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. <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. Upon establishing the 'home' groups, the teacher will discuss the subtopics pertaining to the subject matter. In the focused exploration stage, each student within all 'home' groups selects one of the subtopics. Students from each 'home' group that have selected the same subtopic will form a 'jigsaw' group. 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. 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 |lastlast1=Karacop |firstfirst1=Ataman |last2=Doymus |first2=Kemal |date=April 2013 |title=Effects of Jigsaw Cooperative Learning and Animation Techniques on Students’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.|