KNOWLEDGE: UNDER CONSTRUCTION Bruner’s Constructivist Theory

7/27/2019 KNOWLEDGE: UNDER CONSTRUCTION Bruners Constructivist Theory

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Republic of the PhilippinesPolytechnic University of the Philippines

Quezon City CampusBachelor in Business Teacher Education

Future Business Teachers Organization

KNOWLEDGE: UNDER CONSTRUCTION

Bruners Constructivist Theory

(TERM PAPER)

By: Ms. Judy Ann Paigma

BBTE 3-1

Submitted to:

Prof. Artemus Cruz

March 21, 2013


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INTRODUCTION

Tell me and I forget. Show me and I remember. Involve me and I understand.

(Lardizabal, 1996)

This phrase explains the principle of Constructivist theory that was founded by an

American Psychologist named Jerome Bruner. To elaborate, the process of learning is primary

controlled by the learners and not by the teacher. Learning readily takes place when the teacher

serves as the facilitator of learning and helps the learner explore and discover something around

him.

Constructivism is a view of learning based on the belief that knowledge isn't a thing that

can be simply given by the teacher at the front of the room to students in their desks. Rather,

knowledge is constructed by learners through an active, mental process of development; learners

are the builders and creators of meaning and knowledge.

It is said that constructivism is one of the best approach that a teacher can use as a

teaching strategy. It creates a democratic classroom environment which emphasizes shared

responsibility and decision-making among teachers and students. It allows the students to build

their knowledge independently in such a way that there will be a collaborative learning to with

their co-learners. It encourages students to use active techniques (experiments, real-world


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problem solving) to create more knowledge and then to reflect on and talk about what they are

doing and how their understanding is changing.

Lee Chua (2001) stressed that teachers are no longer the transmitter of knowledge but a

facilitator of learning. The teacher makes sure she understands the students' preexisting

conceptions, and guides the activity to address them and then build on them.

Education believes that the mask of an effective teacher is not the ability to apply

techniques but the ability of being reflective, thoughtful and inventive about teaching. All good

teaching begins with an understanding of students learning. Teaching quality is the strongest

prediction of student achievement. (Woolfolk, 2005).

Teaching is a creative - reflective process that can mold character, influence personality

and transform lives. Teachers are mandated to stimulate intellectual growth in their students, to

develop their pupils to their fullest potentials and to be able to live productive lives. (Bueno et al,

2012)


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SIGNIFICANCE OF THE STUDY

This research focuses with the work of Jerome S. Bruner about constructivism and its

implication with the education. This research is significant to the following:

TEACHERS

This research is relevant to them because this can serves as their basis in innovating new

techniques, methods and strategies in teaching. This will help them to build a more interesting,

creative and active classroom management that they can use to have a harmonious relationship

with their students and at the same time, they will be able to provide a better quality education.

EDUCATION STUDENTS

This study is also relevant to the education students because as a future educator, they

must know the nature of how students construct learning. And this research can be their basis in

choosing what techniques, methods, teaching strategies and forms of classroom management

they can apply with their future class.


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STATEMENT OF THE PROBLEM

The aim of the proponent in this research is to find answers to the following questions:

1. What does constructivist theory implies?2. What are the attributes of a constructivist classroom?3. What is the role of the students and the teacher in a classroom with constructivist

setting?

4. What are the significances of Jerome Bruners theory with regards to education?5. Is there any difference between the constructivist approach and the traditional form of

instruction?


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RELATED LITERATURES AND STUDIES

FOREIGN LITERATURE

Bruners Theory as cited by (Rogers, 1994) learning is a social process, whereby students

construct new concepts based on current knowledge. The student selects information, constructs

hypothesis and make decision. With the aim of integrating new experiences into his existing

mental construct. It is cognitive structures that provide meaning and organization to experience

as and allow learners to transcend the boundaries of the information given. For him, learner

independence, fostered through encouraging students to discover new principles of their own

accord, was at the heart of education.

Moreover, curriculum should be organized in a spiral manner so that students can build

upon what they have already learned. In short, the principles of that permeate Bruners theory

are the following (see Bruner 1973): a) instruction must be commensurate with the experience


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that makes students willing and able to learn. b) Instruction must be structured so that if can be

easily understood by the student (spiral organization) and c) instruction should be designed to

facilitate extrapolation (going beyond the information given)

Hoover (2003) stated that constructivism has important implication for teaching. First

teaching cannot be viewed as the transmission of knowledge, from enlightened to unenlightened.

