Constructivisman Educational Theory

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Constructivisman Educational Theory

• Fadra Hepner
• Education 310

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Constructivism

• What is it?
• What does it have to tell us?
• How can we apply it to our work?

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During the 1930s and 40s, Constructivism was
the leading view of Public school educators in
the U.S.

• Nothing terribly new about it!
• Many basic beliefs stated by Dewey among others
• Comprised primarily of the research by

Jean Piaget Lev Vigotsky Jerome Bruner
But first...
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Constructivism..What is it?

• An educational theory that places emphasis on the
  learner
• Teachers role Act as a facilitator

• Based on the idea that All knowledge is
  CONSTRUCTED based on previous experiences

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But what does this mean?

• In order to understand something, we MUST be
  able to relate it to something else
• If at all possible, APPLY this knowledge during
  the lesson to foster concrete connections
• Differs from traditional view the mind is a
  blank tablet

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Instead, Constructivism views knowledge as
assimilated into existing schema

• Idea largely based on Swiss Biologist Jean
  Piagets research on child development learning
• Piagets theory states that children learn by
  creating mental maps or schemes
• These maps or schemes are added to and adapted as
  needed to help them understand their environment
• Structure becomes more complex as child develops

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4 Developmental stages according to Piaget

• 1. Sensory motor stage (birth-2 yrs)
• -through physical interaction with environment,
  child develops set of concepts about reality
  how it works
• -stage where child is unaware that if an object
  is not seen it still exists (object permanence)

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2. Preoperational stage (2-7)

• Child needs concrete physical situations and is
  unable to conceptualize in the abstract
• -needs to see, hear, feel in order to understand
  something

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3. Concrete operations (7-11)

• Child begins to conceptualize based on physical
  experiences
• -creates logical structures to explain his/her
  environment
• -abstract problem solving possible
• Example math with s, not objects

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4. Formal operations (12)

• Cognitive structures are like an adult and
  include conceptual reasoning
• -Piaget classified as a cognitive
  constructivist focusing on processes of the mind
  and its effects on learning

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Lev Vigotsky

• Russian psychologist philosopher in 1930s
  usually associated with Social Constructivism
• Social Constructivism emphasized the effects of
  ones environment (family, friends, culture
  background) have on learning
• Today, Co-Constructivism Seems to prevail,
  incorporating Cognitive and Social aspects

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Modern Constructivism!!!

• Jerome Bruner most recent contributor
• 1966-1990 Has incorporated social and cognitive
  aspects
• These ideas originated from a conference for math
  and science learning

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3 Principles of Constructivism

• Instruction must be concerned with experiences
  and contexts that make students willing able to
  learn (readiness)
• Must be structured so it is easily grasped
  (spiral organization)
• Should be designed to facilitate extrapolation or
  fill in the gaps (going beyond information
  given)

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During the math and science conference, a
modified lesson plan was developed with Bruners
assistance

• The five Es
• Engage- do this! Engage the students and get them
  interested in learning
• Ex ask a question, define a problem, surprise
  them, use problematic situations
• TWO VOLUNTEERS PLEASE!

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Explore

• Get the students directly involved in the
  material
• Have them work in teams
• Act as a facilitator
• Use their inquiry to drive the process

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Explain

• Explanations come from
• -Students working together
• -Teacher introducing concepts and vocabulary for
  experiences Example magnets-attracting force
• This is also the time for the teacher to
  determine levels of understanding and clarify
  misconceptions
• Drawing, writing and video are great tools to
  help the teacher assess development and growth

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Elaborate

• Students expand on concepts learned
• Make connections
• Apply understandings to own environment world
  around them
• These connections lead to further inquiry new
  understandings

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Evaluate

• On-going diagnostic process
• Can occur at all points of the instructional
  process
• -Examples rubrics, teacher observation, student
  interviews, portfolios, project problem based
  learning products, etc.
• Used to guide teacher in further planning of
  lessons
• May also be utilized by the students Ex
  Feedback Fridays

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To summarize

• Learning is active
• Engage the students on their own cognitive level
• Make it interesting!
• Work in groups
• Act as a facilitator, not a record player
• Make learning cyclical. They should have more
  questions when the lesson is over!

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Bibliography!!!!!

• http//www.miamisci.org/ph/lpintro5e.html
• http//www.funderstanding.com/piaget.cfm
• http//web.psych.ualberta.ca/mike/Pearl_Street/Di
  ctionary/contents/P/piagets_stages.html
• http//pdts.uh.edu/srmehall/theory/social.html
• http//www.artsined.com/teachingarts/Pedag/Constru
  ctivist.html