The Role of Constructivism in Teaching and Learning Chemistry

8/2/2019 The Role of Constructivism in Teaching and Learning Chemistry

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The Role of Constructivism in Teaching and Learning

Chemistry

Posted April 14, 2008 by yulirahmawati inKuliah,Teaching and Learning in Science. Tagged:

Constructivism.10 Comments

Introduction

Constructivism is one of theory of learning which well developed in the recent year and

becomes most significant and dominant perspective in science education (Taber, 2006).

According to Bodner (1986), constructivist model focus on constructing the knowledge in the

learners mind. Every student has different experiences, therefore teacher has to be aware that

knowledge is constructed differently in the learners mind. Students have their own preexisting

knowledge based on their experiences that is constructed in their mind (Taber, 2006). Most

studies show the advantages of using this theory of knowledge in the learning process regarding

to recognize students alternative conceptions.

Furthermore, research on the students alternative conceptions in chemistry has been

developed to improve teaching and learning chemistry. The investigations show that the

chemistry educators become realize that the importance of students alternative conceptions

within the process of understanding the concepts in chemistry. According to Krishnan and Howe

(1994), students difficulties to understand the concepts in science is because the teachers have

lack of knowledge on students prior understanding of the concepts in the classroom. Moreover,

according to Mulford & Robinson (2002), alternate conceptions play important role in learning

chemistry than simply producing inadequate explanations to questions. Therefore, as chemistry

educators, it is important to understand the role of students alternative conceptio ns in learning

chemistry.

Moreover, since our department is part of pedagogical university in Indonesia who educate

the chemistry teachers, it is important to emphasize the students alternative conceptions and

constructivism view of learning for our pre-service teachers. Therefore, in this paper, I will

discuss students alternative conceptions, the constructivist theory of learning, and also reflect on

my own experiences on learning and teaching chemistry. I hope this paper will provide the

powerful ideas to improve teaching and learning chemistry in our institution.
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The Constructivism View

Constructivism view of learning is developed based on Kellys work (1950s) on personal

construct and Ausubel (1960s) on learning based on what the learner knows (Benner, 2003 as

cited in Parkinson, 2004). Furthermore, the earlier psychologist who focus on childrens thinking

process is Jean Piaget. According to Piaget (1970), knowledge is constructed in learners mind

through their interaction with the environment. Piaget believes that there was a biological

inevitability to how children developed (Marsh, 2000). Furthermore, according to Bodner

(1986), there are three concepts of Piagets work which related to constructivist theory of

knowledge which are assimilation, accommodation, and equilibration. Therefore, Piagets work

had some insight (Marsh, 2000) which are (1) children think differently related to their stage of

development, (2) learning requires active involvement between children and environment, (3)Children construct their own cognitive structures. Therefore, Piagets work is important in the

constructivist theory of learning.

Constructivist is different from the traditional view of learning in sense of the view of the

real world. The traditional view of knowledge is based on the common-sense belief that a real

world exists regardless of whether we take interest in it or even notice it (Bodner, 1986). The

traditional knowledge implies that the knowledge is reality that will be replied in learners mind.

Furthermore, traditional education view focused on instructional goals such as recalling facts,

generalization, defining concepts and performing procedures (Almala, 2005). Therefore, this

view ignores the difference of preexisting knowledge of individual. On the other hand,

constructivist view learning as the product of interaction between existing understanding and

new knowledge (Parkinson, 2004). Furthermore, according to Tyter (2002a), there are three

types of constructivism which are personal constructivism, radical constructivism and social

constructivism. Personal constructivism focuses on the prior knowledge of individual which can

be constructed by individual. On the other hand, radical constructivism focuses on students

knowledge based on their experiences which recognize students freedom to have their own

ideas. Social constructivism focuses on individual construct the knowledge throughout the social

process. However, in general, constructivist emphasize reasoning, critical thinking, social

negotiation, self regulation and mindful reflection (Almala, 2005, p.9). Furthermore,

constructivists view learning as an active process in which the learners actively construct


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knowledge as they try to comprehend their reality world. According to Driver and Bell (1986) as

cited in Parkinson (2004, p.90), there six characteristics of constructivist theory of learning:

(1) learning is not only depend on the learning

environment, but also the knowledge of the learners,

(2) learning involves the construction of meaning,

(3) the construction of meaning is a continuous and active

process,

(4) meaning, once constructed, are evaluated and can be

accepted or rejected,

(5) learners have the final responsibility for their learning,

(6) students construct the meaning between the experience

with the physical world through natural language.

According to these six principles which are related to the Piagets work, teacher could use this

information to apply the teaching strategies using the constructivist theory of learning.

