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Constructivist Teaching in Philippine Science Education

The document discusses the principles and strategies of constructivist teaching in the context of Philippine basic education, emphasizing that learners actively construct their own knowledge through experiences. Key principles include the active engagement of students, the importance of social interactions, and the contextual nature of learning. It also outlines different types of constructivism, including cognitive, social, and radical constructivism.

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Cyrainjoy Gali
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36 views4 pages

Constructivist Teaching in Philippine Science Education

The document discusses the principles and strategies of constructivist teaching in the context of Philippine basic education, emphasizing that learners actively construct their own knowledge through experiences. Key principles include the active engagement of students, the importance of social interactions, and the contextual nature of learning. It also outlines different types of constructivism, including cognitive, social, and radical constructivism.

Uploaded by

Cyrainjoy Gali
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

1 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

2 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

PROGRAM OUTC
Lesson 3 – CONSTRUCTIVIST THEORY IN TEACHING SCIENCE
MES

INTRODUCTION

Constructivism is an approach to learning that holds, that people actively construct or make their own
knowledge and that reality is determined by the experiences of the learner.
In elaborating constructivist ideas Arends (1998) states that constructivism believes in personal
construction of meaning by the learner through experience, and that meaning is influenced by the interaction
of prior knowledge and new events.
In this lesson, the principles of constructivist teaching and learning, understanding of constructivist
teaching strategies and effectiveness of constructivist teaching approaches are presented.

Lesson Learning Outcomes

At the end of the lesson, the students are able to:


1. familiarize the principles of constructivist teaching
2. select appropriate teaching strategies to match target topics and competencies
3. apply the effectiveness of constructivist teaching approaches.

EXPLORE LetLet’s Conceptualize

Constructivism
In comparison to behaviorism, earner is not a blank state ( tabula rasa), but instead brings past
experiences and cultural factors to a new situation and new information is constructed from prior knowledge.

Constructivism in Teaching
Based on the belief that learning occurs as learners are actively involved in a process of meaning an
knowledge construction. Learners are the makers of meaning and knowledge construction. It fosters critical
thinking and creates motivated and independent learners.
Constructivist teaching is anchored on the fundamental belief that learning occurs as individuals are
actively involved in meaning-making and knowledge-construction process. Dewey’s idea of transformation
education suggests that education must foster the development of critical thinking among the learners via
reflection, exploration of the environment, and hands-on experiences. Piaget’s role in the constructivist
teaching highlights that we learn by expanding our knowledge through experiences. These experiences are
generated through playing from infancy to adulthood, which is necessary for learning.
3 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

In the constructivist classroom, the teacher’s role is to prompt and facilitate meaningful exchange of
ideas and learning. The teacher’s main focus is guiding the students by asking questions that will lead them
to develop their own insights and conclusions on the subject. Constructivist teaching is governed by the
following principles:
 Engage the students in the discovery and examination of relevant and meaningful problems
 Organize curriculum into activities and broad primary concepts.
 Explore and value the students’ perspectives
 Encourage the students to investigate and challenge their assumptions
 Use assessment to diagnose and guide the student learning.

Principles of Constructivism
1. Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other
knowledge. Students take pieces and put them together in their own unique way, building something
different than what another student will build.
2. People learn to learn, as they learn. Learning involves constructing meaning and systems of
meaning.
3. Learning is an active process. Learning involves sensory input to construct meaning. The learner
needs to do something in order to learn, it’s noa a passive activity.
4. Learning is a social activity. Learning is directly associated to our connection with other people. Out
teachers, our family, or peers and our acquaintances impact our learning. Educators are most likely to
be successful as they understand that peer involvement is key in learning.
5. Learning is contextual. Students don’t learn isolated facts and theories separate from the rest of our
lives-we learn in ways connected to things we already know, what we believe and more.
6. Knowledge is personal. Because constructivism is based on your own experiences and beliefs,
knowledge becomes a personal affair. Each person will have their own prior knowledge and
experiences to bring to the table.
7. Learning exists in the mind. Hands -on experiences and physical actions are necessary for
learning, but those elements aren’t enough. Engaging the mind is key to successful learning.
8. Motivation is key to learning. Students are unable to learn if they are unmotivated.

