Constructivism : Personal Philosophy For Constructing Critical Thinkers

Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge from experience, which is unique to each individual. The theories of constructivism require qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also, there’s a difference between cognitive constructivism and social constructivism. Cognitive Constructivism is when individuals construct ideas based off of personal process, whereas social constructivism believes that ideas are constructed through student and teacher interaction(Powell & Kalina, 2009) Many people give credit to Lev Vygotsky for his constructivist theory but Jean Piaget is the patriarch of the theory.

Today, because of the rapidly changing and interconnected world in which we live, our youth need a more holistic view of the world around them. This includes understanding the natural, physical environment as well as the social constructs of society, economics and governance. Education must help students develop styles of thinking, attitudes and skills to create a just and sustainable future for all.

The constructivism learning theory benefits teachers and students alike in several ways. One benefits is that students are given the opportunity to be involved in the learning process therefore find learning enjoyable and interesting rather than sitting, listening, and perhaps avoid learning. The same concept applies to employee training. When a trainee participates in the learning process he or she not only becomes eager and interested in the

Constructivist teaching. Muijs and Reynolds (2005) interpreted that the principles of constructivist teaching consider all learners construct knowledge for themselves, rather than absorbing knowledge directly from the teacher. This means that every pupil will learn something slightly differently from a particular lesson given. The assumption that pupils are active knowledge constructers has several consequences. For examples, the learners need to be active in order to construct knowledge or to learn effectively, teaching is about helping children construct their own meaning rather than training them to get the right answer without the actual understanding of the concept, and pupils learn best when new lessons are clearly related to what they already know,

The great challenge for constructivism is that the world in which students and teachers interact is not utopian. Students come to class with predetermined ideas about a course, or with personal needs that distract from attention from the classroom experience. Some students are not willing or able to interact with peers due to emotional issues, thus

Several thoughts roamed through my head as my partner asked me questions, such as did she really want to get to know me and did we grow up in a similar environment? I found myself curious based on what I value in my life and what I see as valuable in others. In this paper I will look at the different aspects of our lives. Mission statement of critical thinking is to evaluate why I feel the way I do about my questions as well as my partner’s.

In a modern society of 21st century, we live in a “free world”, but talking much about freedom. We consider ourselves as individuals, yet the conception of the word “individual” becomes cloudier than with every day. While we are proudly saying, “I decide for myself, I’m an individual”, some of us do not even recognize that most of our own ideas and principles depend on influence of the society on us. Our behavior is often depends on if we are in a large group or by our own. Our principles and are often come out of imitation of ideas of people who surround us.

You are one of the 4 candidates for the position; and everyone regards a lot from you. So, you must be ready for the speech, and show the knowledge of how the school’s system works. You are walking to the stage and the only thing that came to your brain is What should I say.? This kind of situations required us to be critical thinkers. A critical thinker is a person that analyzes situations from different points of view before providing an opinion.We as students have mentors that help us to develop our critical thinking skills. Teaching critical thinking skills is significant because through them we can learn how to take vital decisions, and how to apply them in our professional

In this article the author’s discuss the area of cooperative learning and the constructivist philosophy and how they relate to each other. There are examples given of different classroom activities that involve cooperate learning and the constructivist philosophy. In these various classrooms, the students learned subject matter and developed meanings that were personalized to them and they also used prior knowledge and engaged in classroom discussions. In these examples, the teacher was the facilitator, who motivated the practice and reinforced

This paper will draw on information to explore the definitions and features of the learning theories constructivism and behaviourism. Whilst exploring the solid benefits for learning and the learner and then moving onto the challenges and restrictions of both theories will be considered. Examining the distinctive aspects of the theories, this paper will conclude whether one theory or the blend of both theories is best when addressing the intricacies of an individual’s education.

Mrs. Driver and I discussed what Constructivism is, and how it is evidenced in her classroom. As we discussed the model, it became apparent that her classroom is structured around such model. In this paper, I will explain what I have observed that directly aligns to the Constructivist model.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

Motivation, interest, practicality, connection, and personal value are the major fundamentals of education. The realization of knowledge, sound logic, and the capability to reason, whether it is better to the teacher or not, come second to a student 's affective well-being. My philosophy of education follows somewhat of a social constructivist approach. Social constructivism can be described as socialization, a process of acquisition of skills, knowledge, and dispositions that enables the individual to participate in his or her group or society (Sivan, 1986). I feel that my teaching methods and beliefs are in line to what the premise of social constructivism is based on. According to Swap & Walter (2015), social constructivism implies that learning occurs via groups interacting through shared experience to co-develop knowledge and interpret the meaning and implications of the knowledge gained. Engaging constructivist methods of teaching in one 's classroom powers students to take a dynamic role in their education by making decisions and assuming responsibility for intellectual inquiry and innovation. For instance, discussions, experiments and projects ensure student accomplishment and allow scholars and the teacher to determine individual student 's preferences and fortes. This method facilitates differentiated activities for each student 's unique ambitions, making the subject more relevant to every student 's life. As professionals delegated with the

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students

Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.