Constructivist

 

Constructivist Definition

Constructivism says that people construct their own understandi Constructivism understanding ng and knowledge of the world through experiencing things and reflecting on those experiences. Constructivism Constructivi sm as a learning theory   Learning

is an active process   Knowledge is constructed from (and shaped by) experience   Learning is a personal interpretation of the world

Learners make (construct) their own meaning. In a constructivis constructivistt classroom, teachers search for learner’s understanding, and then structure learnin learning g opportunities for students to refine or revise these understandings by: contradictions ns   Posing contradictio   Presenting new information information

  Asking

questions   Encouraging research   Engaging students in inquiries designed to challenge current concepts Constructivism is a process  – the the teacher   Encourage

and accept student autonomy and initiative   Use raw data and primary sources along with manipulative, interactive interactive and  physical materials materials  

When framing tasks, use cognitive terminology like “classify “classify”, ”, “analyze”, “predict”, and “create”  “create”    Allow student responses to drive lessons, shift instructional strategies, and alter content (teachable moment)   Inquire about students’ understandings of concepts before sharing their own understandings   Encourage students to engage in dialogue, both with the teacher and with one another   Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of one another  

Seek elaboration of initial student responses

 

  Engage

students in experiences that might be contradictory to their hypotheses, and then encourage discussion   Allow wait time, and are considerate for students who process differently differently Applying constructivism in the classroom   Pose problems that are or will be relevant to students  

Structure around essential concepts aware learning that students’ points of view are windows into their reasoning  reasoning    Adapt teaching to address students’ supposi suppositions tions and development development     Assess student learning in context of teaching   Be

Conceptual Change Definition

An idea that has the possibility of transforming teaching and learning for the better. According to Hewson (1982) the idea of conceptual change was used in education as a way of thinking about the learning disciplinary content. Conceptual change in classroom

Teaching for conceptual change primarily involves uncovering students'  preconceptions about about a particular to topic pic or phenomenon phenomenon and using vario various us techniques to help students change their conceptual framework. The vast majority of research on conceptual change instruction has been confined to science education, while research in other subject areas has been scarce. However, outside of school, students develop strong (mis)conceptions (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works,  principles of economics, economics, the utility utility of m mathematics, athematics, the rea reasons sons for the C Civil ivil Rights movement, the nature of the writing process, and the purpose of the electoral college. Conceptual change instruction can help students overcome misconceptions misconceptions and learn difficult concepts in all subject areas. Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators. For example, as constructivist approaches to teaching gain popularity, the role of the teacher changes. Teachers must learn different instruction instructional al strategies, but they must also reconceptualize or change their conception about the meaning of teaching. This change implies conceiving of teaching as facilitating, rather than managing learning and changing roles from the "sage on the stage" to a "guide on the side.

 

Conceptual Change in Science

Some kinds of conceptual change occur naturally, some require intentional effort.

For many ideas in science, students are unlikely to arrive at an understanding of them without explicit instruction (for example, understanding atomic-molecular theory or genetics). Major changes in conceptual frameworks are often difficult and are facilitated by instruction –  instruction  –  they  they take time Argumentation

Argumentation in dialogic process and fundamental tool for co-construction of more meaningful understandings of concepts discussed in class. Techniques for Encouraging a Culture of Argumentation in Your Classroom Formulate Rich, Meaningful Questions

We should avoid asking kids questions that are factoids, such as the sample question above. Instead, think about how to challenge students to offer unique explanations that might not be spelled out in the textbook. For instance, ask a child, "What would happen if you only shine red light through water particles?"

Support Agreement and Disagreement

If you ask students to draw a model explaining a phenomenon, select multiple students with very different drawings. Ask them to explain their models and be transparent about the fact that they were chosen because of these differences. Demonstrate to students right away that your science classroom is a place where it is OK to disagree and that disagreement is expected.

Keep Your Class Focused on the End Goal: Consensus

 

When scientists communicate, they explain what they think is going on in the natural and designed designed world. They disagree, they cchallenge hallenge one another, they evaluate each other's work. They understand that this discourse is vital to the end goal, which is some sort of consensus. That consens consensus, us, of course, is always tentative because new evidence, challenging data, and better explanations are just around the corner. By creating a culture of argumentation argumentation in the classroom classroom,, we demonstrate to our students that it is up to them to formulate the new explanations, discover new evidence and challenge the old models with new data.

Inviting Children into a Tradition of Inquiry

Scientific argumentation argumentation is a conversatio conversation n that has been going on for centuries. Today's fifth grader can answer a question posed by the sages of centuries past and create avenues of discovery for the children of the year 4013. When we create a culture of argumentation in our science classrooms, we invite our students into a conversation that transcends school walls and bell schedules.

...and we show them that we find their ideas and thoughts insightful and important enough to be part of this conversation.