Decide if the following statements are True or False

True. Students need to construct their own

1. Sharing ideas and skills with students, by telling or showing, knowledge. As such they need to have first hand
experiences They need to use and test ideas, skills
often is insufficient for them to learn. etc.
2. Students often begin their study True. of topics with pre-conceived
Students have existing schemas.
notions about concepts teachers want them to learn.
False. Each of us have our own preconceived schemas. As such we see
3. Students' ideas more than often are similar
things following our own toperspectives.(Gestalt)
those of teachers.
4. Students are very reluctant toTrue.
give
things True. up
Each
our oftheir
own have ourfavoured
us perspectives.
ownThat
preconceived ideas.
Each of us have our own preconceived schemas. As such we see
following is why it isschemas.
difficultAs
to such we see
rectify students
things following
alternativeour
frameworks
own perspectives.
or misconceptions.
That is why it is difficult to
5. Students see what they want to see. True
rectify students alternative frameworks or misconceptions.

6. Students are not often aware of what they know.

True. Knowledge can only be constructed. Each of us have
7. Knowledge cannot be transmitted fromto doteacher it on our own..
to student.
8. Teachers should begin emphasizing the basic skills and then
False. In constructivism, the approach is largely top-down

move on to the bigger concept. not bottom up as in traditional classrooms..

9. Teachers should adhere strictly to the curriculum developed by
False. The main goal in teaching is for students to construct their
experts. own knowledge. More important is entertaining students'
questions and interests.

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 True. Pursuit of student questions and interests is highly valued
10. Teachers should spend more time on student questions and
since knowledge can only be constructed (learning) when
students question and receive proper feedback.
interests rather than completing the
False. . As syllabus.
students need to construct their own knowledge, primary
sources and manipulative materials are better teaching materials.
11. Textbooks and workbooks are primary teaching
False. While practice is effective to a certain extent,
resources.
learning should be interactive and build on students'
existing knowledge. Meaningful connections need to
False. Teachers have dialogues with students to help
12. Learningbeshould made.
be based on repetition. them construct their own knowledge. Knowledge
cannot be transmitted
13. Students are recipients of knowledge.
False. Teachers have dialogues with students to help
14. Teachers disseminate information to students. them construct their own knowledge. Knowledge
cannot be transmitted

15. A teacher's role should be interactive True. Itand rooted

is only when teachers are in
in
negotiation can they help students to
negotiation.
16. Assessments such as the number ofconstruct correct answers
False. Assessments in
reality/knowledge..
shouldabe test
through
authentic tasks such as projects as it is only
is a good indicator of the effectiveness of teaching through such thatand
we can know studentss'
progress in thinking.
learning.
False. Instruction should be carried
17. Instruction should usually be carried out in a setting out in authenticsuch as awith
surroundings
authentic tasks.
classroom so as to minimize distractions.
18. Knowledge can be gained by a student independent of the
False. There is no knowledge
meaning attributed to experience by the student. independent of meaning attributed
to experience by the learner

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19. Meaning exists separatelyFalse.orMeaning
independently
is imposed by the from the
learner.
individual. False. Teaching is to help students
construct not find order.
20. Teaching should help students find order
False. There are many ways to structure
in the nature of
things. reality since reality is the outcome
True.of the
construction process. Humans created it.
it is constructed.

21. There is one shared reality.

22. Reality cannot be discovered.
23. There exists a fixed objectiveFalse. worldKnowledge is not independent of the individual.
Besides all knowledge basedison conventional
constructed by man. They do
understandings that studentsnotmust exist before
come man to gaveknow.
them meaning.
True. Knowledge is not absolutely wrong or right. Newton's
24. As our understanding of something changes, truth itself can
law of motions have been found to be false as physicists
change. learn more about the universe and Einstein' Theory of
Relativity. Also, the earth was once though to be a square. A
25. We should continue to teach True, as long
some as they are viable, that is they haveeven
primary schools "pieces of
student's understanding knowledge"
of photosynthesis is
practical uses. e.g. Newton's law of motions. Also
different from a Form Six students'.
though they have been found to bescience
notice false. content in primary school only tells
half-truths.
26. In essence, learning is discovering more things.
True, we can only help people make meaning of a
27. You cannot teach anything to anyone. certain situation. What comes out from the person may
False. Learning is not
be entirely discovering
different more we
from what buthave in mind
because
interpreting people
through teach themselves.
a different scheme or structure.