Types of Constructivism
1. Cognitive- Cognitive constructivism focuses on the idea that learning should be related to the
learner’s stage of cognitive development. Cognitive constructivism comes from the work of Jean
Piaget and his research on cognitive development in children.

2. Social- Social constructivism focuses on the collaborative nature of learning. Knowledge develops
from how people interact with each other, their culture, and society at large.

Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive
constructivism with the added element at societal and peer influence.
4 Module 1 I | SCIENCE FRAMEWORK IN PHILIPPINE BASIC EDUCATION

3. Radical – Radical constructivism is very different from cognitive and social constructivism. It
focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us
function in our environment. This theory was developed by Ernst von Glasersfeld in 1974

Common questions

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In a constructivist framework, assessment should be formative, serving to diagnose students’ learning needs and guide further instruction. Constructivism challenges traditional assessment by emphasizing that assessments must be integrated into learning activities and reflect meaningful, real-world applications. Teachers use assessments to encourage reflection and self-assessment, focusing less on standardized testing and more on individual student growth and understanding .

In the constructivist model, social interaction plays a crucial role as articulated by Vygotsky. Learning is inherently a social activity where knowledge construction is enhanced through interactions with peers, teachers, and society. Vygotsky argues that such social engagements facilitate cognitive development, allowing learners to culturally and socially contextualize their understanding .

Radical constructivism differs significantly from cognitive and social constructivism by proposing that knowledge does not bring us closer to an objective reality but rather helps individuals navigate their experiences. Developed by Ernst von Glasersfeld, radical constructivism suggests that knowledge is a functional adaptation, not a discovery of pre-existing truths as emphasized in cognitive and social perspectives, which focus on developmental and social-cultural influences respectively .

Constructivist principles emphasize that knowledge construction is highly individualized, influenced by each learner's unique experiences and prior knowledge. This view suggests that learning is an active process where personal experiences play a central role in shaping understanding. It posits that motivation, sensory input, and personal context contribute to how knowledge is personally constructed and perceived .

Constructivist teaching strategies focus on engaging students through discovery-based learning, promoting inquiry and exploration of meaningful problems, and encouraging collaborative learning experiences. Teachers facilitate learning by asking guiding questions and organizing curricula around broad concepts that relate to students' experiences and prior knowledge, fostering environments where learners actively construct their understanding .

A constructivist classroom facilitates independent learning and critical thinking by engaging students in meaningful and relevant problem-solving activities, encouraging exploration and questioning, and organizing learning around broad concepts. Teachers guide students to investigate their assumptions and develop their own understanding, fostering an environment that values student perspectives and inquiry as part of the learning process .

Motivation is considered crucial in the constructivist view because it drives the learner's engagement and desire to explore and understand. Without motivation, learners are less likely to participate actively in the learning process or construct personal meaning from their experiences. Constructivism sees motivation as central to fostering an engaged, learner-driven process, which enhances meaningful and lasting learning outcomes .

Dewey's idea of 'transformation education' aligns with constructivist principles by advocating for education that focuses on critical thinking, reflection, and hands-on experiences. Both emphasize learning through exploration and interaction with the environment, encouraging students to engage in active problem-solving and self-directed learning, which are fundamental to the constructivist approach .

Cognitive constructivism focuses on the learner's internal cognitive processes and stages of development, emphasizing how individuals construct knowledge in their minds. It is based on Piaget's theories. In contrast, social constructivism emphasizes the role of social interactions and cultural context in knowledge construction, highlighting how peer collaboration and societal influences shape learning, as proposed by Vygotsky .

Constructivism challenges traditional behaviorist views by positing that learners are not passive recipients or 'blank slates' but active participants in constructing their own knowledge through experiences. Behaviorism emphasizes external stimuli and responses, while constructivism underscores the importance of prior knowledge, experiences, and social interactions in learning .

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