CONSTRUCTIVISM

 Constructivism

 Constructivism is a philosophy or theory of learning. It does not represent a single School of thought as there are several versions of constructivism- radical constructivism, cognitive constructivism, social constructivism etc.

Definition: Constructivism is a philosophy of learning, that by reflecting on our experiences we construct our own understanding of the world we live in. Each of us create our own’ rules’ or ‘mental models’ which we use to make sense of our experiences. So learning is simply the process of adjusting our  mental models to accommodate new experiences.

Principles of constructivism:

1. Learning is a search for meaning. So learning must start with the issues from which students can actively construct knowledge or meaning.

2. Learning means understanding  wholes as well as parts. Parts of information must be understood in the context of wholes. So learning process focus on concepts and not on isolated facts.

3.  The purpose of learning for an individual is to construct his own knowledge or meaning and it is not just memorizing the information given by the teacher. So learning is purely individualised in constructivism.

4. The valuable way to measure learning is to make assessment part of the learning process. Continuous and comprehensive evaluation is included in the constructivist way of learning. Assessment helps students to know about the quality of their learning.

Features of constructivism:

l Learning is constructed by the students: They come to learning situations with prior knowledge and understanding. Previous knowledge is the raw material for the creation or construction of new knowledge. A student needs knowledge to learn new concepts. It is not possible to understand new knowledge without having prior knowledge. More we know the more we can learn.

l Learning is an active process: The learner needs to do something to learn. Learning requires full participation of the students. Though the teacher provides the activities, students set their own goals, think or reflect on the activities and talk about their activities.

l Learning is reflective: Students control their own learning process. Students are reflecting on their own experiences, they are asking questions and thinking about their activities either individually or in groups. Students talk to themselves as they learn.

l Learning promotes learning to learn: Students learn to learn as they learn new knowledge. Learning consist of both constructing knowledge and learning to learn. Students are conscious of their mental process during their learning.

l Learning is collaborative: Learning is a social activity. Our learning is intimately associated with our connection with other human beings. Constructivism involves cooperation, conversation and the application of knowledge.

l Learning is inquiry based:  The main activity in constructivism is solving problems.  Students use inquiry methods to ask questions, investigate a topic and use variety of resources, define solutions or answers. Finding answer to a question leads to more questions.

l Learning is contextual: We do not learn isolated facts and theories in constructivism. Learning is life related and follows inter disciplinary approach.

l Learning is evolving: Student’s previous knowledge maybe invalid, in correct or insufficient to explain new experiences.  In constructivism  previous knowledge is modified or adapted to accommodate or understand new information. So the knowledge of the learner is changing or evolving as they gather new information.

l Learning requires motivation:  Motivation is an important component in learning.  When we know the reason why we are learning, we become very much involved in the learning process .  Emotion or feelings or interest develops attention. Attention fosters learning.

l Zone of proximal development: Refer Psychology notes

l Scaffolding: Refer Psychology notes

Classroom implications or applications of constructivism

1. Curriculum:  Constructivism emphasizes child centred, activity based curriculum. Curriculum of each class should have relation with the prior or previous knowledge of the learner.

2. Instruction or teaching learning activities:

l Teacher should present scientific information as it is arising from human experience.

l Teacher has to focus on making connections between facts. Don't present knowledge as isolated facts, but in an integrated way.

l Encourage students to analyse, interpret and predict information. Allow students to plan, justify their ideas and the ideas of other students and think about the validity of their own ideas.

l Inquiry approach can be used in teaching science. Strategies using inquiry approach are problem solving method, inquiry training model etc.

l Science is related to students everyday experience. So classroom activities would be meaningfully related to  child's life.

l  Provide learning environment that helps to connect new knowledge to prior knowledge.

l Teacher should act as a guide and scaffold who provides opportunities for students and helps them to do activities.

l Group work should be organised in classrooms, where sharing of information and discussion takes place among students and between the teacher and student. Teacher can use open ended questions to promote discussion and dialogue among students.

l Provide freedom in the classroom so that students feel free to question the teacher’s activities or method of teaching.

3. Assessment: Asessment or evaluation becomes a part of the learning process. In constructivism. Continuous and comprehensive evaluation is used here. Students have an important role in finding their own progress.