SCI 102 Constructivism

Constructivist
Approach in
Teaching
Science
Constructivism
• Constructivism is ‘an approach to learning that holds
that people actively construct or make their own
knowledge and that reality is determined by the
experiences of the learner’
• In elaborating constructivists’ ideas Arends (1998) states
that constructivism believes in personal construction of
meaning by the learner through experience, and that
meaning is influenced by the interaction of prior
knowledge and new events.
Constructivism
• In comparison to behaviorism, learner is not a blank
slate (tabula rasa), but instead brings past experiences
and cultural factors to a situation and new information
is constructed from prior knowledge.
❑ Constructivism in Teaching
– Based on the belief that learning occurs as leaners
are actively involved in a process of meaning and
knowledge construction. Leaners are the makers of
meaning and knowledge.
– Fosters critical thinking and creates motivated and
independent learners.
Principles of Constructivism
1. Knowledge is constructed. This is the basic principle,
meaning that knowledge is built upon other
knowledge. Students take pieces and put them
together in their own unique way, building something
different than what another student will build.
2. People learn to learn, as they learn. Learning involves
constructing meaning and systems of meaning. 3. Learning
is an active process. Learning involves sensory input to
construct meaning. The learner needs to do something in
order to learn, it’s not a passive activity.
4. Learning is a social activity. Learning is directly
associated to our connection with other people. Our
teachers, our family, or peers, and our acquaintances
impact our learning. Educators are more likely to be
successful as they understand that peer involvement is
key in learning.
5. Learning is contextual. Students don’t learn isolated
facts and theories separate from the rest of our lives—
we learn in ways connected to things we already know,
what we believe, and more.
6. Knowledge is personal. Because constructivism is based
on your own experiences and beliefs, knowledge
becomes a personal affair. Each person will have their
own prior knowledge and experiences to bring to the
table.
7. Learning exists in the mind. Hands-on experiences and
physical actions are necessary for learning, but those
elements aren’t enough. Engaging the mind is key to
successful learning.
8. Motivation is key to learning. Students are unable to
learn if they are unmotivated.
Types of Constructivism
a) Cognitive. Cognitive constructivism focuses on the idea
that learning should be related to the learner’s stage of
cognitive development.
─ Cognitive constructivism comes from the work of Jean
Piaget and his research on cognitive development in
children.
b) Social. Social constructivism focuses on the collaborative
nature of learning. Knowledge develops from how
people interact with each other, their culture, and
society at large.
─ Social constructivism comes from Lev Vygotsky, and is
closely connected to cognitive constructivism with the
added element of societal and peer influence.
Types of Constructivism
c) Radical. Radical constructivism is very different from
cognitive and social constructivism. It focuses on the
idea that learners and the knowledge they construct
tell us nothing real, only help us function in our
environment.
– This theory was developed by Ernst von Glasersfeld in
1974.
Constructivism in Education
• It is not enough to simply know the theory of constructivist
learning. Educators must also know how to implement it in
their classrooms.
• Their goal is to create a welcoming environment that promotes
active engagement in learning.
• In the theory of constructivist learning, instructors act as
facilitators. They must promote collaboration and adjust their
lessons based on the prior level of understanding of the class.
• Once they identify students’ existing knowledge, instructors
must work to grow the understanding in those areas
Constructivism in Education
❑ There are four key areas that are crucial to the success
of a constructivist classroom:
1) The instructor takes on the role of a facilitator instead
of a director.
2) There are equal authority and responsibility between
the students and the instructor.
3) Learning occurs in small groups.
4) Knowledge is shared between both the students and
the instructor.
Constructivist Classroom Traditional Classroom
Pursues student interests and questions Follows a strict curriculum
Uses manipulative and primary materials Textbooks and workbooks are primary materials
Learning is based on big ideas with exploration Learning emphasizes skills and curriculum is taught
into smaller parts. in parts to achieve the whole idea.
Instructor is responsible for guided and interacting Instructor is responsible for directing
with students; negotiator role learning; authoritative role
Instructors assist students in creating knowledge Instructors communicate information and

with dialogue students receive knowledge
Students build knowledge on prior Students acquire knowledge through

understanding through interactions repetitive practice
Knowledge is continuously evolving with Knowledge is acquired, then remains stagnant

student understanding
Process is important, therefore evaluations may Tests and evaluations demonstrate student
include observation, discussion, and student understanding
work
Learning activities occur mostly in groups Learning activities are mostly independent
Traditional Teacher vs. Teacher as Facilitator

