Topic 6 Constructivism

 

 

Topic

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Constructivism

6  LEARNING OUTCOMES By the end of this topic, you should be able to:

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Ex Expl plai ain n tthe he conc concep eptt of cons constr truc ucti tivi vism sm;;

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De Desc scri ribe be tthe he ccha hara ract cter eris isti tics cs o off a ccons onstr truc ucti tivi vist st cla class ssroo room; m;

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Dis Discus cusss tthe he imp implic licati ations ons of alt alterna ernativ tivee cconce oncepti ptions ons in the lea learnin rning go off science; and

4.

Apply constructivist teaching approaches such as 5-E Learning Cycle Model, Predict-Observe-Explain (POE) Model and NeedhamÊs Five Phase Model in the teaching of science.

INTRODUCTION

As a start, let us look at the definition of a student according to this proverb:

What do you think is the teacherÊs role based on the proverb? Are students seen as active or passive learners? Based on the proverb, the teacher is not viewed as a transmitter of information who just pours knowledge into studentÊs heads, but rather as someone who guides   students to build their own knowledge. Students are not empty vessels; guides they are learners with prior knowledge who participate and take part actively in their own learning. These are the main principles of constructivism constructivism..

 

 

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Constructivism is an approach to learning in which learners are provided an opportunity to construct construct   their own ideas of what is being learnt by building internal connections or relationships among the ideas and facts being taught (Borich & Tombari, 1997). In this topic, you will learn about the meaning of characteristics of a constructivist classroom. You will conceptions and implications to science learning. You can apply constructivist learning approaches such as Predict-Observe-Explain (POE) Model and NeedhamÊs teaching of science.

constructivism and the then explore alternative will also learn how you Learning Cycles Model, Five Phase Model in the

ACTIVITY 6.1  „In the constructivist view, children actively construct knowledge by continuously assimilating and accommodating new information.‰ (Anderson, 1989). What do you understand by this statement? This statement can be linked to whose theory? Discuss with your tutor and coursemates.

6.1

WHAT IS CONSTRUCTIVISM? 

psychology. It is based largely on Constructivism is derived from cognitive cognitive psychology. PiagetÊs and VygotskyÊs work, both of whom emphasise that cognitive change only takes place when previous conceptions go through a process of disequilibration   when new information is received. Do you remember reading disequilibration about disequilibration and adaptation adaptation   in Topic 3? You will remember that new information has to be either assimilated assimilated or accommodated into the existing schemata during learning. The basic idea of constructivism is that learners are not „blank „blank slates‰ or „empty „ empty cups‰   to be filled with knowledge but that they already have a huge body of cups‰ knowledge and experience. This means there is already existing schema in their minds. Since knowledge is a structured network rather than a disconnected  bundle of facts, new knowledge has to be built on the foundation of existing knowledge and integrated with it either through assimilation or accommodation. In constructivism, learners construct construct knowledge for themselves  themselves  as shown in Figure 6.1. This means that teachers cannot simply „pour‰ knowledge into studentsÊ heads. Students need to construct knowledge in their own minds. The

 

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constructivist learners are active active creators  creators  of their own knowledge. What does this mean to you as a science teacher?

Figure 6.1: Constructivist 6.1: Constructivist view of learning Source:  http://syifadanmpt1393.wordpress.com/page/3/) Source: http://syifadanmpt1393.wordpress.com/page/3/)

ACTIVITY 6.2  1.

Define constructivism in your own words.

2.

Discuss with your tutor and coursemates why there is a change of emphasis to constructivism in the teaching of science.

 

 

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Characteristics of a Constructivist Classroom

How can you practice constructivism in your science classroom? What characteristics should your science classroom have? Figure 6.2 shows the main characteristics of a constructivist classroom.

Figure 6.2:  6.2:  Main characteristics of a con constructivist structivist classroom

Study each of the characteristics carefully. Does your science classroom have these characteristics? Do the following activities and then continue reading the next sections to learn more on how you can practise constructivism in your science classroom.

 

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ACTIVITY 6.3  Compare and contrast a traditional science classroom with a constructivist science classroom. classroom. Present your answer in the form of a table. Then, discuss it with your tutor and coursemates.

SELF-CHECK 6.1  1.

