Constructivist teaching methods: Difference between revisions

Revision as of 22:02, 31 October 2019

Revision as of 22:55, 23 March 2020

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==History==

Constructivist approach teaching methods are based on [[Constructivism (learning theory)|constructivist]] [[learning theory (education)|learning theory]]. Scholars such as Ernst von Glasersfeld trace the origin of this approach to the philosophies of [[Immanuel Kant]], [[George Berkeley]], and [[Jean Piaget]].<ref>{{Cite book|last=Matthews|first=Michael R.|title=International Handbook of Research in History, Philosophy and Science Teaching|date=2014|publisher=Springer|year=|isbn=978-94-007-7653-1|___location=Dordrecht|pages=1024}}</ref> There are those who also cite the contribution of [[John Dewey]] such as his works on action research, which allows the construction of complex understanding of teaching and learning.<ref>{{Cite book|last=Kincheloe|first=Joe L.|title=The Praeger Handbook of Education and Psychology|last2=Horn|first2=Raymond A.|date=2007|publisher=Greenwood Publishing Group|year=|isbn=978-0-313-33123-7|___location=Westport, CT|pages=491}}</ref>

Constructivist approach teaching methods are based on [[Constructivism (learning theory)|constructivist]] [[learning theory (education)|learning theory]]. [[John Dewey]] and [[Jean Piaget]] researched [[childhood development]] and education; both were very influential in the development of informal education. Dewey's idea of influential education suggests that education must engage with and enlarge exploration of thinking and reflection associated with the role of educators. Contrary to this, Piaget argued that we learn by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are necessary for learning. Both theories are now encompassed by the broader movement of [[progressive education]]. Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge.<ref name="thirteenorg">[http://www.thirteen.org/edonline/concept2class/constructivism/index_sub5.html Constructivism as a Paradigm for Teaching and Learning]</ref>

Constructivist approach teaching methods are based on [[Constructivism (learning theory)|constructivist]] [[learning theory (education)|learning theory]]. [[John Dewey]] and [[Jean Piaget]] researched [[childhood development]] and education; both were very influential in the development of informal education. Dewey's idea of influential education suggests that education must engage with and enlarge exploration of thinking and reflection associated with the role of educators. Contrary to this, Piaget argued that we learn by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are necessary for learning. Both theories are now encompassed by the broader movement of [[progressive education]]. Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge.<ref name="thirteenorg">[http://www.thirteen.org/edonline/concept2class/constructivism/index_sub5.html Constructivism as a Paradigm for Teaching and Learning]</ref>

The development of constructivist models of teaching are specifically attributed to the works of [[Maria Montessori]], which were further developed by more recent by theorists such as [[David A. Kolb]] ,and Ronald Fry, among others.<ref name=":0">{{Cite book|last=Totten|first=Christopher W.|title=An Architectural Approach to Level Design|date=2014|publisher=CRC Press|year=|isbn=978-1-4665-8541-6|___location=Boca Raton, FL|pages=167}}</ref> These theorists have proposed sensory and activity-based learning methods. It was Kolb and Fry who were able to develop a methodology for experiential learning that involves concrete experience, observation and reflection, forming abstract concepts, and testing in new situations.<ref name=":0" />

==Activities==

In theThe constructivist classroommethod is composed of at least five stages: inviting ideas, studentsexploration, workproposition, primarilyexplanation inand groupssolution, and taking action.<ref>{{Cite book|last=Pelech|first=James|title=The Comprehensive Handbook of Constructivist Teaching: From Theory to engagePractice|date=2010|publisher=IAP|year=|isbn=978-1-60752-375-8|___location=Charlotte, withNC|pages=19}}</ref> The constructivist classroom also focuses on daily activities. Constructivistwhen teachingit comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration.<ref name="thirteenorg"/> This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture. Activities encouraged in constructivist classrooms include:

* '''Experimentation:''' Students individually perform an experiment and then come together as a class to discuss the results.

* '''Research projects:''' Students research a topic and can present their findings to the class.