Lesson02_Prelim

Lesson 2. Constructivist Theory in Teaching Social Studies 7 THEMES IN SOCIAL STUDIES CURRICULUM
Human interaction with their environment is one of the fun to a bigger society thus promoting This
This lesson is a continuation of the preceding topic focusing on the discussion of theme puts a premium on how human interacts not only with their environment but also with a bigger
People,
constructivism as an essential educational philosophy and its role in the effective delivery of Environment and society thus providing learners the opportunities to locate him/herself in their immediate environment,
Society understand the role of human decisions to the environment and vice we examine the dynamism of
any discipline or learning area, in this case, the Social Studies program. Also, it will put emphasis human mothy and realize his/her roles and responsibilities as a member of the society and stewards
on the nature and scope of the elementary Social Studies Curriculum. It is hoped that after this of the natural resources among others
Essential in the understanding of cultural and national identity is the evolution and development of a
lesson, education students will acquire significant insights as they face the challenges of
Time, Continuity,
given society. Central in this study is the concept of time that serves as the contextual basis and
teaching elementary students. and Change foundation in the analysis of social dynamics. Chronological thinking allows learners to distinguish
Vocabularies past from present, examine the changing belief systems, social structures and institutions, and
understand the concept of historical significance.
 Constructivism – principles, beliefs, or doctrines Identity is anchored on culture which pertains to the complex whole that includes belief system, values,
Lesson Objectives: generally held to be true Culture, tradition, language, and arts of a group of people in a given society. This theme provides learners the
Responsibility, opportunities to develop their identity as individuals, as youth, and as Filipinos. This Identity is the
At the end of this lesson, you will be able to:  Epistemological – relating to the theory of and Nationhood
basis of national pride which is essential in understanding and participating in international and global
knowledge, especially with regard to its methods,
• Critique the elementary Araling arena.
validity, and scope.
Panlipunan curriculum; Rights, Civic competence is grounded on how citizens understand and value their role as members of society
 Pedagogy – the method of how teachers teach, Responsibilities and how they acknowledge their rights, roles and responsibilities as citizens. This is vital as they fully
in theory and in practice and Citizenship
• Analyze Constructivism as an educational and meaningfully engage in their respective community, country and even in the community of nations.
 Relativism – knowledge, truth, and morality exist Central in citizenship education is understanding the concept of the use of power in advocating the
philosophy; and
in relation to culture, society, or historical context, Power, Authority, common good and the importance of democratic processes in realizing good governance. This theme
• Examine the implications of Constructivism and are not absolute. and Governance
includes the examination of the Philippine Constitution, highlighting the serious responsibilities of
in the Social Studies Curriculum  Subjectivism –knowledge is merely subjective government leaders in various levels of governance.
and that there is no external or objective truth. This theme provides learning experiences that allow students understand economic concepts such
Production,
 Vernacular – the language or dialect spoken by Distribution, and as choice, opportunity costs, expenditure, inflation, deficit, sound economic decision, savings,
the ordinary people in a particular country. Consumption investments, and financial literacy among others. These technical concepts are learned in the context
of history and socio-cultural experiences of Filipinos
Getting Started:
Regional and The Philippines is a member of a bigger community called global village. This theme affords learners
Global to appreciate how the country influences the rest of the world and how it was influenced in return in
Generation Z or post-millennial comprises a significant number of Filipino learners. The said Connections
terms of the mobility of ideas, people, and products.
generation was born and grew up with technology thus, they are called the digital natives.
This context poses a challenge to educators worldwide, specifically their effectiveness and These themes recur in several grade levels in which the degree of examination depends
on the content and skills focus. The Elementary Social Studies Curriculum in the Philippine Basic
efficiency in engaging learners to acquire the necessary knowledge, skills, and attitude of the Education is divided into two key stages, namely:
Social Studies curriculum.
⸙ Key Stage 1 (Araling Panlipunan 1-Araling Panlipunan 3)
The K to 12 Araling Panlipunan (Social Studies) as mentioned in Lesson 1 intends to ⸙ Key Stage 2 (Araling Panlipunan 4-Araling Panlipunan 6)
develop critical, reflective, responsible, productive, nature-loving, nationalist, and humane Each key stage has a corresponding standard addressing vital competencies needed to
be achieved.
citizens rooted in the identity as a Filipino yet manifests the values and skills of a global citizen.
K-3
Following the expanding environment model, concepts and ideas are explained in the Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili, pamilya, paaralan, at komunidad, at sa mga
context of physical, socio-cultural, and political dynamics, taking into account the age- batayang konsepto ng pagpapatuloy at pagbabago, distansya at direksyon gamit ang mga kasanayan tungo sa malalim
na pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-kultural, bilang kasapi ng sariling komunidad at ng mas
appropriateness of the learners. malawak na lipunan

