CONSTRUCTIVISM

AND OBJECTIVSM
 Differences between objectivism
and constructivism
Objectivism Aspect Constructivism
knowledge
The truth can Knowledge Meaning
be obtained by obtained
every person; through
Reality is experience;
objective Reality is
personal
 Differences between objectivism
and constructivism
Objectivism Aspect Constructivism
knowledge
Look for Learning Interaction
knowledge that between prior
is already know and new
and decided knowledge;
generally Importance of
social
interaction to
build meaning
 Differences between objectivism
and constructivism
Objectivism Aspect Constructivism
knowledge
Teacher present Teaching Teacher
knowledge provides
(facts, concepts relevant
and principles) experiences,
to the pupils and holds
dialogues with
pupils in search
of meaning
 Differences between objectivism
and constructivism
Objectivism Aspect Constructivism
knowledge
Important set of School Set of incidents
information Curriculum and learning
needs to be activities to be
learnt by pupils followed by
pupils and
teacher
together
 Needham’s Five-phase
Constructivism Model
Phase
I. Orientation
II. Eliciting Ideas
III. Restructuring of ideas
IV. Application of Ideas
V. Reflection
Aim
Attracting attention and
interests pupils. Motivating
pupils
Identifying pupils’ prior ideas
Further developing or
modifying prior ideas by
comparing with scientific
ideas; Investigating by using
scientific skills
Application of ideas in new
situations
Conscious of how prior ideas
have change
Example of activity
Demonstration of discrepant
events; Posing of problem for
thinking
Concept mapping; Question
and answer session to
stimulate thinking
Hands-on and minds-on
activities; Activities using
science process skills;
Communicating in groups;
Obtaining new experience of
the world and technology
through suitable learning
resources
New problem-solving;
Invention; Projects
Reflective questioning;
Helping pupils in self-
evaluation on the change of
ideas and process skills
achieved
 The Generative Learning Model
 Osborne and Freyberg, advocates of the
generative learning model have identified
three distinct phases to the the model, in
addition to the preliminary phase, namely:
focus, challenge, and application. The
generative learning sequence is shown in
Figures below.
Sequence Preliminary--->Focus--->Challenge--->Application
 The Generative Learning Model
 The focus phase is designed to help the teacher and
student clarify the students' initial ideas. Osborne and
Freyberg suggest that the focusing phase is the time to
involve the students in activities that focus on
phenomena related to the concepts, to get the students
thinking about these phenomena in their own words. The
teacher's role is a motivational one, as well, during this
phase. As I mentioned earlier, motivation to learn, in the
cognitive view, is related to the intrinsic nature of
learning. Providing interesting activities that focus
attention on getting the students involved is suggested.
 The Generative Learning Model
 The challenge phase focuses attention on challenging
student ideas. The teacher, through small group
discussion, or with the class as a whole, creates an
environment whereby students can articulate their ideas,
and hear other students' points of view. The students are
challenged to compare their ideas to the scientists' view.
The discussion during the challenge phase centers on
the experiences students encountered during the
focusing phase. During this phase, some degree of
conceptual conflict will occur as students accommodate
new ideas. It is in the words of the cognitive
psychologists, the tension or struggle that occurs
mentally to accommodate new structures, or modify
existing ones.
 The Generative Learning Model
 The application phase is the instructional period in which
students can practice using the new idea in differing
situations. The teacher's role is one of creating problem
situations for student application of the new ideas.
Designing small group activities and independent
investigations that challenge students to apply the new
concepts to different phenomena will facilitate the
accommodation of the new idea, and provide the time
students need to reflect or think about their new
learnings.
 By now you should have noted the high degree of
similarity between the generative model of learning
described here and the learning cycle model. Note that
the major difference is the identification of a preliminary
stage in the generative model, otherwise the phases
correlate.
 The Generative Learning Model
Phase Teacher Activity
Preliminary Ascertain students' views
Focus Provide motivation experiences. Asks
open ended questions.
Interpret student responses.
Interprets and elucidates students'
views.
Challenge Facilitate exchange of views. Creates an
environment in which all views are
considered.
Demonstrates procedures, phenomena,
if necessary.
Presents evidence to support scientists
ideas.
Explores the tentative nature of
students' reaction to new view.
Application Designs problems and activities which
can be solved with the new idea or
concept. Helps students clarify views on
the new ideas.
Encourages an atmosphere whereby
students verbally describe solutions to
problems.
Pupil Activity
Complete surveys, quizzes, or activities
to ascertain existing ideas
Engage in activities in order to become
familiar with phenomena related to "new
concepts.“
Ask questions about phenomena and
activities.
Describes what they know about events
and phenomena.
Clarifies own views on concepts.
Presents own view to small groups and
whole class.
Considers the view of another student,
as well as all students in class.
Compares the scientists' view with the
class's view.
Solves practical problems using the new
concept as a basis.
Presents solution to other students.
Discusses and debates the solutions.
Suggests further problems arising from
the solutions presented.
 The Interactive Model
 This model involves a series of steps
which can be revisited as questions arise
during the students' investigations. There
are no set number of lessons when this
approach is adopted but rather the series
of lessons develop through the students'
interests and motivations, although of
course the amount of time and resources
available will need to be taken into
account.
 Introductory step
 The steps in this model are closely linked to the Working
Scientifically strand and provide opportunities for
students' to be responsible for their own learning by
developing their own questions and investigations. The
unit is inclusive of all students as the Interactive Science
Approach builds on and values students' prior
knowledge, experiences and understandings. In the
Introductory step (Fair & Cosgrove's Before View)
teachers have the opportunity to find out what the
students know (or thinks they know) about a topic and
this is a valuable starting point. It is also extremely useful
when assessing students by comparing the knowledge
the students have before and after their investigations.
 Exploratory Activities stage
 In the Exploratory Activities stage, the students
start thinking about the topic. This is the step
where students are challenged and motivated
and questions begin to form. This leads to
Questions and Investigations, and it is here
where students work on their own or in groups.
Some investigations may not be practical but
may, for example, involve research. Issues such
as fair tests and safety may well arise in this
stage and conferencing between student and
teacher will be important.
 Reporting/recording
 This is followed by Reporting/recording
(Fair & Cosgrove's After Views) of the
students' results at the completion of their
investigations - in either oral or written
form. How the presentation is complete
will vary from student to student with
different formats and skills being
developed throughout the year.
 Reflection/assessment
 The final step of Reflection/assessment
enables students to look back at what they
have done, find out what they have learnt
and consider what they would like to do
next time. This could involve student, peer
or teacher assessment or a combination of
all three.