Bilinda Biñas BEED 2-A MC SSC 102

Activity 5.
1. Define constructivism and explain how it applies to teaching social studies?
 Constructivism is a theory of learning that has roots in both philosophy and psychology.
The nature of social studies as a learning program complements the idea of
constructivism as a learning philosophy. The ethic of freedom, identities and civic
competence works well with what constructivism is espousing.
2. What is the role of the teacher in a constructivist classroom, and how does it differ from a
traditional classroom?
 Constructivist teachers encourage students to constantly assess how the activity is helping
them gain understanding. By questioning themselves and their strategies, students in the
constructivist classroom ideally become “expert learners.” This gives them ever-
broadening tools to keep learning. With a well-planned classroom environment, the
student learn how to learn. On the other hand, a traditional classroom is more on direct
instruction and teacher-centered. Students are passive learner and it’s the teacher that
directs and controls most of the learning activities.
3. Describe a classroom activity that incorporates constructivist principles into teaching social
studies?
 The main activity in a constructivist classroom is solving problems. Students use inquiry
methods to ask questions, investigate a topic, and use a variety of resources to find
solutions and answers. As students explore the topic, they draw conclusions, and, as
exploration continues, they revisit those conclusions. Exploration of questions leads to
more questions.
4. What are some misconceptions about constructivism in teaching social studies and how can
teachers address them?
 Interestingly, however, constructivism was so prominent that many practitioners
overused and misused it. Various misinterpretations regarding its classroom application
surfaced. As such, it is good to be clear on the basic ideas that it espouses. Most teachers
are continuously aiming for students’ increased achievement by trying different strategies
or approaches in teaching Araling Panlipunan, to stay away from using too much
traditional methods. They also find ways to improve their teaching styles and not too
much with the authoritative styles in teaching the said subject.
5. Explain the concept of scaffolding in a constructivist classroom and give an example of how
it can be used in teaching social studies?
 Scaffolding in the constructivist classroom is the idea that students should be given
complex difficult realistic tasks and then be given enough help to achieve these tasks.
Rather than being taught little bits of knowledge and gradually build up. For instance, if a
student is learning a new concept in an Araling Panlipunan class, he or she might observe
it being done step-by-step by a more advanced peer in a small group or by a teacher. This
support is the ‘scaffold’ he needs temporarily.
6. How can technology be used to support a constructivist approach to teaching social studies?
 By using technology in the constructivist classroom, teachers will engage students with
the lesson more actively, work collaboratively and develop more complex thinking skills.
Constructivists believe that technology should be used by the students as a tool to explore
problem solutions and acquire new information.
7. Discuss the importance of student-centered learning in a constructivist classroom and how
it relates to teaching social studies?
 A student- centred learning process where teachers and students communicate optimally
is dependent on using constructivist approach with its strategies, tools and practices. It is
process-orientated, interactive and responsive to students interests. Through teaching
Social Studies, students develop their understanding of the world. They learn about other
people and their values in different times, places and conditions. They also develop the
perspective of their environment and the process of its advancement.
8. What is the role of inquiry-based learning in a constructivist classroom and how does it
relate to teaching social studies?
 Inquiry-based learning is focused on inquiry or questions. But effective inquiry is more
than simply answering questions or getting the right answer. It spouses investigation,
exploration, search, quest, research, and study. It is enhanced by involvement with a
community of learners, each learning from the other in social interactions.
9. Explain how the use of primary sources can support a constructivist approach to teaching
social studies?
  By using primary sources, it support a constructivist approach to teaching social studies
through the data that are used in order to ensure authenticity and real-world complexity.
10. How can assessment be used in constructivist classroom to evaluate student learning in
social studies?
 Constructivists believe that assessment should be used as a tool to enhance both the
student’s learning and the teacher’s understanding of student’s progress. It should not be
used as an accountability tool that serves to stress or demoralise students. It includes
anecdotal records, journal, portfolios, rubrics, oral presentation, peer assessment, and
graphic organizer.