TEACHING SOCIAL STUDIES IN PRIMARY GRADE – PHILIPPINE HISTORY AND GOVERNMENT

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The above image is the key stage standard for Kindergarten to Grade 3. As you will Grade 2 Social Studies intends for learners to demonstrate awareness, understanding,
notice, the standard is articulated in the vernacular since the medium of instruction used in and appreciation toward the community's history using relevant concepts on continuity and
teaching Araling Panlipunan is Filipino. Experts and educators believe that the use of Filipino is change, power and authority, leadership and responsibility, needs and wants, identity,
imperative if one is to examine and eventually understand the historical narrative and cultural geography, and primary historical resources like oral traditions, artifacts, and relics. This grade
identity of an evolving nation. level standard is seen in the learning content that includes:

It is clearly stipulated that Filipino learners in key stage 1 are expected to demonstrate a • Knowing My Community • The Story of My Community
• The Culture of My Community • The Livelihood in My Community
basic understanding and values of self, family, school, and community including fundamental • Leadership and Services in My Community • My Responsibilities in My Community
concepts on continuity, change, distance, and direction, employing significant and related
BAITANG 3 - Pamantayan sa Pagkatuto
skills toward the attainment of an in-depth understanding of one's self in the context of his/her Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng
physical and socio-cultural environment while being a member of a community and a bigger mga lalawigan at rehiyon ng bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan at (d) pulikal, gamit
ang konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal.
society.
In the same vein, Grade 3 learners are expected to demonstrate a broad understanding
This standard is simplified in the Grade Level Standards, as seen below: of Philippine communities as part of provinces and regions based on their bio-geographical
features, socio-cultural attributes, livelihood, and political institutions using concepts of
BAITANG K - Pamantayan sa Pagkatuto
continuity and change, and human-environmental interactions. This standard is manifested in
Napamamalas ang panimulang pag-unawa sa sanli at pakikipag-ugnayan sa kapwa bang pundasyon sa the following content focus:
paglinang ng kamalayan sa kapaligirang sosyal
• The Location of My Province • Geographical Basis and Instruments
As early as Kindergarten, learners are expected to demonstrate a basic understanding • The Stories of My Region • The Rich Culture of My Province
of one's self and of others being the foundation of social consciousness development. • Valuing the Cultural Identity of My Region • The Economies of the Provinces in My Region
• Valuing the Heroes, Historical Places, and Symbols of My Region
BAITANG 1 - Pamantayan sa Pagkatuto
4-6
Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng pamilya at paaralan at
Naipamamalas ang mga kakayahan bilang batang produktibo, mapanagutan at makabansang mamamayang
pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya
Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-lisip, matalinong pagpapasya,
at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng komunidad.
pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-yaman at pakikipagtalastasan at
In order for learners to attain the desired goal, students in Grade 1 learn experiences and pag-unawa sa mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya, pamamahala, sibika at kultura
tungo sa pagpapanday ng maunlad na kinabukasan para sa bansa.
opportunities designed for them to communicate basic personal information such as name,
parents, birthday, age, address, school, and other relevant data. Moreover, learning content The Key Stage 2 standard highlights learners' productivity in being a member of Philippine
includes: society. Specifically, this stage intends for learners to demonstrate knowledge and skills as
productive, responsible, and patriotic Filipino, employing skills such as critical thinking, sound
• Understanding Myself • The Story of Myself
• Valuing Oneself • Knowing the Members of My Family decision-making, creativity, sustainable use of resources, and effective communication,
• The Story of My Family • Responsibilities in My Family
• Valuing My Family • Knowing My School among others, toward national development.
• The Story of My School • Valuing My School
• Me and My Home • Me and School This standard is unpacked in each grade level where specific skills and content- focus is
• Valuing the Environment
specified.
BAITANG 2 - Pamantayan sa Pagkatuto
Napamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang BAITANG 4 - Pamantayan sa Pagkatuto
komunidad, gamit ang konsepto ng pagpatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, Napagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga
mga simpleng konseptong hepgrapikal tulad ng lokasyon at pinagkukurang yaman at bukal ng yamang tahi, at kulturang Pilipino batay sa paggamit ng mga kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan,
konsepto ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga bakas ng kasaysayan pakikilahok sa pamamahala at pagpapahalaga sa mga mithin ng bansang Pilipinas