Which of the constructivism?

followi following ng

statements

is

correct

about

(A) Meaning is created by students, not acquired. (B) Strategies used include reinforcement and practice. (C) Teacher delivers information systematically. (D) Students learn basic skills before they move on to more complex processes. 2.

In a science classroom, how can the lesson be conducted with a constructivist approach? (A) By following the curriculum strictly. (B) View students as thinkers with ideas about the world. (C) Present the curriculum in parts wi with th emphasis on basic skills. (D) Rely less on experimental data and manipulative materials.

6.2

ALTERNATIVE CONCEPTIONS: SCIENCE LEARNING IMPLICATIONS

How do you present a science concept to your students? What do you do if they have the wrong concept of science? Figure 6.3 shows some students might have misconceptions in primary school might have about science.

 

 

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Figure 6.3: Student 6.3: Student misconceptions about science Source: http://www.peter-ould.net/2011/02/23/what-is-marriage-children/ http://www.peter-ould.net/2011/02/23/what-is-marriage-children/

As you can see from the picture above, the children have the wrong idea about certain science concepts. These ideas are known as alternative alternative conceptions. conceptions. What do alternative conceptions mean? Let us read the definition of alternative conceptions given below: xperience-based explanations  explanations constructed constructed by  by a Alternative conceptions are „e „experience-based learner to make a range of natural phenomena and objects intelligible intelligible‰. ‰. (Wandersee, 1994) As you can see, alternative conceptions are ideas ideas   learners have constructed for themselves based on their experiences to make sense of phenomena around them. Sometimes these ideas might be different from scientific concepts and principles taught in science instruction as shown in Figure 6.3. Other terms used to describe these ideas are alternative alternative frameworks, preconceptions, misconceptions or naive conceptions. Educational research the shows thatwants students enter the classroom with their own ideas about concepts teacher them to learn. This is especially so w with ith experiences  about many topics in science. In fact, students have had prior prior experiences 

 

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science. For example, they might have seen the sun „changing‰ its position. Based on these experiences they would make conclusions as shown in Figure 6.3. Scientists will readily dismiss these misconceptions but that may not be easy for young students to do so. Children might prefer these false conceptions over scientific knowledge and this can hinder their understanding of accepted scientific explanations. It is important that you, as a teacher, are aware of these alternative conceptions and take appropriate steps to correct them. Misconceptions should not be viewed as wrong as it is natural for children to world. form ideas from their daily experience. This is how how they make sense of the world. It is your responsibility to work with this existing knowledge and understanding and to develop it (Farmery, 2002). How can you go about doing this? You need to first identify alternative concepts that your students have with regards to the science concepts that you want to teach. You can do this through observation or assessment. For example, you can give a pre-test, or interview them, or give them a concept mapping exercise or give them questionnaires to answer. Once you know your studentsÊ misconceptions, you can prepare hands-on activities for students to learn the correct concepts. Finally, you can provide exercises in the forms of worksheets or quizzes where students can consolidate and apply their new learning. These steps are summarised in Figure 6.4.

 

 

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Figure 6.4: Steps 6.4: Steps to correct studentsÊ alternative conceptions Adapted from Edwards and Knight, 1994

ACTIVITY 6.4  Choose a concept from the primary science curriculum:   1. Use an appropriate technique to identify your studentsÊ alternative conceptions. 2.

Plan an activity you can carry out to correct your studentsÊ alternative conceptions.

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6.3

CONSTRUCTIVISM

CONSTRUCTIVIST TEACHING APPROACHES

Looking back at your own style of teaching, do you think you adopt the constructivist teaching approaches? Do you know any of the approaches? To teach using a constructivist approach, you need to provide opportunities for students to explore and involve themselves directly in activities that require them to think or reflect. There are many models that have been developed using the constructivist approach. Three of the them are: (a)

5-E Learning Cycle Model;

(b)

Predict-Observe-Explain (POE) Model; and

(c)

NeedhamÊs Five Phase Model.

6.3.1

5-E Learning Cycle Model

In the 5-E Learning Cycle model, teaching is divided into a sequence of steps or phases. This sequence is known as a learning learning cycle. cycle. They are 5 steps/phases iin n 5-E Learning Cycle. Further elaboration on the model is shown in Table 6.1. Table 6.1: The 6.1: The 5-E Learning Cycle Model Phase / Step Step 1: ENGAGE

Step 2: EXPLORE

Aim 

Elicit prior knowledge.

