topic 6 constructivism

8/13/2019 Topic 6 Constructivism

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INTRODUCTION

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

What do you think is the teachers role based on the proverb? Are students seenas active or passive learners?

Based on the proverb, the teacher is not viewed as a transmitter of informationwho just pours knowledge into students heads, but rather as someone whoguides students to build their own knowledge. Students are not empty vessels;they are learners with prior knowledge who participate and take part actively intheir own learning. These are the main principles of constructivism.

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Constructivism

By the end of this topic, you should be able to:1. Explain the concept of constructivism;

2. Describe the characteristics of a constructivist classroom;

3. Discuss the implications of alternative conceptions in the learning ofscience; and

4. Apply constructivist teaching approaches such as 5-E LearningCycle Model, Predict-Observe-Explain (POE) Model andNeedhams Five Phase Model in the teaching of science.

LEARNING OUTCOMES


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TOPIC 6 CONSTRUCTIVISM 121

Constructivism is an approach to learning in which learners are provided anopportunity to construct their own ideas of what is being learnt by buildinginternal connections or relationships among the ideas and facts being taught

(Borich & Tombari, 1997).

In this topic, you will learn about the meaning of constructivism and thecharacteristics of a constructivist classroom. You will then explore alternativeconceptions and implications to science learning. You will also learn how youcan apply constructivist learning approaches such as Learning Cycles Model,Predict-Observe-Explain (POE) Model and Needhams Five Phase Model in theteaching of science.

WHAT IS CONSTRUCTIVISM?

Constructivism is derived from cognitive psychology. It is based largely onPiagets and Vygotskys work, both of whom emphasise that cognitive changeonly takes place when previous conceptions go through a process ofdisequilibration when new information is received. Do you remember readingabout disequilibration and adaptation in Topic 3? You will remember that newinformation has to be either assimilated or accommodated into the existingschemata during learning.The basic idea of constructivism is that learners are not blank slates or emptycups to be filled with knowledge but that they already have a huge body ofknowledge and experience. This means there is already existing schema in theirminds. Since knowledge is a structured network rather than a disconnected

bundle of facts, new knowledge has to be built on the foundation of existingknowledge and integrated with it either through assimilation or accommodation.In constructivism, learners construct knowledge for themselves as shown inFigure 6.1. This means that teachers cannot simply pour knowledge intostudents heads. Students need to construct knowledge in their own minds. The

6.1

In the constructivist view, children actively construct knowledge bycontinuously assimilating and accommodating new information.

(Anderson, 1989).

What do you understand by this statement? This statement can belinked to whose theory? Discuss with your tutor and coursemates.

ACTIVITY 6.1


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TOPIC 6 CONSTRUCTIVISM122

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

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

1. Define constructivism in your own words.

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

ACTIVITY 6.2


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6.1.1 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 maincharacteristics of a constructivist classroom.

Figure 6.2: Main characteristics of a constructivist classroom

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


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ALTERNATIVE CONCEPTIONS: SCIENCELEARNING IMPLICATIONS

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

6.2

Compare and contrast a traditional science classroom with aconstructivist science classroom. Present your answer in the form of atable. Then, discuss it with your tutor and coursemates.

ACTIVITY 6.3

1. Which of the following statements is correct aboutconstructivism?

(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 aconstructivist approach?

(A) By following the curriculum strictly.(B) View students as thinkers with ideas about the world.

(C) Present the curriculum in parts with emphasis on basicskills.

(D) Rely less on experimental data and manipulative materials.

SELF-CHECK 6.1


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Figure 6.3:Student misconceptions about scienceSource: 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 conceptions. Whatdo alternative conceptions mean? Let us read the definition of alternativeconceptions given below:

As you can see, alternative conceptions are ideas learners have constructed forthemselves based on their experiences to make sense of phenomena aroundthem. Sometimes these ideas might be different from scientific concepts andprinciples taught in science instruction as shown in Figure 6.3. Other terms usedto describe these ideas are alternative frameworks, preconceptions,misconceptions or naive conceptions.Educational research shows that students enter the classroom with their ownideas about concepts the teacher wants them to learn. This is especially so withscience. In fact, students have had prior experiences about many topics in

Alternative conceptions are experience-basedexplanations constructedby alearner to make a range of natural phenomena and objects intelligible.