Constructivism learning succeed to lead the new and meaningful learning for the students.

However, constructivism lacks a theory of agency which overemphasizes the role of social

structures and norms at the expense of the agents who help create and change them in the first

place (Finnemore, 1996, p.1). Moreover, constructivism remains a method more than anything

else does. The central challenge is theory development. To accomplish this task, constructivists

must integrate their insights and assumptions with middle-range theory (Finnemore, 1996).

The constructivist as theory of learning is very useful to apply in the classroom. Oneimportant aspect that can be developed through constructivist approach is learners use active

process to develop their own meaning and knowledge (Jonassen, Mayes, and McAleese,1993) .

As a result, learning process will be the meaningful experiences for the students. However,

according to Prawat (1992) as cited in Treagust, Duit, & Fraser, 1996), there are four beliefs

which are chalengges and debates on constructivism , which are: 1) learner and content are


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separated, 2) tendency to equate activity with learning, 3)limited research evidence, 4)curriculum

is fixed. Moreover, in my opinion, there are several limitations of using constructivist theory.

Firstly, it is time consuming, because it needs more time to use the strategies which can monitor

the construction of each students knowledge. Secondly, some students could have difficulty to

take responsibility for their own learning. For example, if the learners do not take responsibility

for learning such as self management, they will find this approach is difficult. Thirdly, teachers

need aware to assess every student as different and unique individual. Therefore, it is important

for teachers to be motivated and creative to apply this approach in the classroom. Moreover,

applying constructivist in the classroom also encourage the teachers to shift their paradigm from

replicable the knowledge into the construction of individual knowledge.

Students Alternative Conceptions in Chemistry

According to Tytler (2002a), there are significant research studies in science which focus

on students alternative conceptions which could influence the learning process in their mind. As

a result, it becomes challenges for the teachers to recognize and guide these students alternative

conceptions. Moreover, it is common perceptions that the teachers face the difficulties to explain

the concepts in chemistry. Students could reject, accept, or assimilate the concepts or ideas

which are given by the teacher, because they already have their own concepts which recognize as

prior knowledge. These prior knowledge could be strongly hold by students and it is difficultto be changed ( Treagust, Duit, Fraser, 1996). According to Tytler (2002a), there are many terms

that are used regarding to alternative conceptions, such as misconceptions, intuitive ideas,

interpretive frameworks, childrens science, etc. Based on research study on An Inventory for

Alternate Conceptions among First-Semester General Chemistry Students, Mulford and

Robinson (2002) used the diagnostic instrument which develop by Treagust (1988) (as cited in

Mulford and Robinson, 2002). They found that one of students alternate conceptions in

chemistry on the conservation of mass, molecules, and atoms during a chemical reaction is the

total number of molecules is also conserved in a chemical reaction (p.741). Moreover the other

examples of students alternative conceptions in chemical bonding based on octet rule are: 1)

Atom need filled shell, 2) A covalent bond holds atom together the bond is sharing electrons,

3) molecul forms from isolated atoms (Robinson, 1993, p.1073). These examples are only few

students alternative conceptions which influence the students to understand the chemistry


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concepts. Teachers could use the information of students alternative conceptions to choose the

best teaching strategies to guide these conceptions. As a result, students could engage with

chemistry concepts through their existing ideas. Therefore, it is important for teacher to

recognize students conceptions before introducing the new topics in chemistry.

The Role of Constructivism on Teaching and Learning Chemistry

The constructivist theory of learning has important implication on the teaching-learning

process in the classroom. It is common that most science education focus on the scientific

learning of the learners rather than the growth of learners knowledge as holistic individual

(Taber, 2006). Using the constructivist theory of learning encourages the students to reflect their

own knowledge which is important in the learning process (Bodner, 1986). The meaningful

learning environment can be created if the students can relate their preexisting knowledge with

the concepts that they are received (Novak & Gowin as cited in Bodner, 1986). This paper will

discuss two roles of constructivism in chemistry education, which are:

1) Improving Teaching and Learning in Chemistry

In the classroom, teacher has to be aware that students held their perceptions on every

topics and it can be influence or uninfluenced by teaching (Osborne, 1983). Constructivism

requires significant a shift paradigms for teachers, parents, and students. For example, teachers

would spend less time on lecturing, drilling the students on basic concepts, and rote learning

(Andrew, 2007). Teachers can use the information of the students preexisting knowledge to

create the instruction which can avoid the misunderstanding of concepts. Furthermore, according

to Needham (1987) as cited in Parkinson (2004), there are five key phases to teach by

constructivist view: (1) orientation, (2) elicitation of ideas, (3) reconstruction of ideas, (4)

application of ideas, (5) review. In summary, teachers could use varied strategies which explore

students experiences and stimulate them to reflect and think critically related to their

experiences and the new knowledge.