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Assesses students' prior knowledge.

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Motivate.

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Reads a story, asks questions.

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Get attention.

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Does a demonstration.

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Shows a video clip.

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Step 3: EXPLAIN

TeacherÊs Actions

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Get in thestudents topic. involved Provide students a chance to build their own understanding. Provide students with an opportunity to communicate what they have learnt and explain their ideas.

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Gives students time toideas work with one another to explore through activities. Act as a facilitator by encouraging, listening, observing and questioning students. Teaches students to construct explanations of the concepts they are exploring. Clarifies students' understanding of concepts and helps them to develop skills.

 

 

TOPIC 6

Step 4: ELABORATE

Step 5: EVALUATE

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Allow students to use their new knowledge and continue to explore. Determine how much learning and understanding has taken place.

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Help students to apply what they have learned to a new situation. Help students to extend what they have learned. Assesses the students' understanding of the concept by observing and asking them open-ended questions. Also uses journals, drawings, models, projects, portfolios and other performance tasks to evaluate students.

Adapted from Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000)

ACTIVITY 6.5  1.

Choose a topic from the primary science curriculum. Plan appropriate activities for each phase of the 5-E Learning Cycle Model.

2.

Then, carry out the lesson in your class. Discuss the effectiveness of your lesson with your coursemates during the tutorial session.

6.3.2

Predict-Observe-Ex Predict-Observe-Explain plain (POE) Model

Model   is another constructivist approach The Predict-Observe-Explain Predict-Observe-Explain POE) Model which can be used in the teaching of science. It is good if this approach can be accompanied by demonstration as it is suitable in teaching about the physical and material world in the science curriculum.

 

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Figure 6.5: Demonstration 6.5: Demonstration to show heating causes expansion of gases Source:  http://www.online.bcelearner.ca/login/index.php Source: http://www.online.bcelearner.ca/login/index.php

For example, you could show the apparatus in Figure 6.5 to your students first and ask them to predict what will happen if hot water is poured into the pan. After students have made their predictions, you carry out the demonstration by firstly pouring hot water into the pan. Students are asked to observe and write down the results of the demonstration. Finally, the students are asked to compare their initial predictions with what they see in their observations. These steps are summarised in Table 6.2. Table 6.2: The 6.2: The Predict-Observe-Explain (POE) Learning Model

Step Step 1: PREDICT Step 2: OBSERVE Step 3: EXPLAIN

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Ask the students to predict the outcome of an experiment.

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Carry out the demonstration.

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Ask students to write down what they see.

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Ask students to rectify their explanation if their prediction is different from their observation. After students have written their explanations on paper, ask them to discuss their ideas with the class.

 

 

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ACTIVITY 6.6  1.

Prepare an appropriate activity to teach any science concept from the primary science curriculum using the Predict-ObserveExplain (POE) Model.

2.

6.3.3

Carry out the activity in your classroom. Discuss the effectiveness of your activity with your coursemates.

Needham's Five Phase Model

NeedhamÊs Five Phase Model is another important constructivist approach. It is shown in Table 6.3.

Phase

Table 6.3: Needham's 6.3: Needham's Five Phase Model Aim Activities

Orientation

Teacher tries to studentsÊ interest.

stimulate

Laboratory practical work, solving problem, demonstration, film clips, video, newspaper articles.

Elicitation of ideas

Teacher finds out studentsÊ prior knowledge and determine whether there are any misconceptions there .

Practical, group discussion, concept map, report.

Restructuring

Teacher carries out activities to

Discussion,

of ideas

help students correct their misconceptions and learn new concepts.

input, practical work, project, experiment, demonstration.

Application of ideas

Teacher gives student the opportunity to use their developed ideas in a variety of situations, both familiar and different.

Application in similar situations such as in daily life, solving problems, writing project reports.

Reflection

Teacher asks students to reflect on their ideas which might have changed from the  beginning of the lesson with

Writing of reflective journals, self-reflection, group discussion of outcomes of lesson.

that at the end of it.

reading,

teacherÊs

 

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Constructivism is a theory in which individuals construct construct   knowledge through experience,, and prior experience prior knowledge. knowledge. It requires hands-on hands-on learning. learning. Teachers and students need to play active active   roles in the teaching learning process. The constructivist approach to learning takes into consideration ideas ideas   that children have so that suitable activities can be prepared to correct their alternative alternative conceptions.   conceptions.

