Constructing KnowledgeConstructing Knowledge

““The single most important factor The single most important factor influencing learning is what the learner influencing learning is what the learner already knows.”already knows.”

Constructing KnowledgeConstructing Knowledge

““How do we come to know what we How do we come to know what we know?”know?”

Constructing KnowledgeConstructing Knowledge

The Picture: “Is This For Real?”The Picture: “Is This For Real?” ““Is teaching a science or an art?”Is teaching a science or an art?”

ConstructivismConstructivism

Constructivism is based on the principle that Constructivism is based on the principle that individuals cannot simply be given individuals cannot simply be given knowledge. Rather individuals must create knowledge. Rather individuals must create knowledge as they interact with the world knowledge as they interact with the world around them. A students construction of around them. A students construction of knowledge is rooted in their prior knowledge is rooted in their prior knowledge.knowledge.

ConstructivismConstructivism

Core tenants of constructivist learning theory Core tenants of constructivist learning theory include: include: – learners who are learners who are activeactive and able to construct and able to construct

meaning, meaning, – learning that islearning that is social social in nature and shaped by in nature and shaped by

the learners’ the learners’ own experiencesown experiences,,– students who are permitted to direct their own students who are permitted to direct their own

learning and arrive at deeper understanding learning and arrive at deeper understanding when they reflect on that learning.when they reflect on that learning.

(Lambert et al., 2002). (Lambert et al., 2002).   

Constructivism & PiagetConstructivism & Piaget

Humans Possess Two Basic TendenciesHumans Possess Two Basic Tendencies– OrganizationOrganization– AdaptationAdaptation

» AssimilationAssimilation Take in new information and making it fit into an existing scheme.Take in new information and making it fit into an existing scheme.

» AccommodationAccommodation Opening new scheme for new information.Opening new scheme for new information.

SchemesSchemes EquilibrationEquilibration DisequilibriumDisequilibrium

– Key – disequilibrium must take place for learning to happen.Key – disequilibrium must take place for learning to happen.

Roles of ConstructivismRoles of Constructivism

Active LearnersActive Learners Social LearnersSocial Learners Creative LearnersCreative Learners

Constructing KnowledgeConstructing Knowledge

Roles of ConstructivismRoles of Constructivism

Active learners - learning is actively Active learners - learning is actively acquiredacquired– DiscussDiscuss– DebateDebate– HypothesizeHypothesize– InvestigateInvestigate

Roles of Constructivism Roles of Constructivism

Social LearnersSocial Learners– Knowledge and understanding are socially Knowledge and understanding are socially

constructedconstructed

Characteristics of ConstructivismCharacteristics of Constructivism

Learners construct their own understandingLearners construct their own understanding New learning depends on current New learning depends on current

understandingunderstanding Learning is facilitated by social interactionLearning is facilitated by social interaction Meaningful learning occurs within Meaningful learning occurs within

authentic learning tasksauthentic learning tasks

Constructivism - Active LearnersConstructivism - Active Learners

Constructivism suggest that learners should Constructivism suggest that learners should be active participants in learning activities be active participants in learning activities that learning should be guided rather than that learning should be guided rather than presented by teachers, and that interaction presented by teachers, and that interaction and discussion are critical components in and discussion are critical components in the learning process.the learning process.

Implications for Constructivism Implications for Constructivism for Teachersfor Teachers

Provide a variety of examplesProvide a variety of examples

Promote high levels of interactionPromote high levels of interaction

Connect content to the real worldConnect content to the real world

ConstructivismConstructivism

Steps Toward a Constructivist Approach to Steps Toward a Constructivist Approach to TeachingTeaching

Teacher presents an invitation to learnTeacher presents an invitation to learn Teacher gives students the opportunity to Teacher gives students the opportunity to

explore, discover, and createexplore, discover, and create Students propose explanations and solutionsStudents propose explanations and solutions Students take action on what they have Students take action on what they have

learnedlearned

ConstructivismConstructivism

A Constructivist Learning & Teaching ModelA Constructivist Learning & Teaching Model

The “5 E’s”The “5 E’s” EngageEngage ExploreExplore ExplainExplain ElaborateElaborate EvaluateEvaluate

ConstructivismConstructivism

Considerable research shows that active Considerable research shows that active engagement in learning may lead to better engagement in learning may lead to better retention, understanding, and active use or retention, understanding, and active use or knowledge.knowledge.

ConstructivismConstructivism

Furthermore. . . Research shows that the Furthermore. . . Research shows that the best way to remember a body of best way to remember a body of information is to organize it actively, information is to organize it actively, looking for internal patterns and relating it looking for internal patterns and relating it to what you already know.to what you already know.

C o n s t r u c t i v i s mC o n s t r u c t i v i s m

In this constructivist approach to science In this constructivist approach to science education, “learning is an active process education, “learning is an active process that is student-centered . . . that is student-centered . . . [W]ith the [W]ith the teacher’s helpteacher’s help, learners select and transform , learners select and transform information, construct hypotheses, and information, construct hypotheses, and make decisions” (p. 187)make decisions” (p. 187)

Chrenka, 2001Chrenka, 2001

A Final ThoughtA Final Thought

““This instructional approach maybe more This instructional approach maybe more useful in enhancing conceptual growth than useful in enhancing conceptual growth than the traditional use of worksheets and note the traditional use of worksheets and note taking”taking”

(Holloway, 2000)(Holloway, 2000)

An Educational FactAn Educational FactI Hear . . . . . . . . . . And I ForgetI Hear . . . . . . . . . . And I Forget

I See . . . . . . . . And I RememberI See . . . . . . . . And I Remember

I Do . . . . . . . . And I UnderstandI Do . . . . . . . . And I Understand