Constructivism I

1
Constructivism (I)

• EDU 330 Educational Psychology
• Daniel Moos
• 10/25/07

2
Constructivism Introduction (II)

• How do children construct knowledge?

3
Constructivism Introduction (II)

• How do children construct knowledge?

Andrew, a seventh grader is talking to Sharon,
his mom, about movie ratings, and she comments
that X-rated movies are rarely seen anymore.
Theyre just for old people anyway, Andrew
comments. Where did you come up with that
idea? Sharon asked. Well, Andrew responded,
G movies are for little kids, PG-13' movies
are for older kids, R rated movies are for
adults, so X rated movies must be for old
people.
4
Constructivism Introduction (III)

• How do children construct knowledge?
• The four essential elements of learning (at least
  according to a constructivist!)

• Learners construct knowledge that makes sense to
  them.

• New learning depends on current understanding.

• Social interaction facilitates learning.

• The most meaningful learning takes place in
  real-world tasks.

DVD Constructing knowledge of balance beams
5
Constructivism Introduction (IV)

• How do children construct knowledge?

• People are mentally active in their attempts to
  understand how the world works.
• Learning and development depend on learners
  experiences.
• Learners construct-they do not record-knowledge
  in an attempt to make sense of those experiences.
  
• Knowledge that is constructed depends on
  knowledge that learners already possess.
• Learning is enhanced in a social environment.
• Learning requires practice and feedback.

6
Constructivism Introduction (V)

• How do children construct knowledge?

Learners construct an understanding of the
concept square based on a rule stating that
squares must be straight-lined, four-sided
figures with lines of equal length and four equal
angles.
A student constructs an understanding of the
concept atom by visualizing a nucleus in the
middle with electrons whirling around it in a
variety of orbits.
A student constructs an understanding of the
concept bird by thinking of a robin, eagle,
cardinal, and vulture.
7
Constructivism Application to the classroom

• Provide learners with a variety of examples and
  representations of content.

• Connect content to the real world.

• Treat verbal explanations skeptically.

• Promote high levels of interaction.

• Make assessment an integral part of the
  teaching-learning process.

8
Constructivism Limitations

• As with any theory, there are some limitations
  you should be aware of...
• Are all forms of understanding equally good?
• What of the reality independent of individual
  understanding?
• Provides theoretical explanation of individual
  differences but, does it adequately provide
  explanation of how to address these differences?
• Does not address (or adequately) describe all
  aspects of learning behaviorism,
  information-processing, and social cognitive
  theory have their place in educational psychology
  as well!

9
Constructivism Reflections

• Tim, a 4th grader, concludes that we are closer
  to the sun in the summer than we are in the
  winter. When asked to explain why he thinks so,
  he says, When I stand close to the fireplace, I
  feel warm, and when I stand far away, I feel
  cooler. Which characteristics of constructivism
  are illustrated by Tims thinking? Explain.
• Which of the following least illustrates a
  learning activity based on constructivist views
  of learning? Describe what could be done to
  better apply constructivist principles of
  instruction.
• Geography students use longitude and latitude to
  describe how to tell a friend a remote camping
  location in the mountains
• Math students look at manufacturing costs and the
  prices marked on a series of soap products to
  determine the percentage of profits
• Science students explain why a can of pork and
  beans explode if a hole is not poked in the can
  when placed in a campfire
• Language arts students rewrite a series of
  sentences, each of which contains grammatical
  errors

10
Constructivism Reflections, continued

• Teachers commonly believe that children must
  memorize basic math facts, such as 7 x 8 56,
  and 9 x 6 54. Assume the teachers beliefs are
  valid. Which of the following two theories better
  explains this assertion Information processing
  or constructivism? Explain why.
• You are in a class where the teacher lectures
  virtually all the time. Does this imply that you
  do not construct understanding of the ideas being
  presented? Explain why it does or does not.