Constructivist teacher do not take the role of the Sage of the stage. Rather, teachers cut as

guides on the side who provides students with opportunities to test the adequacy of their

current understandings.

Second, if learning is based on prior knowledge, then teacher must note that knowledge

and provide learning environments that exploit. Inconsistencies between learners current

understanding and the new experience before them. This challenges teacher; for they cannot

assume before that all children understand something in the same way. Further, is students must

apply their current understanding, to the forefront. Teacher can ensure that learning experiences

incorporate with problems that are important to teacher and the educational system. Teacher can

also encourage group interaction, where the interplay among participants helps individual

students become explicit about their own understanding by comparing it to that of their peers.

Fourth, if new knowledge is activity built, and then time is needed to build in. Ample

time facilitates student reflection about new experiences how those experiences line up against


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current understanding, and how a different understanding might provide students with an

improved (not correct) view of the world.

Constructivism is a post-structuralist psychological theory (Doll, 1993) one that construes

learning as an interpretive recursive building process by active learners interactions with the

physical and social world. It is a psychological theory of learning that describes how structures

and deeper conceptual understanding come about, rather than one that simply characterizes that

structures and stages of thought or one that isolates behaviors learner through reinforcement the

challenge for educations is to determine what this new paradigm brings to the practice of

teaching.

Bruner (1961) proposes that learners construct their own knowledge and do this by

organizing and categorizing information using a coding system. Bruner believe that the most

effective way to develop a coding system is to discover it rather than being told it by the teacher.

The concept of discovery learning implies that students construct their own knowledge for

themselves or also known as a constructivist approach.

In a constructivist classroom, students are encouraged to use prior experiences to help

them form and reform interpretations. This may be illustrated by reference to a personal response

approach to literature, a constructivist strategy first articulated by Rosenblatt (1978)

A Constructivist Classroom is a Student-Centered Classroom. The student-centeredness

of a constructivist classroom is clearly apparent in a reader response approach to literature.


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Recognizing the significance of the unique experiences that each reader brings to the reading of a

selection of literature, the teacher in a response-centered approach seeks to explore the

transaction between the student and the text to promote or extract a meaningful response

(Rosenblatt, 1978).

From a constructivist perspective, where the student is perceived as meaning-maker,

teacher-centered, text-centered and skills-oriented approaches to literature instruction are

replaced by more student-centered approaches where processes of understanding are

emphasized. In a discussion of language arts instruction based on constructivist theories of

language use and language development, Applebee (1993)

Cook (1992) explains why negotiating the curriculum with students is important.

Learners will work harder and better, and what they learn will mean more to them if they are

discovering their own ideas, asking their own questions, and fighting hard to answer them for

themselves. They must be educational decision makers. Out of negotiation comes a sense of

ownership in learners for the work they are to do, and therefore a commitment to it.

LOCAL LITERATURE

Jerome Bruner was the first proponent of Constructivism. The major theme in his theory

is that learning is an active process in which learner construct new ideas or concepts based on

their current or past knowledge. He gave important concepts in the development of


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the simplicity which maybe intrinsic (describe to learn because it is important to the learner or

extrinsic ( in the form of praise, reward or punishment); and independence; that is, learner must

be trained to be independent and self-sufficient to solve own problems because time will come

when they will be left alone to do all these things (Calderon, 2004)

Discovery learning refers to obtaining knowledge for oneself. In is an instructional

approach that provides students with data and requires them to process this information into

meaningful abstraction. Teacher plans and arranges activities and students are led to find

answers or solutions to the problem by themselves. Students follow a step-by-step procedure

until they discover their own means and conclusions (Lucas and Corpus, 2007; Vega and Prieto,

2006)

Lee Chua (2001) stressed that teachers are no longer the transmitter of knowledge but a

facilitator of learning. The teacher makes sure she understands the students' preexisting

conceptions, and guides the activity to address them and then build on them.

Bernardo (2004) , a cognitive psychologist and education psychologist, express his belief

in the great opportunity of a constructivist teacher has in the teaching-learning process. Thus, a

constructivist teacher is a teacher who is concerned about the students, learning. Teacher who is

willing to go out on his way to try to understand his students. Teacher who find ways by which


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he/she can still bring students to become aware of their prior knowledge. He provides the

learners with the life-like learning activities.