Moreover, according to Tytler (2002b), there are three learning models which apply the

constructivist /conceptual change approach which are 1) generative learning model by Cosgove

and Osborne (1985), 2) interactive approach by Biddulph (1990), and 3) Japanese science


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activity structure by Linn, Lewis, Tsuchida & sanger (2000). Even though, these models are

different in several ways, but the principle is the similar which is exploring and guiding students

prior knowledge through class discussion and generate shared meaning. This table bellow is

summary of these three learning models.

Table 1. Three Learning Models Guided by Constructivism/

Conceptual Change Approaches

Principles PhaseGenerative Learning

ModelInteractive Approach Japanese Science Activity

StructureExplore students priorknowledge

Planinvestigation (create thepredictions)

Conduct Investigation


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>


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Table 3. Experience on Applying Metacognitive Approach in Laboratory

Topic: The Qualitative Analysis of Copper

Phase Teacher Activity Example


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>


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science in different aspects,7) link classroom program with the community, and 8) apply the

technology for effectiveness. These 8 components can be applied through constructivism

approaches. Therefore, it is important for teachers to apply the constructivist approach to help

their students involve in active learning process through meaningful learning experiences.

2. Developing the Research Areas

Since constructivism approach focus on students conceptual change, the research areas in

chemistry in our institution could be developed. Finding the alternative students conceptions can

be explored to help the teacher recognize the existing students ideas in chemistry concepts.

Moreover, the varied teaching strategies also can be explored to help students understand the

chemistry concepts and to guide students alternative conceptions. There is large number of

research studies in chemistry focus on students alternative conception which informed by

constructivism approaches. For example:

1. An Inventory for Alternate Conceptions among First-

Semester General Chemistry Students (Mulford & Robinson, 2002). They found the several

alternative students conceptions on atom, molecul, and chemical reactions concepts.

2. An alternative framework for chemical bonding

(Robinson, 1998). He pointed out several students alternative conceptions on chemical

bonding based on octet rule.

3. Commonsense Chemistry: A Model for Understanding

Students Alternative Conceptions (Talanquer, V., 2006). He propose a model to investigate

students alternative conceptions.

4. A Phenomenographic Study: First Year Chemical

Engineering Students Conceptions of Energy in Dissolution Processes(Lyle & Robinson,

2002). They propose the Phenomenographic method to identify range of students alternative

conceptions


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5. Introducing dynamic equilibrium as an explanatory

model (Driel, Vos, & Verloop, 1999). They work on teaching model to help students

understand the concept of equilibrium.

Moreover, it is also important for encouraging our pre-service teachers to explore this field of

research. Even though, in Indonesia, research studies in constructivism have been started few

years ago, but it still need to be developed, because this view of learning could solve problems

on students understanding in chemistry concepts. Moreover, according to White (1998),

teachers need to explore the research studies and theory of learning which appropriate to be

applied in their classroom. As a result, the research will give contribution for improving teaching

and learning in chemistry and developing theory of learning.

Conclusion

First, in chemistry education, constructivism plays important role to improve teaching and

learning in chemistry and develop the research area in chemistry education. The teaching

strategies which informed by constructivism are powerful to create the meaningful learning

process in chemistry. The meaningful learning process will help students to understand the

chemistry concepts through the active learning process. Moreover the varied research areas can

be developed through this view of learning. As a result, research studies could be applicable inthe classroom.

Second, three learning models apply the constructivist /conceptual change approach: generative

learning model , interactive approach and Japanese science activity structure which give

opportunity to explore and guide students prior knowledge through class discussion and

generate shared meaning. Moreover, my experience on metacognition approach is one example

teaching approach under the theory of contructivism. Metacognitive skills allow students to

reflect on their thinking process on understanding the concepts. As a result, students could

monitor their learning progress, create the changes, and choose the strategies to get the best

achievement. This approach also gives opportunities for teachers to create meaningful learning

experiences for students.


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Third, teachers need to be creative to apply varied teaching strategies to use the constructivist

approaches. Teachers role is also important to deal with the challenges within this theory of

learning such as learner and content are separated, 2) tendency to equate activity with learning,

3) limited research evidence, 4) curriculum is fixed, 5) time management, 6) students learning

responsibility, and 7) unique individual. As a result, the constructivism will be powerful to be

applied in teaching and learning process.

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The Role of Constructivism in Teaching and Learning Chemistry