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Constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.
Constuctivist theory approaches to learning assert children have their own way of thinking. Students should be treated as individuals and should have the opportunity to work with others and learn through observation, talking and group work.
A popular model for implementing constructivism in the classroom has been defined by the Biological Science Curriculum Study (BSCS). This model suggests that constructivist lessons should engage students, allow them to explore, aid them in explaining their experience, learning is elaborated, and the lesson includes evaluation. Engage
The theory of constructivist learning is vital to understanding how students learn. The idea that students actively construct knowledge is central to constructivism. Students add (or build) their new experiences on top of their current foundation of understanding.
Essential Components to Constructivist Teaching. There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons. The following are from Baviskar, Hartle & Whitney (2009): Elicit prior knowledge.
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge.
Constructivism is an important learning theory that educators employ to help students acquire knowledge. Constructivism is based on the concept that individuals actively construct or create their...
Brooks and Brooks list 12 characteristics for teaching by implementing constructivist learning theory into classroom instruction: Encourage and accept student autonomy and initiative. Use raw data and primary sources along with manipulation, interaction, and physical materials.
Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator.
There are two main implications for teaching and learning that arise from an epistemological exploration of the concept of constructivism: First, educators need to be clear about what they want their students to construct, and how the latter should go about doing it.