Constructivism Theory

HMEC5233
Mahani Abdul Malik
 Constructivism Theory
• Constructivism is basically a theory -based on
observation and scientific study about how
people learn.

• people construct their own understanding and

knowledge of the world, through experiencing
things and reflecting on those experiences.
 Constructivism Theory
• We have to link it with our previous ideas and
experience, maybe changing what we believe,
or maybe discarding the new information as
irrelevant.
• ( Piaget , assimilation and accommodation)
 The constructivist Learning
• The students learn by themselves in a social
setting. ( child –centered learning)
• They construct knowledge with stimuli from
their surroundings and these constructs are
mostly related with the way they perceive the
environment.
• When learning science whether individually or
socially it will normally involves more than a
theory, data and instruments

• A lot of discussion and arguments on data

collected.
 Constructivist classroom
• The students use active techniques
(experiments, real-world problem solving) to
create more knowledge and then to reflect on
and talk about what they are doing and how
their understanding is changing.
• The teacher makes sure she understands the
students' preexisting conceptions, and guides
the activity to address them and then build on
them.
 Constructivist Classroom
• By questioning themselves and their
strategies, students in the constructivist
classroom ideally become "expert learners."
• This gives them broad tools to keep learning.
• With a well-planned classroom environment,
the students learn HOW TO LEARN.
 Constructivist Classroom
• Constructivism does not dismiss the active
role of the teacher or the value of expert
knowledge.
• Constructivism only gives the teacher a new
role, so that teachers help students to
construct knowledge rather than to reproduce
a series of facts.
 Constructivist Classroom
• They become engaged by applying
their existing knowledge and real-
world experience, learning to
hypothesize, testing their theories,
and ultimately drawing conclusions
from their findings.
 Advantages of a Constructivist
Classroom
• Group interaction is encouraged
• Children get to take a more active role in
judging their own progress.
• Personal responsibility is encouraged.
• New knowledge is actively built upon existing
knowledge.
• It ensures that information that is important
to the student is learned, rather than just
what is important to the educational system.
 Disadvantages
• It can be a challenging for teachers, as they cannot simply
assume that every student understands things the same
way.
• It rejects a standardised curriculum, it can be very time
consuming.
• The facilities necessary to incorporate such a system
properly, would likely be extremely costly, particularly so
with the current cut backs in educational funding, due to
the present economic climate.
• -Constructivism suggests that different students have
different needs when it comes to learning, but it doesn't
mean that they'll all get the experiences necessary.
 Linking Constructivism & Brain
Based Learning
• The brain is a parallel • Emotions are critical to
processor patterning.
• Learning engages the • The brain processes
entire physiology. parts and wholes
• The search for meaning simultaneously.
is innate. • Learning involves both
• The search for meaning focused attention and
occurs through peripheral perception.
patterning
 Brain based learning
• Learning always • We understand and
involves conscious and remember best when
unconscious processes. facts and skills are
• We have at least two embedded in natural,
different types of spatial memory.
memory: A spatial • Learning is enhanced by
memory system and a challenge and inhibited
set of systems for rote by threat.
learning. • Each brain is unique
Managing learning Science & Maths

Mahani Binti Abdul Malik

Importance of Learning Science

There are three dimensions of science that are

important :

1. Content Science/ Science Knowledge

2. Science processes
3. Scientific Attitude.

.
The science process skills form the foundation
for scientific methods. There are six basic
science process skills:

• Observation
• Communication
• Classification
• Measurement
• Inference
• Prediction
These basic skills are integrated together when scientists design and carry
out experiments or in everyday life when we all carry out fair test
experiments.
Scientific attitude

•is a respect for the methods and values of science,

•These scientific methods and values include seeking
to answer questions using some kind of evidence,
recognizing the importance of rechecking data; and
•understanding that scientific knowledge and theories
change over time as more information is gathered.
 Ten Ways to Foster Scientific and mathematical Thinking
1. Plan a variety of activities 6. Encourage use of blocks
that challenge children
observation, thinking and
generalization

2.Help children learn 7.Encourage water play

problem-solving techniques

3.Experience with real 8.Create opportunities to

objects Compare quantities and look
for patterns
4. Develop investigation of 9.Plan field Trips
natural phenomena

5. Plan cooking experiences 10Encourage questions and

help find answers
How can we as teachers encourage children to
solve problems until successful

1.Find interesting problems that interest

children.

2. Refrain from rushing in to solve the

problem

3. Choose phenomena that makes sense to

children

4.Allow children to use their senses

MISCONCEPTIONS:

Preconceived notion or a conceptual

misunderstanding. These are cases in which
something a person knows and believes does not
match what is known to be scientifically correct.
When teachers do not correct misconceptions
children can make further misconceptions

Discuss :

What were some of your misconceptions before ?

How did it come about ? Did your science teacher
manage to change your misconceptions

As preschool teachers how do we actually correct

these misconceptions?
 Correcting Misconception
• Might be surprise that children cannot grasp
fundamental concepts in class.
• Research shows : A new concepts cannot be learned
if alternative models that explain a phenomenon
already exist in the learner's mind.
• Before embracing the concepts held to be correct by
the scientific community, students must confront
their own beliefs along with their associated
limitations and then attempt to reconstruct the
knowledge necessary to understand the scientific
model being presented.
Identify which are Misconceptions Vs True Facts

• There is a dark side of the moon.

• Wrong

• The moon actually is spinning quite slowly,

completing a rotation in about the amount of
time it takes it to make a revolution around
Earth. While one side (more or less) is forever
shielded from Earth, that has nothing to do
with the amount of sunlight it receives.
• Lightning never strikes the same place twice.

• Wrong . Lightning always find the fastest route a tall tree can be strike
many times.
• Sugar makes children hyperactive.

False there is no proven evidence to show that

• Heavy objects sink

• False, dense object sinks

• Antibiotics kill viruses.

• False, antibiotic kill bacteria not virus.

 Correcting Misconception
• Find out what are students misconceptions
• Help student overcome their misconception
• Test their conceptual framework
• Reassess their conceptual understanding
 3 Or 5 E approach
• Involves inquiry-orientated teaching and learning
• Based on constructive Theory
• Students use their prior knowledge and literacies to develop
explanations for their hands-on experiences of scientific
phenomena.
• Students have opportunities to represent and re-represent
their developing understanding.
• They are engaged actively in the learning process. Students
develop investigations skills and an understanding of the
nature of science.
The 5e’s Approach
 3 e’s Approach

Enhance

Extend

Empower
THE END