SELF-CHECK 6.2  1.   2.

What do you understand about constructivism?

3.

Discuss two benefits of constructivism.

4.

Discuss the roles of the teacher and student in constructivist learning.

5.

Explain why the 5-E Learning Cycle Model, Predict, Observe and Explain (POE) Model and NeedhamÊs Five Phase Model are known as constructivist models.

List the characteristics of constructivist learning.

ACTIVITY 6.7  Study NeedhamÊs Five Phase Constructivist Model carefully. Then choose a topic from the primary science curriculum and plan a lesson using NeedhamÊs Model. Carry out your lesson. Write a brief report of your lesson.

 

 

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Constructivism is a theory in which individuals construct onstruct   knowledge through participation participation experience, experience, and prior prior knowledge. knowledge.

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vessels.  They have prior knowledge and can Students are not empty vessels.  participate and take part actively in their own learning. The teacherÊs role is acilitator. that of a f acilitator.

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The main characteristics of a constructivist classroom are as follows: it is student centred  centred  and the teacher acts as a facilitator. There is cognitive cognitive exploration through exploration  through suitable activities. Students have autonomy autonomy that  that is they are in charge of their own learning. There are discussion of ideas that allow students to interact with one another.

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conceptions  are ideas learners have constructed by themselves Alternative conceptions   based on their experiences, that is, in their effort to make sense of the phenomena around them. Sometimes these ideas might be different those of from scientific concepts and principles taught in science class.

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Students do not easily get rid of their beliefs and might choose alternative conceptions over scientific knowledge. This can affect their understanding of the latter.

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It is important for teachers to be are aware of alternative conceptions and take appropriate steps to correct them.

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Models which make use of constructivist approach are the 5-E Learning Cycle Model,, the Predict-Observe-Explain Model Predict-Observe-Explain POE) Model and NeedhamÊs NeedhamÊs Five Phase Model.

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There are 5 steps/ steps/phases phases in 5-E Learning Cycle. They are eengage, ngage, explore, explain, elaborate and elaborate and evaluate evaluate.. Each phase has a specific function.

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The Predict-Observe-Explain POE) requires students to first predict, then observe demonstrations and then explain the differences in the prediction and actual occurences.

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Model. They are There are aalso lso 5 phases in NeedhamÊs Five Phase Model. orientation, the elicitation/generation of ideas, restructuring of ideas, application of ideas and ideas and reflection reflection..

 

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5-E Learning Cycle Model

Naive Conceptions

Alternative Conceptions Cognitive Exploration

NeedhamÊs Five Phase Model Preconceptions

Constructivism

Predict-Observe-Explain (POE) Model

Hands-on Activities

Student Autonomy

Minds-on Activities

Student-centred

Misconceptions

Anderson, L. M. (1989). Learners and learning. Slavin, R. E. (1994). E. (1994). Educational Psychology. Pg 48. (1994). Massachusetts. Allyn and Bacon. Borich, G. D., & Tombari, M. L. (1997). Educational psychology: A contemporary approach. New approach.  New York: Allyn & Bacon. Esler, W. K., & Esler, M. K. (2001). Teaching elementary science   (8th ed.). Washington: Wadsworth Publishing Company. Farmery, C. (2002). Teaching science 3-11. The essential guide . Great Britain: Biddles Ltd, Guildford, and KingÊs Lynn. Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children-  Methods for constructing understanding. Boston: understanding. Boston: Allyn and Bacon. Retrieved 27 June 2011 http://enhancinged.wgbh.org/research/eeeee.html Retrieved 27 June 2011 http://www.palmbeachschools.org/qa/documents/ Handout3-5EModelofInstruction.pdf Retrieved 28 June 2011 http://arb.nzcer.org.nz/strategies/poe.php Retrieved 29 June 2011 http://digitalcommons.unl.edu/cgi/viewcontent.cgi? article=1019&context=teachlearnfacpub Retrieved 29 June 2011-06-29 http://www.apa.org/education/k12/alternativeconceptions.aspx Skamp, K. (2004). Teaching primary science constructively . Southbank, Victoria: Harcourt Brace.

 

 

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Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Teaching secondary school science strategies for developing scientific literacy . New Jersey: Prentice Hall.