Constructivist Approaches to Acquiring Knowledge

1100 WordsJul 17, 20185 Pages
The process of learning and acquiring knowledge is a very interesting and complex task. The constructivist approach of learning was first expressed by Dewey (1936) in the early 20th century. Dewey has identified a progressive model based on philosophy Rousseau’s writing and on psychological knowledge. Piaget, J. (1973) study in early adolescent’s psychological development of discover, or reconstruct by rediscovery, Bruner’s (1973) theory of indicating learning as a social process which comprised of various interactions to knowledge gain and many researchers (Montessori (1946); Kolb & Fry (1975); etc) have seen embarked on Dewey’s initial constructivism and discover it as one of the best teaching to be used in education. Physical educators…show more content…
The author had proven that a constructivist classroom produces more learning than the traditional classroom. An excellent study of applying constructivist theory by Banet and Ayuso (2003) have shown that a more in-depth study of the students’ interest and an ongoing analysis of the classroom setting is useful to increase the students ‘understanding and results. They explored classroom atmosphere and implemented teaching approaches that allow students’ feedback and deepen their knowledge. This study also mentioned that the traditional constructs of the students’ knowledge, cognitive abilities, and the stages of cognitive development were unable to solve the problems. As compared to traditional learning, students will acquire a more comprehensive knowledge of the subject. However, many educators have misunderstood the concept of constructivist teaching (Baviskar et al, 2009). In Huffman et al (2003) studies, technology was engaged as a useful constructivist tool to assist teachers to create a constructivist learning environment. However, confounding factors found in the study for example, the step by step instructions interaction between the teacher, students and the technology did not create any new learning or knowledge for the students. Baviskar et al (2009) highlighted that by using group works in the classroom as a constructivist educational tool, may not necessarily be constructivist

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