|Type of paper:||Annotated bibliography|
|Categories:||Teaching Learning Students Pedagogy|
The constructivist teaching method is a unique technique of teaching, whereby the tutor believes that proper learning will only happen by actively engaging the students in a class (Nie & Lau, 2010). Both the tutor and the learner have to be active, allowing knowledge construction for better understanding. Constructivist learning theory was established by Piaget Jean and Dewey John (Liu & Chen, 2010). The two theorists believe that education has to be engaging and actively participative by both the student and the tutor. Active participation widens the exploration of thinking, the experience of learning to the student, and the relaxed reflection of the ideas taught. This term paper seeks to examine the characteristics and activities of the constructivist teaching methods, offer a comparison of the traditional and student-centered approaches, and then finally discuss the roles of the educators under the constructivist teaching technique.
Liu, C. C., & Chen, I. J. (2010). Evolution of constructivism. Contemporary issues in education research, 3(4), 63-66.
This journal is peer-reviewed hence one of the most reliable and credible sources of information that gives more in-depth details on the evolution of constructivism theory and classrooms. Liu and Chen provide a comparison between cognitive and social constructivism. The journal also discusses the pioneers of the constructivist approach, Piaget Jean and Dewey John. The journal finally summarizes the constructivism evolution and concentrates on the understanding of tutors. This research offers a broad concept of constructivism development for individuals who want to know this theory of learning.
Nie, Y., & Lau, S. (2010). Differential relations of constructivist and academic instruction to students' cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423.
This journal is a very credible source of information to users who want to further their studies on the constructivist theory. The authors, Nie and Lau, are highly acclaimed researchers who are experienced and have a variety of credible researches that are used in different institutions for referential purposes. This journal examines how constructivist and academic instruction that is related to students' cognitive, motivational, and achievement outcomes in constructivist classrooms. The authors have also discussed the relationship between the tutor and the student in a constructivist class.
Characteristics of the Constructivists Teaching Method
Active Participation by Learners
The constructivist technique of teaching primarily focuses on the students. The student has to be engaged in a class where they ask questions and answer some of the problems other students have requested. The close engagement of the educator and the student allows the student to comprehend the concept under review better. The active participation enables the teacher to understand the student hence highlighting their weaknesses and strengths in class (Nie & Lau, 2010).
Involves Democratic Environment
Under the constructivist teaching plan, all students are allowed to engage the tutor. All the students need equal resources where each has a right to ask the tutor relevant questions concerning .the topic being discussed tutor has to listen to all the issues raised and give help to those students who need their guidance (Sang, Valcke, Van Braak, & Tondeur, 2010).
Involves Interactive Activities
The constructivist technique engages the students and the tutor. The teacher introduces a topic for the session and opens a forum for discussion by the students. The interactive activities are student-centered to ensure the student gains maximum knowledge from the issue under review. The concentration of the teaching plan around the student also tends to give the student confidence where he can freely ask and answer queries. Students learn in groups hence promoting the sharing of information among themselves (Sang et al., 2010).
The Educator Acts as Facilitator
The constructivist teaching method views the tutor as only a facilitator of the program. The educator only gives guidance to the learners where necessary. Majority of the learning activity done by the students where they discuss in groups and come up with a solution to the problem posed (Sang et al., 2010).
Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
The researchers of the constructivist theory, Sang, Van Braak, Valcke, & Tondeur explore on the primary characteristics of the inclusive learning method and the impact of incorporating technology in classrooms. The authors broadly explain the importance of students in constructivism classes using computers to gather and compare data for their research and classroom discussions.
The researchers have surveyed and presented their findings where they establish that a constructivist classroom requires democracy, and has to engage the students for easy understanding of the concepts. The journal also highlights on why only a few institutions have actively implemented technology into their constructivism classrooms. The authors primarily study institutions in the western setting where technological levels are advanced and compare it to other low technical levels regions on how they can implement ICT in their classrooms. The journal also presents a tutor in a constructivist's class as only a facilitator. The journal also gives processes and ways through which tutors can integrate ICT to engage students more lively.
