Constructivism : Constructivism By Kelly Arent
Lindsay McElroy History : History The central themes of constructivism come to education from sociology, psychology, and philosophy. The early work of Berger and Luckmann (1966) in sociology introduced the concept of the social construction of reality. History ctd.. : History ctd.. These authors argued that each human being must inevitably develop or construct meaning.
That is, each of us must "make meaning" or make sense of our own social world. Knowledge, then, is the result of the individual construction or "sense-making" of reality.
In life, as in the classroom, each person receives information and looks at it in terms of his or her current understanding How it works : How it works Learners come to learning situations with knowledge gained from previous experience, and that prior knowledge influences what new or modified knowledge they will construct from new learning experiences.
The second notion is that learning is active rather than passive. Learners confront their understanding in light of what they encounter in the new learning situation.
Constructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings
Teachers must note that knowledge and provide learning environments that exploit inconsistencies between learners' current understandings and the new experiences before them Time to Build : Time to Build If new knowledge is actively built, then time is needed to build it. Ample time facilitates student reflection about new experiences, how those experiences line up against current understandings, and how a different understanding might provide students with an improved (not "correct") view of the world. Constructivism.. : Constructivism.. Constructivism, then, is not merely an add-on or a fad; teaching for understanding strategies are rooted in new beliefs about teaching and learning.
Students develop new knowledge through a process of active construction. In order to get beyond rote memorization to achieve true understanding, they need to develop and integrate a network of associations linking new input to preexisting knowledge and beliefs anchored in concrete experience.
Thus, teaching involves inducing conceptual change in students, not infusing knowledge into a vacuum. Constructivism CTD.. : Constructivism CTD.. Constructivism reminds us that order exists only in the minds of people, so when we as teachers impose our order on students, we rob them of the opportunity to create knowledge and understanding themselves. Our task, then, is to understand and nurture the learning and development of students. We must not do for them what they can and must do for themselves. Conclusion : Conclusion Constructivism is an idea that not every teacher will use, but they should at least consider it. The idea of building knowledge off of prior knowledge is a technique that if done properly, can enhance the learning of the students dramatically while at the same time making it more interesting due to the fact the teacher does not have to keep repeating the same information over and over. Resources : Resources Hoover, Wesley (1996, August). The practice implications of constructivism. Retrieved June 7, 2008, from SED Letter Volume IX, Number 3 Web site: http://www.sedl.org/pubs/sedletter/v09n03/practice.html
Kickbusch, Ken (196, June). Teaching for understanding: Educating students for performance. Retrieved June 7, 2008, from Teaching and Learning Web site: http://www.weac.org/resource/june96/under.htm