en |volume=22 |issue=2 |pages=186–203 |doi=10.1007/s10956-012-9385-9 |issn=1059-0145|url-access=subscription }}</ref>

==See also==

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issue=2|

pages=75–86|

doi= 10.1207/s15326985ep4102_1|hdl=1820/8951 |s2cid=17067829 |url=http://dspace.library.uu.nl/handle/1874/16899 |hdl-access=free}}

* {{cite journal|

author=Mayer, R.|