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As you can see, the Grade 4 standard envisions learners developing national pride in CONSTRUCTIVISM has become the parlance of educators, teachers, education policy-
being a Filipino who values cultural diversities and national goals. This could be achieved using makers, and curriculum specialists for the last three decades. Constructivism changed the
the following content: landscape of classroom instruction. It presented multiple challenges in developing learning
standards, designing instructional models, deciding appropriate pedagogical approaches,
• Knowing the Philippines. • The Philippine Location
• The Philippine Geographical Features • The Philippine Natural Resources and Its Industries and determining assessment tools and processes.
• Philippine Cultural Identities • The Philippine National Government
• The Government and Its Social Services • Rights and Responsibilities of Filipino Citizens
Interestingly, however, constructivism was so prominent that many practitioners overused
BAITANG 5 - Pamantayan sa Pagkatuto and misused it. Various misinterpretations regarding its classroom application surfaced. As
Nalpamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang
such, it is good to be clear on the basic ideas that it espouses. Constructivism is a theory of
lipunan hanggang sa mga malalaking pagbabagong pang-ekonomiya at ang implikasyon nito sa lipunan sa simula
ng ika-labing siyam na siglo, gamit ang batayang konsepto katulad ng kahalagahang pangkasaysayan (historical learning that has roots in both philosophy and psychology. The essential core of constructivism
significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang batang is that learners actively construct their own knowledge and meaning from their experiences
mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa at may
pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na (Fosnot, 1996; Steffe & Gale, 1995).
kinabukasan para sa bansa.
This core has roots that extend back many years and many philosophers, including
Moreover, Grade 5 Araling Panlipunan requires learners to manifest understanding and
Dewey (1938), Hegel (1807/1949), Kant (1781/1946), and Vico (1725/1968). Philosophically, this
appreciation of the formation of the Philippine archipelago, including the development of
essence relies on an epistemology that stresses subjectivism and relativism, the concept that
Philippine civilization until the 19th century. Its content examines the following:
while reality may exist separate from experience, it can only be known through experience,
• Emergence of Philippine Civilization • Ancient Philippine Culture and Society resulting in a personally unique reality. Von Glasersfeld (1984, 1990) proposed three essential
• Spanish Colonization • Policies and Impacts of Spanish Colonization
• The Transformation of Philippine Society • The Development of Filipino Nationalism epistemological tenets of constructivism to which a fourth has been added in light of recent
writings.
BAITANG 6 - Pamantayan sa Pagkatuto
Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo
hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng
Knowledge is not passively accumulated, but rather, is the result of active cognizing by the
Pilipinas Naipamamalas ang malalim na pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga

