The Importance Of Constructivism

1258 Words3 Pages
bulb-icon

Recommended: Discuss the educational implications of constructivist theory and critique its use in the classroom

Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving, customized teaching strategies, and integrates assessments throughout the learning process so that students are involved in assessing their own progress (Constructivism, 2011). The constructivist theory is not, however, universally accepted; some say that objectivism, rather than constructivism is far more reasonable in its implementation (Carson, 2005). This paper will attempt to analyze the three articles provided and give insight to the efficacy of constructivist practices. The Problem with Constructivism The importance of emerging technology and educational reform are outlined in The Problem with Constructivism. Elkind …show more content…

Carson states that objectivism, rather than constructivism, is a more “reasonable” and effective teaching method. Objectivism, which asserts that students actively participate in their knowledge acquisition, does not require a student to construct knowledge in order to learn; rather, there is one concrete reality that exists outside of anyone’s perception which provides objective knowledge (Carson, 2005). In addition to introducing objectivism, Carson criticizes constructivism as a teaching …show more content…

I believe that educational reform is necessary before constructivism can be deemed the “best” strategy. High-stakes testing is a unwieldy road block towards effective constructivist teaching. While a constructivist believes that a child can construct knowledge regardless of the environment (Concept to Classroom, n.d.), it is not advantageous to provide a narrow curriculum for the sole purpose of achieving higher test scores (Gearheart,

Show More
Related

  • Debate on Educational Constructivist Approach: Windschitl V.S. Hirsch

    1070 Words  | 3 Pages

    While reading the Windschitl & Hirsch articles, I felt both informed and interested on the different positions on the main question. The main question asks about if schools should have their own educational constructivist approach. The article written by Windschitl agrees having an educational constructivist approach, while Hirsch on the other hand disagrees. Each other others did a wonderful job on elaborating their positions on the point, and provided excellent examples, and great detail. Each of these articles exhibited both similarities and differences regarding the main question.

    Read More

  • Positivist and Constructionist Theories: Basic Differences

    920 Words  | 2 Pages

    There exists conflicting theories among sociologists in the area of determining why a person is considered to be a deviant, and the reasons behind why he or she has committed a deviant act. From a positivistic perspective, deviance is based on biological or social determinism. Alternatively, from a constructionist perspective, deviance is created and assigned by society. Both perspectives seek to give a theory for why a person may become known as deviant. Although they both view similar acts as deviant, the basic differences between positivists and constructionists theories are clear.

    Read More

  • The Constructivist-Interpretative Paradigm

    547 Words  | 2 Pages

    The constructivist-interpretative paradigm states that reality is constructed through interactions between a researcher and the research subject. According to Smith (2008), “[s]cientific knowledge can be created by virtual experience and conversations” (p. 102). Berger directly went into the Northern communities and spoke to many people about the Pipeline project. The indigenous people interviewed stated to Berger, how the Mackenzie Valley Pipeline would personally affect them; this is an example of a micro level of analysis, which is the ontology of this paradigm. The Inquiry focuses on individual counts of the pipeline rather then the whole community. Other paradigms, for example the critical paradigm, focus on how oppressed groups have been affected by a specific event. People in the North are being faced with pressures to change their ways of life and into a more colonized society (Berger, 1988, p. 166). Putting pressure on the Northern people will cause them to lose who they are, their traditions, native economy etc. According to Travers (2010), [c]onstructivist-interpretative s...

    Read More

  • Theories of Teaching and Learning

    1940 Words  | 4 Pages

    Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).

    Read More

  • Constructivism

    1403 Words  | 3 Pages

    Empiricists and rationalists have proposed opposing theories of the acquisition of knowledge, which appear unable to coexist. Each theory holds its own strengths but does not demonstrate a strong argument in itself to the questions, “Is knowledge truly possible?” and “How is true knowledge obtained?”. Immanual Kant successfully merged the two philosophies and provided a convincing argument with his theory of empirical relativism, or what some may call constructivism. His theory bridges the gap between rationalism and empiricism and proves that empiricists and rationalists each present a piece of the full puzzle. In order to truly understand Kant’s epistemology, one must first review and understand both empiricism and rationalism on an impartial basis.

    Read More

  • Behaviorism, Constructivism, and Cognitivism: Multiple Approaches To Learning

    2101 Words  | 5 Pages

    A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.

    Read More

  • John Dewey's Instructional Constructivism In The Modern Classroom

    742 Words  | 2 Pages

    The concept describes that our knowledge is something to be constructed internally rather than reflected from external realities. After the initial proposition of constructivism there came about the idea that “a reasonable conclusion is that at least three levels of constructivist advocacy appear frequently in contemporary educational literature”, according to Null 2004. Those three levels include epistemological constructivism, which focuses on issues like race, gender, and class and how issues like these need to be fixed. Next is instructional constructivism, which focuses on individual learning in the classroom. The last is prescriptive constructivism, which focuses on the relationship between teacher and student and proposes that teachers instruct with their students rather than at their students. No matter what level it is being taught, the basis of constructivism is to move away from the traditional practice of teaching the classroom through lecture primarily, and to adopt teaching the classroom through

    Read More

  • Lee Vygotsky's Theory of Learning

    672 Words  | 2 Pages

    Applefield, J M, Huber, R, Moallem, M 2001, ‘Constructivism in theory and practice: Toward a better understanding’, High School Journal, vol. 84, issue 2, p35, 19pp

    Read More

  • Realism and Constructivism

    1481 Words  | 3 Pages

    The creation of the study of international relations in the early 20th century has allowed multiple political theories to be compared, contrasted, debated, and argued against one another for the past century. These theories were created based on certain understandings of human principles or social nature and project these concepts onto the international system. They examine the international political structure and thrive to predict or explain how states will react under certain situations, pressures, and threats. Two of the most popular theories are known as constructivism and realism. When compared, these theories are different in many ways and argue on a range of topics. The topics include the role of the individual and the use of empirical data or science to explain rationally. They also have different ideological approaches to political structure, political groups, and the idea that international relations are in an environment of anarchy.

    Read More

  • My Philosophy Of Reading And Writing Curriculum

    2147 Words  | 5 Pages

    Constructivism theorists believe that learning is an ongoing collective application of knowledge where past knowledge and hands on experience meet. This theory also believes that students are naturally curious. If students are naturally curious, their curio...

    Read More

  • Constructivism in the classroom

    1043 Words  | 3 Pages

    Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.

    Read More

  • Learning Theories for Mathematical Concepts

    1354 Words  | 3 Pages

    Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc‎

    Read More

  • Constructivism in the Classroom

    1824 Words  | 4 Pages

    Rhinehart Neas, Linda M., ed. "Constructivist Theory: Pros and Cons." Bright Hub Education. N.p., 6 Jun 2012. Web. 31 Jan 2014. <, eds. "Constructivist Learning Theory: Pros & Cons." Bright Hub Education. N.p., 6 Jun 2012. Web. 31 Jan 2014. . >.

    Read More

  • Constructivist Theory: Teaching Theory

    1783 Words  | 4 Pages

    Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...

    Read More

  • Teaching History and Geography in the Constructivist Classroom

    1316 Words  | 3 Pages

    We must first look at the need for a constructivist approach in a classroom, to do this we think back to our days in primary school and indeed secondary school where textbooks we like bibles. We were told to take out our books, look at the board, and now complete the exercise on page z. This approach in a class is repetitive, the teacher holds authoritarian power and learning is by no means interactive. “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.” (Wineburg, 2001) This approach focuses on basic skills and strict adherence to the curriculum. Children are being forced to learn through repetit...

    Read More

More about The Importance Of Constructivism

Open Document