Salansanan (2001), emphasizes that learning should be an active process, where there is a

complete imvolvement of students in pursuing information out of learning situation. There is

also connection between the prior knowledge on past experience of the students and learning is

facilitated by the teacher when the students are exposed. Learning is facilitated by the teacher

when students were given the opportunities to take part in a teaching-learning process. She

further asserted that learning is social process. Where the students are free to have dialogues with

their classmates, argue and express their own ideas freely.

2002 basic Education curriculum (BEC) states that the ideal teacher is the facilitator of

learning process not just transmitter of knowledge.

FOREIGN STUDIES

A constructivist teacher offers his or her students options and choices in their work.

Rejecting the common practice of telling students what to do, he or she engages their trust and

invites them to participate in a constructivist process that allows them to be involved in decisions

about their learning.


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Students actively involved in their own learning are a vital reality in a constructivists

classroom. Students may participate in the construction of the curriculum by negotiating the

themes that will be the focus of their work along with the selection of literature from a

predetermined range of literature. Students may also participate in the design of their

assignments, although the parameters for these may be established by their teacher. Finally,

students may have some involvement in the way their assignments are evaluated.

The essence of constructivist theory is the idea that learner must individually

discover and transform complex information if they are to make it their own (Slavin,

1994). Constuctivism is made up of a number of assumptions, among others, it holds

that:

We do not learn from experience but from our reflection on experiences Learning is how a person interprets the world. Learning is an active process where meaning is developed for the basis of ones own

experience

The growth of knowledge evolves through social interactions where multipleperspectives are shared and our own perspective change through collaborative

learning, for an example in cooperative learning; and learning should be situated in

realistic setting, and testing should be integrated with the task and not the separate

activity (Merrill, 1992).


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A democratic classroom environment emphasizes shared responsibility and decision-

making. It is generally accepted that practices which typify democratic classrooms include

acknowledgement of the importance of human experience in learning; accommodation of small

groups, individuals, and, occasionally, the whole class in instruction; creation of an environment

that supports the active involvement of students in collaborative and empowering activities such

as the exchange of ideas and opinions, and responsibility for making decisions about learning

and for generating flexible rules; and teacher focus on students' learning rather than on teacher

performance (Lester and Onore, 1990)

Lester and Onore (1990) suggest that the attitudes, values, and beliefs of a teacher,

specifically those related to the belief of student as constructor of knowledge, make it possible to

create a democratic environment. A democratic classroom is self-regulating. Rather than overtly

controlling the students, a constructivist teacher structures the classroom so that students and

teacher can share in the control of their environment. Students are directly involved in all matters

that occur in the classroom that affect their being there as learners and as people.

Slavin (1994) reviewed of the studies of instructional programs that encourage and

rewarded students for their cooperation in these programs. Students were motivated to work in

small group to learn academic content. This is called cooperative learning.


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A constructivist classroom is, in fact, highly organized. Students are given a lot of

choices within the classroom, but those choices may be contained within parameters. Students

are able to negotiate themes, but must abide by the range of literature that their curriculum

prescribes. Students may design their own assignments, but the assignments must accommodate

curriculum variables.

Constructivist teachers develop skills and abilities to empower students and to make them

feel competent and significant. Perhaps some of what a constructivist teacher does is intuitive.

Constructivist teaching also requires intelligence, creativity, patience, responsiveness, and the

ability to live with ambiguity permitting one to spontaneously abandon a plan in order to

accommodate specific individual or classroom situations. And while the job of being a

constructivist teacher is demanding, its value is evident in the impact on students' learning and

personal development.

A constructivist student-centered approach places more focus on students learning than

on teachers teaching. A traditional perspective focuses more on teaching. From a constructivist

view, knowing occurs by a process of construction by the knower. Lindfors (1984) advises that

how we teach should originate from how students learn.

LOCAL STUDIES


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Onquit (2006) stated that Constructivist teaching which involves the use of individual

or group practical activities, games and manipulative devices should be used as teaching

strategies to raise the cognitive learning level of the students. She also suggested that Teachers

should adopt different teaching strategies like constructivist teaching which involves extensive

student participation in the development of student knowledge and or concepts formulation

used varied structural materials/aid, like activity sheets and instructional model for more

creative class participation and develop values of cooperation, commitment and sense of

responsibility among the students.

