Constructivism
Presented by,
Soumaya BEN
ATTO
Hajar BRIBECH
Ouissal CHAHID
Manal BOUMAHRAZ
Dounia BIYAR
Aya DAKKI
Soukaina
BOURAZZA
Table of Contents :
Constructivist teaching the Future of
Types of The 5 Es
strategies: Constructivism
Constructivism Model
1 2 3 4 5 6 7 8
Theory of Traditional Classroom Strengths and
Introduction
Constructivism Vs Constructivist Weaknesses of
Classroom Constructivism
Introduction
1
What is meant by Constructivism in learning ?
Constructivism is an important
learning theory that educators use to
help their students learn.
Constructivism is based on the idea
that people actively construct or make
their own knowledge, and that reality
is determined by your experiences as
a learner. Basically, learners use their
previous knowledge as a foundation
and build on it with new things that
they learn.
The concept of constructivism has roots in
classical antiquity, going back to Socrates's
dialogues with his followers, in which he asked
directed questions that led his students to
realize for themselves the weaknesses in their
thinking. The Socratic dialogue is still an
important tool in the way constructivist
educators assess their students' learning and
plan new learning experiences.
In this century, Jean Piaget and John Dewey
developed theories of childhood development
and education, what we now call Progressive
Education, that led to the evolution of
constructivism.
Piaget believed that humans learn
through the construction of one
logical structure after another. He
also concluded that the logic of
children and their modes of
thinking are initially entirely
different from those of adults. The
implications of this theory and how
he applied them have shaped the
foundation for constructivist
education.
Dewey called for education to be
grounded in real experience. He
wrote, "If you have doubts about
how learning happens, engage in
sustained inquiry: study, ponder,
consider alternative possibilities and
arrive at your belief grounded in
evidence." Inquiry is a key part of
constructivist learning.
Types of constructivism
2
cognitive
constructivism
Cognitive constructivism
involves learning by
building on existing
knowledge and adapting
mental schemas.
Lea rn i n
g
spontaneous knowledge and scientific concepts
Spontaneous concepts are ideas that are individually and
independently constructed as a result of everyday life
experiences.
Scientific concepts are more formalized ideas that are
introduced to a learner by a more knowledgeable individual.
social
constructivism
Social constructivism
Emphasizes collaborative
learning, where knowledge
develops through interactions
with others and shared
experiences
Theory of constructivism
(Assimilation and accomodation) In
Education:
3
Assimilation and Accommodation
1 Assimilation in Education: 2 Accommodation in Education:
Assimilation involves incorporating new Accommodation, on the other hand,
information or experiences into existing involves modifying existing mental
mental structures or schemas. In education, structures or schemas to incorporate new
assimilation occurs when students encounter information or experiences that cannot be
new information or concepts that they can assimilated. In education, accommodation
relate to their existing knowledge and occurs when students encounter new
understanding. Teachers can facilitate concepts or information that challenge
assimilation by connecting new material to their existing understanding and require
students' prior knowledge and experience. them to revise their mental frameworks.
The 5 Es Model
4
The 5 Es Model
Is a way or a format of constructivist teaching that engages the learners in the
course.
1 Engage 2 Explore 3 Explain
you see what you are about to learn, you ask questions, test ideas, find what rules did you observe? where
understand why you are learning it, patterns, and draw conclusions through this piece of information belong.
and get excited about it. writing, reading, discussion, and What is the best way to solve this
problem solving. problem?
4 Elaborate 5 Evaluate
Students expand on what they How much have you learned? How do you know if
have learned and make you master the skill.
connections to other ideas and You can do a self-assessment with a checklist,
complete a worksheet, discussion, or take a quiz.
Concepts.
i t e m s f a l l
Do he av y
h a n l i g h t e r
fa ste r t
i te ms?
Gravity
Why or w
hy
not?
5 4 2 1 3 1
"And why do you think
this is the case?"
the weight of the
"That's interesting. The
students at the station
items does not
over there got a affect the speed,
different result. Maybe
you want to talk to but that surface
them and compare
answers."
area will affect
speed.
"Are you sure about that? I'd give it
another try,"
1 Engage 2 Explore 3 Explain
The teacher introduces the The teacher guides students to
Students are divided into groups and
topic of gravity and engages provided with workstations containing understand that weight does not affect
students by posing questions materials for experimentation, such as a the speed of falling objects, but rather
about whether heavy items fall stopwatch, ruler, various objects, and surface area does. This explanation is
currency. They are tasked with based on the concept of resistance and
faster than lighter items,
conducting experiments to investigate is intended to provide students with a
prompting curiosity and interest the relationship between the weight of
in the subject. conceptual framework for
objects and their falling speed.
understanding their experimental
results.