BASIC TENETS OF
individual

CONSTRUCTIVISM
piling primaryang sangguniang nakasulat, pasalita, awdyo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang
panahon, tungo sa pagbuo ng makabansang kaisipan na siyang magsisilbing basehan ng mas malawak na
pananaw tungkol sa mundo Cognition is an adaptive process that functions to make an individual's behavior more viable
given a particular environment
Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate
understanding and appreciation of the nation's history from the 20th century until the
Cognition organizes and makes sense of one's experience, and is not a process to render an
contemporary period toward the development of Filipino identity and nationhood. The accurate representation of reality; and
following content focus ensures the development of the said standard:
Knowing has roots in both biological/neurological construction, and social, cultural, and
• Propaganda and Independence Movement • The Emergence and Struggles of the Philippine Republic language-based interactions
• The Filipino-American War • American Colonization • American Policies and Their Impact (Dewey, 1916/1980; Garrison, 1997, 1998; Gergen, 1995; Maturana & Varela, 1992).
• The Commonwealth Period • The Japanese Occupation • The Philippine Independence
• The Third Republic • The Declaration of Martial Law • EDSA People Power
• The Fifth Republic • The Philippines After World War II
The above tenets acknowledge the learner's active role in the personal creation of
This curriculum content of elementary social studies expects learners to develop the knowledge, the importance of experience (both individual and social) in this knowledge
desired learning attributes of civic competent and nationalist citizens of the country. creation process, and the realization that the knowledge created will vary in its degree of

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validity as an accurate representation of reality. These four fundamental tenets provide the • It maintains that there is an internal nature of knowledge. Also, it recognizes the existence
foundation for the basic principles of the teaching, learning, and knowing process as of an external reality that is unknowable to the individual (von Glasersfeld, 1990, 1996) since
described by constructivism. However, these tenets may be emphasized differently, resulting our experience with external forms is mediated by our senses, and the latter is not adept
in various "degrees" or "types" of constructivism. at interpreting an exact representation of these external forms (e.g., objects, social
interactions).
For us to better understand the concepts of constructivism, let us examine the various
• Thus, while knowledge is constructed from experience, the way it is constructed is not an
schools of thought under this paradigm. It is essential to point out that constructivism is not a
accurate representation of the external world or reality (von Glasersfeld, 1990, 1995). It
unitary theoretical position; rather, it is a continuum or spectrum. The assumptions behind this
means that knowledge is not objective truth, rather a viable model of experience (von
continuum vary along several dimensions and have resulted in the definition and support for
Glasersfeld, 1995). These models are created within an individual and influenced by various
multiple types of constructivism.
contexts.
TYPES OF CONSTRUCTIVISM • Staver (1995) precisely articulately this idea when he said that "knowledge is knowledge of
the knower, not knowledge of the external world; improving knowledge means improving
its viability or fit in, but not match with, an external world" (p. 1,126).

Cognitive Constructivism Social Constructivism Radical Constructivism C. Social Constructivism

• It lies between the transmission of the knowable reality of the cognitive constructivists and
A. Cognitive Constructivism
the construction of a personal reality of the radical constructivists.
• This is typically associated with information processing and relies heavily on the component • It "upholds the social nature of knowledge and that knowledge is the result of social
processes of cognition. interaction and language usage, and thus is a shared, rather than an individual,
• It emphasizes that in order to acquire knowledge, an individual has an active role in experience" (Prawatt & Floden, 1994).
cognizing any stimuli that formed part of his/ her experiences. • Moreover, social interaction occurs within a socio-cultural context, resulting in knowledge
• Adaptive process is essential in this kind of knowledge creation. that is bound to a specific time and place (Gergen, 1995; Vygotsky, 1978), Bakhtin (1984)
• Contributed significantly to empirical findings regarding learning, memory, and cognition, explained this position by saying that "truth is not to be found inside the head of an
including schema theory, working memory models, computational models of learning and individual person; it is born between people collectively searching for truth, in the process
memory, and neurological models of brain function. of their dialogic interaction" (p. 110).
• It led to successful instructional applications such as the use of advanced organizers, • Thus, truth is considered not an objective reality as espoused by cognitive constructivists
concept maps, teaching for transfer, elaborative practice, teaching for automaticity, and nor the experiential reality as argued by radical constructivists, but rather is a socially
the use of reading strategies (SQ3R; Survey, Question, Read, Recite, Review) and problem-solving constructed truth which evolved from co-participation in cultural practices (Cobb &
strategies (IDEAL; Identify problems, Define goals, Explore strategies, Act, Learn). Yackel, 1996, p. 37).

