c Tivist Theory2013

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CONSTRUCTIVIST

Theory1stNov 2013

Prof. Dr. Fatimah SalehP.P. Ilmu Pendidikan, USM


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How do we perceive knowledge and the process of knowing

provides the basis for educationalpractice

Educational practice


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Defining constructivism

Von Glasersfeld,1995

Knowledge, no matter how it isdefined, is in the heads of persons,and that the thinking subject has

no alternative but to constructwhat he or she knows on the basisof his or her own experiences.


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It is assumed that learners have to

construct their own knowledge-individuallyand collectively. Each learner has a tool of kitof concepts and skills with which he or shemust construct knowledge to solve problems

presented by the environment.The role of the community; other learnersand teacher- is to provide the setting, posethe challenges, and offer the support that willencourage mathematical construction

(Davis, Maher, Noddings,1990)


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Theory of knowledge with roots in

philosophy, psychology and

cybernetics

(Von Glaserfeld)

Knowledge is activelyconstructed by the learner, notpassively received from theenvironment


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Learning

Behaviorist view

Learning is a stimulus-response

phenomenon. A learner may manifest thatlearning might have taken when there is achange in behaviour.

What are the Critique ?


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Concept of learning

Learning is not a stimulus-responsephenomenon. It requires self-regulationand the building of conceptual structures

through reflection and abstraction(von Glasersfeld,1995)

Rather than behaviors or skills as the goal

of instruction, concept development anddeep understanding are the foci.

(Fosnot, 1996)


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Constructivist theory of learning

A philosophy of learning and knowledge

By reflection on our own experiences , weactually construct our own understanding of the

world around us and our environments.

Each and every one of us has our own rulesdan mental model which we use to makesense of our experiences.

Thus, learning is a process of adaptation andassimilation on our mental models, toaccommodate and to construct newexperiences.


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What is knowledge?

Socrates:

Knowledge

is only perception

Objectivist theory: Knowledge is a reflection of a

correspondence to reality

Knowledge should represent areal world that is thought ofexisting, separate & indpt of theknower

The purpose of mind is to mirrorthat reality & its structurethrough thought processes.


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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 beactive, reflective thinkers.

Their minds should be working and formingrelationships and connections, integratingconcept and procedures..


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What is truth?

von Glasersfeld (1987):

Knowledge is not a transferable

commodity and communication not aconveyance

Knowledge and reality do not have anobjective or absolute value, at least wehave no way of knowing this reality


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Cont.. What is reality?

reality is made up of the network ofthings and relationships that we rely on inour living, and on which we believe, othersrely on, too.

We interpret and construct a reality basedon our experiences and interactions withenvironment, rather than thinking of

truth in terms of a match to reality

Thus, for a constructivist reality do notexist.?


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Guiding principles of constructivism

Learning is a search for meaning,therefore must start with issues thatstudents are actively trying to construct

meaning

Meaning requires understanding whole aswell as parts. Parts must be understood inthe context of wholes. Therefore learningprocess focuseson primary concepts, notisolated facts.


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In order to teach well, we mustunderstand the mental models that

students use to perceive the world and theassumptions they make to support themodels.



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The purpose of learning is for an ind. toconstruct his/her own meaning, not justmemorize the right answers andregurgitate someone elses meaning.Since education is inherentlyinterdisciplinary, the only valuable way tomeasure learning is to make theassessment part of the learning process,

ensuring it provides students withinformation on the quality of theirlearning.



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Behaviorist vs Constructivist

Changes in manifestbehavior

Seen as learners

effort to accumulateknowledge

Teachers effort totransmit knowledge

Passive, teacher-directed &controlled

Changes in mentalstates, reference tomeaning-making

knowledge is conceivedand acquired

Teachers as facilitators,coordinators, advisorsand coaches

Active, learner-centered


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Role of a teacher

behaviorist,

mechanics of knowledge

transferConstructivist.

midwife in the birth of

understanding


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Discussion

What is constructivist teaching ?

How does constructivism affectinstructional practices?

From constructivism perspectives,what can you say about classroomassessment


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Constructivist teaching

Guidance and Generate

understanding, not training ofcertain skills ...

Create problem solvingenvironments

Use models, manipulatives,drawings, calculators..

Encourage interaction and discussion


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Constructivist Learning

cooperative learning approach ----discussion, peer tutoring,studentsparticipation, etc

Require self-validation of responses tryto answer the question why???

Listen actively and critically

students are to understand, not

absorbing information Apply Reflective thinking

students are to make abstraction andcreate ideas


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Thank You

for

your attention!


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Implications for teaching

School is primarily a socialenvironment, a culture where peopleinteract with each other and various

cultural materials

The challenge for teacher educationis to prepare teachers to create

social environments that fostercognitive development for allstudents


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Scaffolding and reciprocal teachingare effective strategies to access thezone of proximal development.

Scaffolding requires the teacher toprovide students the opportunity toextend their current skills andknowledge. The teacher must

engage students' interest, simplifytasks so theyare manageable, andmotivate students to pursue the

instructional goal.


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Reciprocal teaching allows for thecreation of a dialogue betweenstudents and teachers. This two way

communication becomes aninstructional strategy by encouragingstudents to go beyond answering

questions and engage in thediscourse (Driscoll, 1994;Hausfather, 1996)


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The integration of computer technologyhas tremendously increased theopportunities for social interaction. Thesocial context for learning is transforming.

learning relationships can now be formedfrom distances through cyberspace.Computer

technology is a cultural tool that studentscan use to mediate and internalize theirlearning. collaboration and peerinstruction was once only possible inshared physical space.


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Recent research suggests changingthe learning contexts with technologyis a powerful learning activity

(Crawford, 1996).


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Thanks you foryour attention

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c Tivist Theory2013