Activities under the Constructivist Teaching Method
The experiments include a tutor identifying a topic for the students during a learning session and guiding them on how it is required to be performed. The students then separate themselves to carry out the experiments individually hence recording their findings. Upon completion of the individual experiment session, the students then regroup to discuss their results (Hartfield, 2010).
Hartfield, P. J. (2010). Reinforcing constructivist teaching in advanced level biochemistry through the introduction of case-based learning activities. Journal of Learning Design, 3(3), 20-31.
In this journal, Hartfield presents credible information that gives insightful information on the activities under the new teaching method and how tutors can reinforce the constructivist teaching methodology among their students. The journal offers different ways and analyzes various characteristics of the student and how they can be tamed to ensure a successful implementation of the experiments given in classrooms.
The author has specifically initiated case-based study activities into the learning structure. The case-based research events are created to improve skills in solving problems and reinforce the learning and comprehension of the students. Also, it establishes an affiliation between significant conceptual studying resources, theoretical work, and practical experience. The illustrations availed from the interviews and surveys of the students show that students understand experimental approach enables them to develop skills for solving problems that help students recognize a better degree of an alliance between teaching and studying events and evaluation. Also, the results strongly institute a case-based studying model that can promote constructive sequence of teaching and studying events with analysis and that this technique backs and promotes a learner's satisfaction hence translates to a better student.
Research Projects, Field Trips, and Film
Constructivist learning also involves research projects and film studies. The tutor can assign the learners a research topic to study on before presenting their results in class. Film studies offer the visual experience to the learners hence making learning attractive to students. On the other hand, field trips give the students real-world experience of the theories they have learned in class (Scheer, Meinel, & Noweski, 2012).
Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3).
The broad research that is presented in this book is critical to the understanding of the student hence making this journal one of the most sought after resources. The authors begin by defining the duties a school plays in a students' life. It broadly discusses the development of skills and talents among the students by teachers using the constructivist theory. The development involves social, creative meta-competencies, and communicative skills. The authors also give details of how institutions are the primary centers for the majority of young individuals to improve their skills and grades.
The authors highlight the importance of field trips and research project towards the improvement of skills and competence for constructivist students. The complexion of daily life increasing, dynamic technological advances, globalization, product cycles shortening and economic rivalry stiffening, and innovative levels comprised in the current world demand student-centered learning to enable the learners to comprehend real-life experiences. The authors have carried their research in numerous schools hence presenting accurate information that is reliable and dependable by the users.
Class Discussions and Campus Wikis
Class discussion is the primary character of constructivist teaching technique. It is the process where students brainstorm on their results to find the most suitable solution. Campus wikis are often used to give learners a curative platform to understand the topics they have learned using different resources (Struyven, Janssens, & Dochy, 2010).
Struyven, K., Dochy, F., & Janssens, S. (2010). 'Teach as you preach': the effects of student-centered versus lecture-based teaching on student teachers' approaches to teaching. European Journal of Teacher Education, 33(1), 43-64.
This source is very credible because all the authors, Struyven, Dorchy, and Janssens are highly accredited in their fields of research and have published in other peer-reviewed journals. Besides, since it is possible to find studies from peer-reviewed journals and similar books, the information provided would appear to be accurate.
The journal provides its audience with educational research on how class discussions and campus wikis are critical activities under the successful installation of constructivist learning method. The journal further gives details on how student-centeredness can help a leaner gain more knowledge by participating actively while in class. The specific purpose of the book is to provide its audience with an insight into the structure and arrangement of constructivism.
Differences between Constructivist and Traditional Teaching Methods
Under the constructivist teaching method, the tutor begins with the whole topic and later on expands on various ideas under it (Barrett, 2010). On the other hand, the traditional teaching method begins the problem with parts which emphasizes on necessary skills (Keengwe & Kidd, 2010). The conventional practice also focuses on strict adherence to the established curriculum, while the constructivists' technique focuses on the interests of the student. Assessment of students' excellence also varies where the traditional method uses correct answers as a measure of a students' success in class while the constructivist use tests, opinions, and observation (Noblit, Vance, & Smith, 2010).
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