B. Radical Constructivism Constructivist Pedagogy

• Believes that the acquisition of knowledge (e.g., ideas, concepts, processes, insights, etc), Due to the breadth of constructivism's theoretical underpinnings, pedagogies vary
is an adaptive process that could be attributed from the active cognition of an individual among practitioners. Among these differences, however, there were identified EIGHT FACTORS
translating an experientially based mind. that are essential in constructivist's pedagogy. A-S-C-L-F-C-T-T

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5
8 ESSENTIAL FACTORS IN CONSTRUCTIVIST'S PEDAGOGY
4. Learner's prior knowledge is fundamental in the acquisition of content and skills.

• All learning begins within an individual's schema or prior knowledge.

Authentic and real-world environments are necessary for learning to take place. • Only by attempting to understand a student's prior knowledge will the teacher be able to
create effective experiences, resulting in optimum learning.

Social negotiation and mediation should be taken into account in any form of learning. 5. Formative assessment should be done to inform future learning experiences.

• In order to account a learner's level of understanding in this ongoing teaching and learning
process, a teacher must continually assess the individual's knowledge.
Content and skills are made significant to the learners.
• This type of assessment is needed to accurately design the appropriate series of
experiences and activities for students. Formative assessment here functions as "assessment
for learning."
Learner's prior knowledge is fundamental in the acquisition of content and skills.
6. Constructivism encourages learners to become self-regulated, self- mediated, and self-aware.

Formative assessment should be done to inform future learning experiences • In constructivism, learners are active in knowledge and meaning construction,
deconstruction, and reconstruction.
• Metacognition is considered an essential aspect of learning and consists of
Constructivism encourages learners to become self-regulated, self- mediated, and self-aware o knowledge of cognition (i.e., knowing what one knows, knowing what one is capable
of doing, and knowing what to do and when to do it); and
o regulation of cognition (i.e., the ongoing task of planning, monitoring, and evaluating
Teachers should act as guides and facilitators of learning. one's own learning and cognition).

7. Teachers should act as guides and facilitators of learning.

Teachers must employ multiple perspectives and representations of content. • Teachers are seen as the "guide on the side" instead of the "sage on the stage."
• On the other hand, social and radical constructivism supports the idea that the teachers’
1. Authentic and real-world environments are necessary for learning to take place. purpose is to motivate, provide examples, discuss, facilitate, support, and challenge
learners in order to realize optimum learning.
• Authentic environments are essential in realizing "learning experiences" for it provides
actual learning contexts. 8. Teachers must employ multiple perspectives and representations of content.
• It provides the activity upon which the mind operates. Also, knowledge construction is
enhanced I when the experience is authentic. • If learners are provided multiple perspectives or lenses in examining a particular
phenomenon or event, he/she can have the raw materials necessary to create and
2. Social negotiation and mediation should be taken into account in any form of learning. develop varied representations.

• Social interaction is a vital element of learning for it provides socially relevant skills and
knowledge.
Linking Constructivism to the Social Studies Curriculum
• Language is an integral part of social mediation since it is the medium through which
knowledge and understanding are constructed in social situations (Spivey, 1997). The nature of social studies as a learning program complements the ideas of
3. Content and skills are made significant to the learners. constructivism as a learning philosophy. The ethic of freedom, identities, and civic
competence works well with what constructivism is espousing. Combining both ensures the
• Regardless of types, constructivism emphasizes the importance of knowledge since it
serves an adaptive function. development of a holistic 21st century Filipino learner.
• Knowledge could enhance one's adaptation and functioning; thus, it is necessary to the
individual's current condition and even goals.
TEACHING SOCIAL STUDIES IN PRIMARY GRADE – PHILIPPINE HISTORY AND GOVERNMENT