Traditional Teacher Teacher as Facilitator
Monologue (teacher talks) Dialogue (teacher and students discuss)
Tells the answers Asks questions and guides
Expects one ‘correct’ answer Lets students come up with their own answers
Believes they know everything Sees themselves as a co-learner
Teacher-centered classroom Student-centered classroom
Teaches theories Links theories to practical experiences
One size fits all lessons Differentiated lessons to meet

students cognitive needs
Constructivist Theory in the Classroom
1. Eliciting prior knowledge.
– As new understanding is constructed on pre existing
knowledge, the instructor must first activate prior
knowledge. This can be done with collaborative
activities, relaxed discussions, or pre tests.
2. Creating cognitive dissonance.
– Knowledge is built when new ideas are presented
and activities are just challenging enough for
students. “Just right problems” force students to
re-evaluate the schemas in their mind and organize
new solutions.
3. Applying knowledge with feedback. – The
instructor’s role is to encourage students and provide
feedback. This may be seen in the form of quizzes,
presentations, or discussions in the classroom. The
goal of applying feedback should be to encourage
even more growth and challenge knowledge of the
new situation.
Constructivist Classroom Activities
• Reciprocal teaching/learning: a group of 2 or more
students work together and teach one another.
• Inquiry-based learning: students create their own

questions and seek to solve them through research and
observations. After underlining the arguments for their
response, they make connections between their prior
knowledge and the information discovered through
their research. Students conclude by identifying
possible gaps and developing further questions for the
next project.
• Problem-based learning: similar to inquiry-based
learning, except focuses on problems in the real world.
Students work in groups to research possible solutions
and gain valuable skills by working together. Seeking
evidence, making connections, and drawing
conclusions as a team help students develop
communication and collaborative skills while solving
real-world issues.
• Cooperative learning: small group activity with one key
difference–interdependence. While most constructivist
activities rely on group learning, cooperative activities
are where group members are dependent on others to
achieve solutions. There is no division of tasks in
cooperative learning; instead, group members rely on
the knowledge of others to further their own
understanding.
1. Children learn more, and enjoy learning more when they are
actively involved, rather than passive listeners.
2. Education works best when it concentrates on thinking and
understanding, rather than on rote memorization.
Constructivism concentrates on learning how to think and
understand.
3. Constructivist learning is transferable. In constructivist
classrooms, students create organizing principles that they
can take with them to other learning settings.
4. Constructivism gives students ownership of what they learn,
since learning is based on students' questions and
explorations, and often the students have a hand in
designing the assessments as well.
5. By grounding learning activities in an authentic, real
world context, constructivism stimulates and engages
students. Students in constructivist classrooms learn to
question things and to apply their natural curiousity to
the world.
6. Constructivism promotes social and communication
skills by creating a classroom environment that
emphasizes collaboration and exchange of ideas.
Students must learn how to articulate their ideas
clearly as well as to collaborate on tasks effectively by
sharing in group projects.
Disadvantages Of Constructivist Methods
• The biggest criticism of constructivist learning is its lack
of structure. Some students need highly structured and
organized learning environments to thrive, and
constructivist learning focuses on a more laid-back
method to help students engage in their own learning.
• Grading is often removed from constructivist classrooms
and places more value on student progress, which can
lead to students falling behind and not meeting
standardized grading requirements.
Disadvantages Of Constructivist Methods
• If you are hoping to become a teacher, a degree is
crucial to getting on the right path. Additionally, it’s
valuable for teachers to understand different learning
theories and how they impact their classroom and
their students.
Thank you..

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Constructivist

Instructors assist students in creating knowledge Instructors communicate information and

Students build knowledge on prior Students acquire knowledge through

Knowledge is continuously evolving with Knowledge is acquired, then remains stagnant

Traditional Teacher vs. Teacher as Facilitator

Tells the answers Asks questions and guides

Believes they know everything Sees themselves as a co-learner

Teacher-centered classroom Student-centered classroom

Teaches theories Links theories to practical experiences

One size fits all lessons Differentiated lessons to meet

• Inquiry-based learning: students create their own

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