According to her, a constructivist teacher should provide interesting, meaningful and

pleasurable activities like games, puzzles and decoders where students are provided with

opportunities to have dialogues with their classmates and with the teacher. Constructivist

teaching which involves the use of individual or group practical activities, games and

manipulative devices should be used as teaching strategies to raise the cognitive learning level of

the students.

Onquit (2006) explained that students should be provided with opportunities for active

involvement and participation in the teaching-learning process in the form of group activities,

games and puzzles for better learning outcome. She stated that Cooperative learning must be


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used together with constructivist instruction to promote harmonious working relationships

among students and between the teacher and the students.

Role of the student in a constructivist classroom

The expectation within a constructivist learning environment is that the students plays a

more active role in, and accepts more responsibility for their own learning. Students in a

constructivist classroom are expected as an independent thinker. Student who can developed

questions and identifies issues. The one who gathers and analyze to create own answers .

Student who becomes problem solver. The one who reaches beyond factual answers . Student

who connects and summarizes concepts by analyzing, predicting, justifying, and defending ideas,

and a student who discusses with the teacher and with other students. He also reflects on ideas

and either changes or reinforces them. He Shares own ideas and listens to the ideas of others.

The one who tests hypotheses and engages in experiences that challenge hypotheses and

encourage discussion. He involved in real-world situations from which they can generate

abstract concepts. Student who uses raw data and primary sources. And the one who have

access to manipulatives and interactive materials (Gerlita, 1997).

According with the study of Rabara (2010), constructivism is beneficial in terms of

education because of the following reasons:

Children learn more, and enjoy learning more when they are actively involved, ratherthan passive listeners.


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Education works best when it concentrates on thinking and understanding, rather than onrote memorization. Constructivism concentrates on learning how to think and understand.

Constructivist learning is transferable. In constructivist classrooms, students createorganizing principles that they can take with them to other learning settings.

Constructivism gives students ownership of what they learn, since learning is based onstudents' questions and explorations, and often the students have a hand in designing the

assessments as well.

Constructivist assessment engages the students' initiatives and personal investments intheir journals, research reports, physical models, and artistic representations. Engaging

the creative instincts develops students' abilities to express knowledge through a variety

of ways. The students are also more likely to retain and transfer the new knowledge to

real life.

By grounding learning activities in an authentic, real-world context, constructivismstimulates and engages students. Students in constructivist classrooms learn to question

things and to apply their natural curiousity to the world.


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DISCUSSION

1. What does constructivist theory implies?Constructivism is a broad conceptual framework with numerous perspectives, and

Bruners is only one. Jerome Seymour Bruner is an American psychologist who has made

significant contributions to human cognitive psychology and cognitive learning theory in

educational psychology, as well as to history and to general philosophy of education. Bruners

theoretical framework is based on the theme that learner construct new ideas or concepts based

upon exiting knowledge. Constructivism is basically a theory about how people learn. according

to constructivist theory, learning is an active process in which, people construct their own

understanding and knowledge of the world through experiencing things and reflecting on those

experiences.

Constructivism has four principles: learning, in an important way, depends on

what we already know; new ideas occur as we adapt and change our old ideas; learning involves

inventing ideas rather than mechanically accumulating facts; meaningful learning occurs through

rethinking old ideas and coming to new conclusions about new ideas which conflict with our old

ideas.


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The essence of constructivist theory is the idea that learner must individually discover

and transform complex information if they are to make it their own.

2. What are the attributes of a constructivist classroom?The classroom needs to be seen community of discourse engage in activity, reflection

and conversation. The learners are responsible for defending, providing, justifying and

communicating their ideas to the classroom community. Ideas are accepted as truths are their

ideas to the classroom community. Ideas are accepted as truth only as they make sense to the

community and thus rise to the level of taken-as-shared. (Fosnot 1989)

Constructivist class room can found as a democratic environment that provides

meaningful learning experiences for autonomous learners. A democratic classroom environment

emphasizes shared responsibility and decision-making. It is generally accepted that practices

which typify democratic classrooms include acknowledgement of the importance of human

experience in learning; accommodation of small groups, individuals, and, occasionally, the

whole class in instruction; creation of an environment that supports the active involvement of

students in collaborative and empowering activities such as the exchange of ideas and opinions,

and responsibility for making decisions about learning and for generating flexible rules; and

teacher focus on students' learning rather than on teacher performance.


