Science lesson following the Constructivist Approach

Using the Constructivist Approach 

"Constructivism is a theory based on observation and scientific study; about how people learn. According to constructivist, people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. They believe that when we encounter something new, we have to reconcile it with our previous ideas and experiences; sometimes changing what we believed, adding to it, or discarding it altogether. Therefore, constructivist says that we are active creators of our own knowledge." (Corporation, 2004).

The Major tenants/principles of Constructivist theory

The primary emphasis is on the process of knowledge construction – how can the teacher facilitate a genuinely collaborative, active, hands-on, relevant learning environment? The constructivist theory seeks to provide the answers to this question; using the following principles:

• ·       Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
• ·       Instruction must be structured so that it can be easily grasped by the student (spiral organization).
• ·       Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

Activities that follow the Constructivist approach

Problem solving skills: "A farmer who was travelling to market took three possessions with him: his dog, a chicken, and a sack of grain. On his way he came to a river which he had to cross. Unfortunately, the only available transportation was an old abandoned boat that would hold only himself and one of his possessions. Taking his possessions across one at a time posed a problem, however. If he left his very reliable dog with the chicken, the dog would very reliably eat the chicken. If he left the chicken with the grain, the chicken would eat the grain.

 How did the farmer manage to get all his possessions safely across the river?"

 (From The Complete Problem Solver by John R. Hayes)

Discovery learning activity:

"Delicious Density: This activity demonstrates discovery learning in science. Students learn about density by hypothesizing about the weight of various miniature candy bars of similar size. Students then weight the candy bars and write down the weights. Students must then come up with reasons why candy bars of the same size might have different weights. The instructor scaffolds the activity to lead students to the concept of density. "(Cullata, 2011)

 Application of the Constructivist theory in a Science lesson:

 "True learning is grounded in practice; it is good to make mistakes as long as you learn from it.

Three-dimensional models give students powerful visual and tactile representation; that allows them to gain a better understanding of the concept being taught." (Sousa & Pilecki, 2013)

Name of lesson: Plant and animal cell

Resources: small bowls, water, gelatin mix, fridge, candy/fruit, colour pencils/markers, paper. 
Activity: have students construct a model of a plant or animal cell using gelatin, fruits/candy.teacher will ask students to team up in groups of three. the students will construct a model of a plant or animal cell; when this is completed they will use the paper and colour pencils/markers to make a colour coded key that describes the different part of their cell model. each group will designate one member to stand and explain their model to the class. (Sousa & Pilecki, 2013)

How does Constructivist theory benefit us?

Constructivism is a learning theory based on the idea that new knowledge is “constructed” on top of learners’ existing knowledge. According to the theory, students’existing knowledge is important to lay the foundation for new learning. This approach to teaching and learning requires that teachers take the time to get to know students in depth, and to integrate what they learn about students into their instruction; which makes this a student-centered classroom. A constructivist approach to teaching benefits everyone, but it is particularly valuable when it comes to facilitating the learning of students from diverse backgrounds. This approach encourages teachers to value and build upon all students’ existing knowledge, even if that knowledge seems different from the formal curriculum. Thus, the students are recognized as possessing important knowledge, and they are more likely to feel motivated, connected and confident. This creates a successful learning environment. (Corporation, 2004).

References:

Carvin, A. (n.d.). Constructivism Basics. Retrieved September 21, 2015, from edwebproject.org/constructivism.basics: http://www.edwebproject.org/constructivism.basics.html

Corporation, E. B. (2004). What is Constructivism? Concept to Classroom .

Cullata, R. (2011). Innovative learning. Retrieved September 21, 2015, from Activities for Constructivist learning : http://www.innovativelearning.com/educational_psychology/constructivism/activities.html

Sousa, D. A., & Pilecki, T. (2013). From stem to steam: using brain compatible-strategies to intergrate the Arts. In D. A. Sousa, & T. Pilecki, From stem to steam: using brain compatible-strategies to intergrate the Arts (p. 223). Corwin Press.