(Wandersee, 1994)


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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 foryoung students to do so. Children might prefer these false conceptions overscientific knowledge and this can hinder their understanding of acceptedscientific explanations. It is important that you, as a teacher, are aware of thesealternative conceptions and take appropriate steps to correct them.Misconceptions should not be viewed as wrong as it is natural for children toform ideas from their daily experience. This is how they make sense of the world.It is your responsibility to work with this existing knowledge and understandingand to develop it (Farmery, 2002).

How can you go about doing this? You need to first identify alternative conceptsthat your students have with regards to the science concepts that you want toteach. You can do this through observation or assessment. For example, you cangive a pre-test, or interview them, or give them a concept mapping exercise orgive them questionnaires to answer. Once you know your studentsmisconceptions, you can prepare hands-on activities for students to learn thecorrect concepts. Finally, you can provide exercises in the forms of worksheets orquizzes where students can consolidate and apply their new learning. Thesesteps are summarised in Figure 6.4.


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Figure 6.4:Steps to correct students alternative conceptionsAdapted from Edwards and Knight, 1994

Choose a concept from the primary science curriculum:1. Use an appropriate technique to identify your students

alternative conceptions.

2. Plan an activity you can carry out to correct your studentsalternative conceptions.

ACTIVITY 6.4


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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? Toteach using a constructivist approach, you need to provide opportunities forstudents to explore and involve themselves directly in activities that require themto think or reflect. There are many models that have been developed using theconstructivist approach. Three of the them are:

(a) 5-E Learning Cycle Model;

(b) Predict-Observe-Explain (POE) Model; and

(c) Needhams 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 orphases. This sequence is known as a learning cycle. They are 5 steps/phases in5-E Learning Cycle. Further elaboration on the model is shown in Table 6.1.

Table 6.1:The 5-E Learning Cycle ModelPhase / Step Aim Teachers Actions

Step 1:ENGAGE Elicit prior knowledge. Motivate.

Get attention.

Assesses students' prior knowledge.

Reads a story, asks questions.

Does a demonstration.

Shows a video clip.

Step 2:EXPLORE Get students involvedin the topic. Provide students a

chance to build theirown understanding.

Gives students time to work with oneanother to explore ideas throughactivities.

Act as a facilitator by encouraging,listening, observing and questioning

students.

Step 3:EXPLAIN Provide students withan opportunity tocommunicate whatthey have learnt andexplain their ideas.

Teaches students to constructexplanations of the concepts they areexploring.

Clarifies students' understanding ofconcepts and helps them to developskills.

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Step 4:ELABORATE Allow students to usetheir new knowledgeand continue to

explore.

Help students to apply what theyhave learned to a new situation.

Help students to extend what they

have learned.

Step 5:EVALUATE Determine how muchlearning andunderstanding hastaken place.

Assesses the students' understandingof the concept by observing andasking them open-ended questions.

Also uses journals, drawings,models, projects, portfolios and otherperformance tasks to evaluatestudents.

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

6.3.2 Predict-Observe-Explain (POE) Model

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

1. Choose a topic from the primary science curriculum. Planappropriate activities for each phase of the 5-E Learning CycleModel.

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

ACTIVITY 6.5


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Figure 6.5:Demonstration to show heating causes expansion of gasesSource:http://www.online.bcelearner.ca/login/index.phpFor example, you could show the apparatus in Figure 6.5 to your students firstand 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 byfirstly pouring hot water into the pan. Students are asked to observe and writedown the results of the demonstration. Finally, the students are asked to comparetheir initial predictions with what they see in their observations. These steps aresummarised in Table 6.2.

Table 6.2:The Predict-Observe-Explain (POE) Learning ModelStep Details

Step 1:PREDICT

Ask the students to predict the outcome of an experiment.

Step 2:OBSERVE

Carry out the demonstration.

