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Difference Between Direct Instruction Approach And Constructivism

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There have been several disputes about direct-instruction approach versus constructivist approach ongoing for many years. Nevertheless, it is believed that young children need to be provided with many opportunities to represent, quantify, and generalize in order develop an intuitive understanding of various subject matters, such as Mathematics and Science. Research has shown that materials and activities that foster the development of mathematical and scientific concepts enables children to become concrete, hands on learners. As a result, it is important for children to manipulate materials to build ideas which can be done through spontaneous investigations of discrete free or guided play. Sadly by tradition, classrooms have been structured…show more content…
Why is this so? Young children in the early childhood environment need to be active learners; they should be able to learn through methods of discovery; as well as, the teacher should be a facilitator of children’s learning.
Active learning is generally defined as any instructional method that engages children in the learning process. In short, active learning requires students to do meaningful, learning activities which will allow them to think critically about what they are doing. Research in learning and motivation advises teachers to incorporate more active learning into their classrooms in order to improve understanding and long-term preservation of what is learned (Bransford, Brown, & Cocking, 2000: Greeno, Collins & Resnick, 1996). In the traditional approach to teaching, most teachers spend time lecturing while young children watch and listen. While it is true that passively listening to a directed-instructions can be useful in promoting learning at the lower end of a taxonomy of learning such as – to
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As she threw them out, Mary began matching the domino pieces together. This form of discovery can convey the theory that Mary is beginning to understand the concept of numbers. Mary’s mother steps over and encourages her to find the matches by asking “Can you find another domino with the same number of dots?” In 1967, Jerome Bruner was one of the first psychologist and cognitive learning theorist to outline the principles of discovery learning in a book which illustrated how individuals constructed their knowledge based on prior experiences. Related constructivist learning theories were developed by John Dewey, Jean Piaget and Lev Vygotsky, all of whom suggested that discovery learning encourages children to become active participants in the learning process by exploring concepts and answering questions through experience. In summary, in discovery learning, children are active and engaged in hands-on learning opportunities (Dewey, 1997; Piaget, 1973). The focal point of discovery learning is when a child learns how to analyze and interpret information to gain an understanding of what is being taught rather than to be given the correct answer from rote memorization. Percy (1954) believed that discovery learning is a natural part of human beings. People are born with curiosities and needs that drive them to learn. Case in point, an infant may learn to talk through the method of
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