The Courage To Be A Constructivist Analysis

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Recent developments in South Australia have emphasised the importance of constructivism as a theoretical basis for curriculum development and implementation, and associated school reform, in government schools. This paper reports on some initial insights from a qualitative study investigating ways in which teachers who are committed to a constructivist philosophy construct teaching and learning. The study is a collaborative project between the University of South Australia, The Open University and the South Australian Education Department. It is based around the work of four primary teachers in two schools in South Australia. These teachers have been involved in a South Australian Education Department innovative curriculum redesign project entitled ‘Learning to Learn’. This project promotes a view of teaching and learning that values teaching and learning through: consciousness of who you are and why you do what you do, personal/social relationships and learning as construction. This paper will draw on examples to highlight a number of emerging themes in relation to the learning relationships, conversations and tasks that characterise classroom cultures that are moving towards a constructivist orientation.

Constructivism learning theory is a philosophy which enhances students' logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education.

The dilemma with Objectivism and Constructivism is that they are being regarded as bifurcating philosophies when they should be deemed as complementing philosophies. Why not employ both to create the best educational system possible? We need the Objectivism approach in order to see the global perspective of educating children and we need the Constructivism approach in order to identify the details that are failing some students and bring a sense of humanity to the school system and eliminate the factory sense, which was embedded in the educational systems by Taylor 's ideas on scientific management (Vrasidas, 2000, p.339-362). Therefore, This argument is based on the convergence of Objectivism and Constructivism in order to construct a fair and balance educational system.

With this new understanding, Constructivism provides educators with a more informed approach to teaching, and how their students will learn. And while it does not include a “How to teach manual”, there are several general principles educators may draw from a Constructivist attitude to shape teaching structures.

Child-centered teaching methods are primarily influenced by the philosophy of constructivism. Rooted in the field of cognitive science, constructivist pedagogy is especially informed by the ideas of John Dewey and William James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky and Jerome Bruner. Brooks and Brooks (1993) describe both the constructivist pedagogy and the

Further, Brooks and Brooks (1993), urged constructivist practices of posing problems of relevance to learners, “structure learning around big ideas..., seek and value students’ points of view,” adapt the curriculum to the learner, and “assess student learning in the context of teaching.” (Singh, et al, 2012 p. 201) Constructivist teachers respond to student questions and ideas with additional questions, plausible contradictions, requests for explanations of students’ thinking, and with placement of responsibility on the student for assessing the efficacy of their own efforts. (Singh, et al., 2012, p. 201) In addition, “the teacher is a guide, facilitator, and co explorer who encourage learners to question, challenge and formulate their own ideas, opinions and conclusions.” (Citot, 2009; Cannelle & Reif, 1994; Ismat, 1998; Richardson, 1997;

The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive position.

Cognitive constructivist theories state that learning is a process that occurs when a learner adds new knowledge to his/her preexisting knowledge. It acknowledges that students have a pre-existing knowledge base. Through the process of learning, students are applying their individual values, identities, self-concept, and knowledge into learning new information. Therefore, effective learning can take place when educators focus on helping learners relate new knowledge to their preexisting knowledge (Woolfolk, 2015). Cognitive constructivists believe that learning occurs when educators allow learners to experience new things and let them reflect on those experiences so that they can relate them to their preexisting knowledge or skills. In essence, students construct knowledge when derive meaning from new experiences by relating them to their previous experiences (Wijayanti, 2013). Constructivism acknowledges that

Constructivism is a "theory of knowing" and a way of examining how humans learn (Fosnot, 1996). Constructivist learning theory pertains to the engendering and constructing of knowledge based on one’s experience (Vygotsky 1978). The Constructivist theory of Jerome Bruner (1996) provides the learner with opportunities to reflect on their experiences.

Throughout my education, I had the benefit of attending fifteen different schools in various locations in the United States. This provided me with the opportunity to experience a variety of teaching methods and philosophies utilized by educators. Also, my son attended eight different schools in various states that provided me with additional exposure to various teaching methods. By using my past experiences along with my current studies, I lean heavily towards an overall constructivist philosophy, though each of the philosophies commonly referenced has aspects that are beneficial to students’ learning also.

Having a constructivist classroom can mean many different things. Being a teacher with a constructivist perspective is a different type of teaching style than people are used to. Constructivism, as I understand it, is a way of teaching that has the students learn through their own methods. They are to try to find their own style of learning a concept, whether it be in their heads or with unifix blocks or by drawing pictures. Everyone learns differently and children need to be given the freedom to explore their learning by themselves. Also, students need to be able to construct their own meanings and insights without teacher instruction. Having a constructivist classroom would mean the teacher not giving as much direction as in a traditional classroom. Teachers with this perspective want their students to be “’mathematizing’” their learning (FD Ch 1.4).

Constructivist teaching has made a huge impact on the teaching world. While, there are some that are unsure of this style of teaching there are others that enjoy it. Constructivist teaching allows the students to be their own teacher and discover topics and themes for themselves. Before students become their own teacher, the actual teacher has to put certain things in place. For starters, the teacher has to allow his or her class to have that type of environment; lots of planning should take place, the teacher should ask probing questions, and the teacher needs to make sure that the students have prior knowledge of the content.

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

Many of the new ways of teaching and learning offer processes by which students can gain experiences that enhance their self-knowledge. One of these is problem-based learning, an instructional model based on constructivism, the concept that learners construct their own understanding by relating concrete experience to existing knowledge; processes of collaboration and reflection are involved. In problem-based learning, students are presented with an ill-structured problem--one that has no obvious solution and for which problem-solvers cannot be certain they have the right answer. The problem must be content relevant and represent a real situation faced by an individual, group, company, or community. Solving the problem takes students through the following processes (Savoie and Hughes 1994):