Ask students to write down what they see.

Step 3:EXPLAIN

Ask students to rectify their explanation if their prediction isdifferent from their observation.

After students have written their explanations on paper, askthem to discuss their ideas with the class.


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6.3.3 Needham's Five Phase Model

Needhams Five Phase Model is another important constructivist approach. It isshown in Table 6.3.

Table 6.3:Needham's Five Phase ModelPhase Aim Activities

Orientation Teacher tries to stimulatestudents interest.

Laboratory practical work,solving problem, demonstration,film clips, video, newspaperarticles.

Elicitation ofideas Teacher finds out studentsprior knowledge anddetermine whether there areany misconceptions there .

Practical, group discussion,concept map, report.

Restructuringof ideas Teacher carries out activities tohelp students correct theirmisconceptions and learn newconcepts.

Discussion, reading, teachersinput, practical work, project,experiment, demonstration.

Application ofideas Teacher gives student theopportunity to use theirdeveloped ideas in a variety ofsituations, both familiar anddifferent.

Application in similar situationssuch as in daily life, solving

problems, writing project reports.

Reflection Teacher asks students to reflecton their ideas which mighthave changed from thebeginning of the lesson withthat at the end of it.

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

1. Prepare an appropriate activity to teach any science conceptfrom the primary science curriculum using the Predict-Observe-Explain (POE) Model.

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

ACTIVITY 6.6


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Constructivism is a theory in which individuals construct knowledge throughexperience, and prior knowledge. It requires hands-on learning. Teachers andstudents need to play active roles in the teaching learning process. Theconstructivist approach to learning takes into consideration ideas that childrenhave so that suitable activities can be prepared to correct their alternativeconceptions.

Study Needhams Five Phase Constructivist Model carefully. Thenchoose a topic from the primary science curriculum and plan a lessonusing Needhams Model. Carry out your lesson. Write a brief report ofyour lesson.

ACTIVITY 6.7

1. What do you understand about constructivism?2. List the characteristics of constructivist learning.

3. Discuss two benefits of constructivism.

4. Discuss the roles of the teacher and student in constructivistlearning.

5. Explain why the 5-E Learning Cycle Model, Predict, Observe andExplain (POE) Model and Needhams Five Phase Model areknown as constructivist models.

SELF-CHECK 6.2


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

Students are not empty vessels. They have prior knowledge and canparticipate and take part actively in their own learning. The teachers role isthat of a facilitator.

The main characteristics of a constructivist classroom are as follows: it isstudent centred and the teacher acts as a facilitator. There is cognitiveexploration through suitable activities. Students have autonomy that is theyare in charge of their own learning. There are discussion of ideas that allow

students to interact with one another.

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

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

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

Models which make use of constructivist approach are the 5-E Learning CycleModel, the Predict-Observe-Explain POE) Model and Needhams Five PhaseModel. There are 5 steps/phases in 5-E Learning Cycle. They are engage, explore,explain, elaborateand evaluate. Each phase has a specific function. The Predict-Observe-Explain POE) requires students to first predict, then

observe demonstrations and then explain the differences in the predictionand actual occurences.

There are also 5 phases in Needhams Five Phase Model. They areorientation, the elicitation/generation of ideas, restructuring of ideas,application of ideasand reflection.


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5-E Learning Cycle Model

Alternative Conceptions

Cognitive Exploration

Constructivism

Hands-on Activities

Minds-on Activities

Misconceptions

Naive Conceptions

Needhams Five Phase Model

Preconceptions

Predict-Observe-Explain (POE) Model

Student Autonomy

Student-centred

Anderson, L. M. (1989). Learners and learning. Slavin, R. E. (1994). EducationalPsychology. Pg 48. (1994). Massachusetts. Allyn and Bacon.

Borich, G. D., & Tombari, M. L. (1997). Educational psychology: A contemporaryapproach.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 Kings Lynn.

Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children-Methods for constructing 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/alternative-conceptions.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 secondaryschool science strategies for developing scientific literacy. New Jersey:Prentice Hall.

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