Consider the constructivist and explicit instruction views of teaching reading. Develop a chart that compares and contrasts the two views.
The World Wide Web was hardly what it is today. In fact, it barely existed among a small number of academics at research universities.
The popular tools on the Internet at that time were Gopher, Usenet or newsgroups and Listserve email lists. I joined a Listserve group sponsored by my professional association, and entered a discussion which had apparently just begun on something called "situated cognition".
I must admit that although I had left graduate school only four years earlier, and had finally completed my degree in instructional psychology only recently, I was not acquainted with the term.
So I was curious about this new idea. I was not entirely prepared for what followed. I was stunned by the vigor of the discussion, and the strong feelings engendered by the network traffic on this issue. Within a few days, there were over responses in my mailbox on this topic, which had by now expanded to related terms such as situated learning and Constructivism — another term that I was only slightly more aware of.
It was apparent to me that this subject generated much heat.
I wanted to know whether there was any light as well. And so began my investigation into Constructivism. The subject was to be the use of technology in learning and instruction.
It soon became evident to the participants that we were at a revival meeting and Constructivism was the gospel. There was little effort to justify that view of the world. It was assumed that it was the only one that made sense. It was then that I realized how a worldview could shape instruction without any critical analysis of the worldview itself.
I was forced to ask: What is the empirical basis of Constructivism? What is its philosophical foundation? How does it relate to a Christian worldview?
How can Christian teachers and learning researchers relate to this movement? This essay will explore the issue of Constructivism both in terms of its theoretical underpinnings and its pedagogical applications. I will begin with a discussion of the philosophical foundations of Constructivism as a framework for teaching and learning.
I will then discuss the empirical support for a constructivist framework and its application to learning and teaching. Finally I will discuss a Christian response.
One of the difficulties in defining Constructivism is that the term embraces a variety of loosely associated ideas. The term has been used to describe a constellation of approaches and applications in teaching and learning.
In his very useful review of the subject, O'Connor has identified three streams of thought that can be identified as Constructivist. Let me first summarize these three positions.
Social Constructivism Social Constructivism is derived from the recent work of sociologists of knowledge seeking to understand how knowledge is created in a society. The position of this group is, firstly, that knowledge is the result not merely of an individual or individuals acting separately, but of individuals acting within a group.
Secondly, this knowledge does not exist independently, nor does it in any sense pre-exist knowers.social constructivism in class should be emergent as the need arises (Gredler, ).
Its proponents hold that Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others (Shunk.
Integrating technology within a communicative approach to language teaching. communicative approach to language teaching uses realistic life situations based on students’ life and work experiences as a means to foster language learning.
Communicative activities are interactive and clearly relate to students' experiences, thus motivating. Constructivism in practice seeks to do just that—move away from a traditional classroom setting and into a more hands-on approach to teaching and learning intended to spark a student's interest, while motivating them and allowing them to reflect upon as well as construct information (Palmer, ).
Cognitive Constructivism. Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, as well as enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.
Piaget’s theory has two main strands: first, an account of the. Research Brief Constructivist Teaching and Learning Constructivist teaching is based on research about the human brain and what is known about how learning occurs.
NCREL a constructivist approach to teaching and examines the ways he incorporates ideas and strategies into his teaching practices. The. Constructivism and Games.
As well as the recognising the cognitive aspects of learning, a major emphasis of constructivist theory is situated learning, that is contextual learning where material is placed in a recognised situation and takes account of the learner’s .