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Constructivist classrooms are structured so that learners are immersed in experiences

within which they may engage in meaning-making inquiry, action, imagination, invention,

interaction, hypothesizing and personal reflection. Students are encouraged to use prior

experiences to help them form and reform interpretations.

constructivist classroom unites teachers and students in a common purpose. It is interactive in

nature. Authentic student-student and student-teacher dialogue is very important in a

constructivist classroom.

There is a cooperative learning used together with constructivist instruction to promote

harmonious working relationships among students and between the teacher and the students.

There is a collaborative effort between the students and teacher or students and teacher active

participation in the formulation of knowledge.

3. What is the role of the students and the teacher in classroom setting withconstructivist approach?

The role of the teacher in a constructivist classroom should not be to teach information by

rote learning, but instead to facilitate the learning process. They are best describe as "guide on

the side" which is a student-centered approach where the teachers role is like a coach who

facilitates the student's learning. The coach may transfer knowledge to players regarding

techniques and strategies, but the players are expected to develop those skills through practice

and experience.


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A good Constructivist teacher will design lessons that helps student discover the

relationship between bits of information. A Constructivist teacher plans and arranges activities

and students are led to find answers or solutions to the problem by themselves. . In a similar way,

a constructivist teacher creates situations in which he or she is able to challenge the assumptions

upon which traditional teaching and learning are based. Students follow a step-by-step

procedure until they discover their own means and conclusions. A constructivist teacher makes

sure she understands the students' preexisting conceptions, and guides the activity to address

them and then build on them.

Since a constructivism focuses on the learner or it is a student-centered, students in a

constructivist classroom, perceived to play a more active role in, and accepts more responsibility

for their own learning.an independent educational decision makers. Students in a constructivist

classroom are expected as an independent thinker.

Students actively involved in their own learning are a vital reality in a constructivists

classroom. They are the one who developed questions and identifies issues. The one who

gathers and analyze to create own answers. Student who becomes problem solver. The one who

reaches beyond factual answers. Student in a constructivist classroom is the one who connects

and summarizes concepts by analyzing, predicting, justifying, and defending ideas , and a student

who discusses with the teacher and with other students. They are the constructor of their own

understanding and knowledge using their prior knowledge or past experiences.


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4. What are the significance of Jerome Bruners theory with regards to education? Constructivism serves a very special role in education because it can be a good basis of

an effective teaching strategy that a teacher can imply with his or her classroom. Using

constructivist strategies, teachers became more effective. They are able to promote

communication and create flexibility so that the needs of all students can be met.

In the most general sense, it usually helps to encourage students to use active techniques

(experiments, real-world problem solving) to create more knowledge and then to reflect on and

talk about what they are doing and how their understanding is changing. Constructivism helps

the students to learn more, and enjoy learning more when they are actively involved, rather than

passive listeners. Through constructivism, education works best because it concentrates on

thinking and understanding, rather than on rote memorization. Constructivism concentrates on

learning how to think and understand. The principle of constructivism helps the students to

create organizing principles independently,that they can take with them to other learning settings.

Constructivism gives students ownership of what they learn, since learning is based on

students' questions and explorations, and often the students have a hand in designing the

assessments as well. Constructivist assessment engages the students' initiatives and personal

investments in their journals, research reports, physical models, and artistic representations.

Engaging the creative instincts develops students' abilities to express knowledge through a

variety of ways. The students are also more likely to retain and transfer the new knowledge to

real life. By grounding learning activities in an authentic, real-world context, constructivism


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stimulates and engages students. Students in constructivist classrooms learn to question things

and to apply their natural curiousity to the world.

5. Is there any difference between the constructivist approach and the traditional formof instruction?

We can see a lot of difference between the traditional form instruction and

constructivism approach. Constructivist classroom has a democratic and interactive teaching

learning process, unlike in traditional instruction in which students only listens with what the

teacher says.

In a traditional classroom, an invisible and imposing, at times, impenetrable, barrier

between student and teacher exists through power and practice. In a constructivist classroom, by

contrast, the teacher and the student share responsibility and decision making and demonstrate

mutual respect. The democratic and interactive process of a constructivist classroom allows

students to be active and autonomous learners.

A constructivist student-centered approach places more focus on students learning than

on teachers teaching. A traditional perspective focuses more on teaching. From a constructivist

view, knowing occurs by a process of construction by the knower.

Constructivist classroom believe on this principle: The "guide on the side" describes the


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student-centered approach where the teachers role is like a coach who facilitates the student's

learning. The coach may transfer knowledge to players regarding techniques and strategies, but

the players are expected to develop those skills through practice and experience. While the "sage

on the stage" refers to the traditional teacher-centered approach. In a teacher-centered course, the

teachers expertise is the center of the course. The students role is to assimilate the knowledge

by listening, watching, reading, and studying.