4 Elaborate 5 Evaluate
Students spend approximately half The teacher assesses students' understanding by
an hour conducting experiments, engaging them in discussions about their
dropping items from a specified observations and interpretations of the
height and timing their fall. experimental results. The teacher also addresses
Throughout the process, the any misconceptions or errors in experimentation,
teacher circulates among the providing guidance and opportunities for further
groups, ensuring proper reflection. This evaluation process helps students
experimentation and prompting consolidate their understanding of gravity and its
students to reflect on their effects.
observations.
Application: Traditional
classroom Vs constructivist
classroom
5
Traditional classroom Vs constructivist
classroom
1 Constructivist classroom:
Traditional classroom:
Teacher: ACTIVE
Teacher: ACTIVE ✓ Students: ACTIVE ✓
Students :PASSIVE ❌ ✓
.
ECOSYSTEMS
Ecosystem
1 What is an ecosystem?
2 Key Components of Ecosystems.
3 Types of Ecosystems.
Ecosystems?
An ecosystem is a community of living
organisms (plants, animals, and microbes)
interacting with each other and their
physical environment. Ecosystems can vary
greatly in size and complexity, ranging from
a small pond to a vast rainforest.
Key Components of Ecosystems:
1 Abiotic Factors 2 Biotic Factors:
These are non-living components of These are living components of
the ecosystem, such as sunlight, the ecosystem, including plants,
temperature, water, soil, and air. animals, fungi, and
Abiotic factors influence the microorganisms. Biotic factors
distribution and abundance of living interact with each other and with
organisms within an ecosystem. abiotic factors to shape the
. ecosystem..
Types of Ecosystems
1 Terrestrial Ecosystems
2 Aquatic Ecosystems
Types of Ecosystems
Tundra
Desert
Grassland
Forest
Aquatic Ecosystems:
Ocean Freshwater ecosystems
Ocean covering approximately 70% of Freshwater covering
the Earth's surface approximately 2.5% of the Earth's
surface.
Oceans:
support a diverse range of marine life, including fish, mammals, and coral
reefs.
Fish
coral
Mammal reefs
s
Freshwater Ecosystems:
Includes rivers, lakes, ponds, and wetlands. Freshwater ecosystems are home
to a variety of aquatic plants and animals adapted to freshwater habitats.
.
Lotus
Pod
Frog Ducks
Match each ecosystem with the appropriate description:
[Link] ecosystem is characterized by vast expanses of sand,
extreme temperatures, and limited precipitation. Plants and
animals have adapted to survive in arid conditions.
2. This ecosystem is dominated by dense vegetation,
including trees, shrubs, and diverse wildlife. It experiences
distinct seasons and ample rainfall.
3. This ecosystem is found in regions with long, cold winters
and short, cool summers. It is characterized by permafrost,
low-growing vegetation, and unique animal adaptations.
4. This ecosystem covers vast areas of open plains with tall
grasses and scattered trees. It is home to grazing mammals .Tundra
and a variety of bird species.
ECOSYSTEMS
Constructivist teaching
strategies:
6
Constructivist teaching
Constructivist teaching strategies:
1 Problem based learning (PBL)
2 Inquiry based learning
3 Project based
learning
4 Hands-on activities
benefits of constructivist teaching
Strengths and weaknesses of
constructivism:
7
1 constructivism vs behaviorism and cognitivism
2 Constructivism Vs behaviorism:
constructivism and behaviorism differ in terms if learning
focus and the role of the learner .
3 Constructivism VS Cognitivism:
Both recognize the Active role of learner in the learning process .
However, cognitivism focuses more on the internal mental
processes.
Strengths and critical perspectives
Constructivism strengths can be
represented in :
1 Recognition of active meaning
making
2 Emphasize on subjective experience and
interpretation
3 Acknowledgement of social and cultural
influence
Some of the main critical
perspectives are :
1 Eliticism : constructivism is on only successful in
privileged educational settings.
2 Group think : domination of certain
voices.
3 Lack of clear instructional strategies
the future of
constructivism
8
the future of Constructivism :
1 The Future Classroom: Integrated Technology and
Global Collaboration
2 Empowering learners by focusing on critical thinking
and problem-solving
3 Adapting education to include hybrid learning and
lifelong skills.
Thank you !
H e s i t a t e
Do Not t i o n s
s k Q u e s
t o A