Konstruktivis

Constructivism is the theory that describes learning to due to the construction of knowledge. The theory focuses on the understanding the information. A big component of Constructivism is socializing. The learners are posed with guiding questions and the learners work together to acquire the new information. Two famous contributors to Constructivism are Lev Vygotsky who is known for the definition of Zone of Proximal Development and Jerome Bruner who is known for stating that learning is an active process.

In a Constructivist classroom learning takes place through retrieving prior knowledge and collaborating to acquire new knowledge. In this type of classroom one may observe learners working in groups. The learners are discussing a possible solution to a particular problem or task. One will observe the teacher moving from group to group assisting in the discussion and asking relevant questions. The teacher serves as a facilitator in the Constructivist classroom. In this particular classroom the learners are in charge of their own learning. The learners in this classroom are producing authentic tasks and artifacts. The learners have a choice in their presentation and products.

Learning from the Constructive point of view involves building knowledge collaborative through investigations and problem solving. Constructivism and technology is not limited to one type of software. Learners may use technology to research information to help in solving an authentic problem. For example, the learners may investigate how to eat healthy. The learners can use the internet or books to search for relevant information. Learners may use multimedia software to create an authentic product to their problem. Learners may use LCD projectors to present their product. Learners may use technology to exchange information, email or chats.

Constructivism

Constructivism is based on the premise that we all construct our own perspective of the

world, through individual experiences and schema. Behavioral and cognitive theories are primarily objectivistic: however, constructivist approach is more learner-centered. Although both cognitivists and constructivists view the learner as being actively involved in the learning process, the constuctivists look at the learner as more than just an active processor of information. Learners create their own meaning of knowledge. Therefore, the goal of instruction is not to know particular facts but to elaborate and interpret information. In other words, the flexible use of preexisting knowledge is more valuable than the recall of prepackaged schemas (Spiro, Feltovich, Jacobson, & Coulson, 1991). Both learner and environmental factors are important. In learning process, the key elements are activity (practice), concept (knowledge), and culture (context) (Brown, Collins, & Duguid, 1989). Transfer can be facilitated by involvement in authentic tasks anchored in meaningful contexts. The role of teacher is (1) To instruct learners on how to construct meaning and (2) To align and design experiences for the learner so that authentic relevant contexts can be experienced.

Instructions in constructivism have some characteristics: (1) An emphasis on the identification of the context in which the skills will be learned and subsequently applied, (2) An emphasis on learner control and the capability of the learner to manipulate information, (3) The need for information to be presented in a variety of different ways, (4) Supporting the use of problem solving skills that allow learners to go “beyond the information given”, and (5) Assessment focused on transfer of knowledge and skills (Ertmer & Newby, 1993).

 

What Constructivist Teachers Do

Role of the Instructor according to a constructivist perspective:

·         “Provide complex and realistic learning environments that challenge learners to identify and solve problems” (Driscoll 2005).

·         “Support learners’ efforts and encourage them to reflect on the process” (Driscoll 2005).

·         Create “ill-structured problems, information, and technology resources to support problem-solving;” help students to become “self-directed” by creating conducive conditions (Driscoll 2005).

·         Give students general guidelines and let their own interests and talents direct their choices.

·         Constructivist conditions for learning:

§  “Embed learning in complex, realistic, and relevant environments

§  Provide social negotiation as an integral part of learning

§  Support multiple perspectives and the use of multiple modes of representation

§  Encourage ownership in learning

§  Nurture self-awareness of the knowledge construction process” (Driscoll 2005).

·         A Constructionists’ tools/materials:

§  Construction kits like “commands in a program language, creatures in a simulated economy, or equations in an environment supporting mathematical manipulations” (Driscoll 2005).

§  Phenomenaria like “SimCity or SimEarth” (Driscoll 2005)

§  Peer Collaboration for both social interaction and gaining knowledge (Driscoll 2005)

§  Irregular or Ill-structured domains for students to point out limitations and to interpret the domain (Driscoll 2005)

§  Scaffolding to help students learn to become independent learners (Driscoll 2005).

§  Microworlds and Hypermedia (Driscoll 2005)

§  Goal Based Scenarios and Problem-Based Learning (Driscoll 2005)

§  Software Shells and Case Management Tools (Driscoll 2005)

What Students Do When Learning Using Constructivism

Role of the Learner according to a constructivist perspective:

·         Engage in “reasoning, critical thinking, understanding and use of self-knowledge, self regulation, and mindful reflection” (Driscoll 2005).

·         “Active constructor of knowledge, making meaning of the world surrounding him or her” (Driscoll 2005).

·         “Seek out a variety of resources, technological and other wise, to help them arrive at possible solutions” (Driscoll 2005).

·         Problem-Based learning—students work to solve a real problem (Driscoll 2005).

·         Develop awareness of one’s own thinking and learning processes—Metacognition (Driscoll 2005).

·         Students take ownership of their learning—they are not just passive recipients of information—students manage their own learning (Driscoll 2005).

Students take a basic guideline from an assignment and fill it with something in which they are interested or something that is relevant to them.