CONCLUSION

Jerome Bruner is one of best known and influential psychologist in the 20th

century who

was also the first proponent of constructivism. Based on the related literature and studies, many

researchers agreed that Bruner's theory on constructivism covers the idea of learning as an active

process wherein those learning are able to form new ideas based on what their current knowledge

is as well as their past knowledge. The learner, often a child, will take pieces of their past

knowledge and experiences and organize them to make sense of what they know, then base

further concepts and solve additional problems based upon a combination of what they already

processed and what they think should be processed next.

Constructivist believe that learning originate with premise that, by reflecting on

experiences, students construct their own understanding of the world they live in (Smith, 2003;

Sitverthorn, 1999)


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Constructivism has a great implication with our education. It can be used as an approach

or teaching strategy to enhance students cognitive level, in which teachers serves as students

facilitator. The "guide on the side" describes the student-centered approach where the teachers

role is like a coach who facilitates the student's learning.

To elaborate, a coach may transfer knowledge to players regarding techniques and

strategies, but the players are expected to develop those skills through practice and experience,

the same principle as in constructivism.

Constructivist teachers encourage and accept student autonomy and initiative. They use

raw data and primary sources, along with manipulative, interactive and physical materials. Often

times they use cognitive terminology such as classify, analyze, predict, and create.

They allow student responses to drive lessons, shift instructional strategies, and alter content.

They inquire about students understandings of concepts before sharing their own understandings

of those concepts. Constructivist teacher encourage students to engage in dialogue, both with the

teacher and with one another. They encourage student inquiry by asking thoughtful, open-ended

questions and encouraging students to ask questions of each other. They seek elaboration of

students initial responses. They engage students in experiences that might engender

contradictions to their initial hypotheses and then encourage discussion.

Constructivist class room has a significant different to the traditional form of instruction

because Constructivim believe on this principle: The "guide on the side" that describes the


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student-centered approach where the teachers role is like a coach who facilitates the student's

learning. The coach may transfer knowledge to players regarding techniques and strategies, but

the players are expected to develop those skills through practice and experience. While the "sage

on the stage" refers to the traditional teacher-centered approach. In a teacher-centered course, the

teachers expertise is the center of the course. The students role is to assimilate the knowledge

by listening, watching, reading, and studying.

RECOMMENDATIONS

This research suggests to use constructivist teaching as a teaching strategy to enhance the

students cognitive learning level. It encourages active and meaningful learning and promotes

responsibility and autonomy. Constructivist teaching is useful in achieving desirable educational

goals for student that is why it is important for teachers to grow professionally towards a

constructivist practice.

Teachers should adopt different teaching strategies like constructivist teaching which

involves extensive student participation in the development of student knowledge and or

concepts formulation used varied structural materials/aid, like activity sheets and instructional

model for more creative class participation and develop values of cooperation, commitment and

sense of responsibility among the students.


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This research suggests that teachers need to be provided with opportunities, resources,

support, encouragement and recognition in their professional development. They need to know

that their efforts are being supported by their colleagues, administrators and school boards.

University instructors in colleges of education need to model constructivist practices and

provide supportive assistance to pre-service and in-service teachers as they grapple with these

practices in their internships and practicums.

Transactional and constructivist practices may be modeled, and constructivist activities

and strategies may be presented to teachers in teachers in-services and workshops. A discussion

of the implications of such practices for teachers and students need to be included in these in-

services.

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INTERNET:

Cognitive Versus Behavioral Psychology, By Fred T. Hofstter

http:www.udel.edu/fth/pbs/webmodel.


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Constructivist Teaching and Learning

http://www.saskschoolboards.ca/research/instruction/97-07.htm

ROLE OF THE STUDENT IN THE CONSTRUCTIVIST CLASSROOM

http://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivist-

classroom-etec-512/
http://www.saskschoolboards.ca/research/instruction/97-07.htmhttp://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivist-classroom-etec-512/http://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivist-classroom-etec-512/http://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivist-classroom-etec-512/http://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivist-classroom-etec-512/http://www.saskschoolboards.ca/research/instruction/97-07.htm

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KNOWLEDGE: UNDER CONSTRUCTION Bruner’s Constructivist Theory