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 False. Knowledge is never out there but in our
heads. We do not uncover new things, just
restructure our schemas to have a more superior
28. Knowledge has always been out there. It’s just
structure.

that Man has not yet uncovered True. As such, itsome of it.
can change.
29. Knowledge is created by Man.
True. Assessment cannot be based
30. Grades and standardized
on tests because evaluation testing
of
understanding cannot be based on what
should be
eliminated. True.students
onIt what
canTrue.
they
is only when
Thre
repeat.
student
canwe
should
Rather
ownership
generate,
be be based
it must
to
interact demonstrate
with and
exhibit. learning and
31. Students should design their
people can we know what they are
thinking and
assessment.
whether we are getting theown assessment.
“world view”. Also, knowledge is in our
32. Interaction between
minds, not something the learner with others is
outside.

important during
True. Since learning.
we are always making
meaning when we are learning based on
33. Students willouralways
existing schemas.simply create their own
meaning, regardless of what teachers do.

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There is a body of knowledge outside of us.
Clarence

HIST GEOG
Aberlita MATHS
Sah Harzan

ENG.
GEN. RELIG
LANG Firdaus
Hanum KNOW

ASTRON SCIENCE
ECONO

Hafizul
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Knowledge is in our minds not outside

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Knowledge is what is in our minds - not outside.

Knowledge is man-made.

As knowledge is man-made, it can change.

Knowledge is the result of man giving meaning to

phenomenon or to symbols.

Knowledge is socially constructed.

"Correct" knowledge is actually what most people

agree on - it's the world view but it may not be true.

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Three perspectives of how knowledge is constructed

Info processing
The realities and truth of the external world direct
knowledge construction : direct teaching, feedback and
explanation ; knowledge is accurate to the extent that it
reflects the way things really are in the outside world

Piaget
Internal processes such as organization, assimilation and
accommodation direct knowledge construction; the
cognitive structure becomes more and more sophisticated.
Exploration and discovery are more important than teaching)

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Three constructivists’ perspectives of how knowledge is
constructed

Vygotsky
Both external (social and cultural factors) and internal
factors direct knowledge construction; guided discovery,
models, coaching, prior knowledge, beliefs and thinking
affect learning

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Principles of Constructivist Learning Theory

Knowledge cannot be transmitted; it must be

constructed by the learner

Meaning making by the learner is very important for

learning to occur

Learning is a social activity that is enhanced by shared

inquiry

Reflection and metacognition are essential aspects of

constructing knowledge and meaning

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Principles of Constructivist Learning Theory

Learners play a critical role in assessing their own

learning

Learners should not be given stripped down, simplified

problems and basic skills drill but should be given
complex learning environments and authentic tasks

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Implication of Constructivism on Education

Curriculum

 Standardized curriculum should be eliminated. In

its place, curriculum should be customized to
individual students' prior knowledge

 Curriculum should also emphasize hands-on

problem solving

 Curriculum should include authentic tasks

 Curriculum should incorporate group work and

collaboration

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Implications on Instruction

Teacher is more a facilitator rather than a “sage”

Teachers should give emphasis to making connections

between facts and fostering new understanding in
students

Open-ended questions and extensive dialogue among

students should be promoted

 Grades and standardized testing should be eliminated.

 Assessment should be process-based so that students

play a larger role in judging their own progress.

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Five Stages in 5E Model

Engage
Explore
Explain
Elaborate
Evaluate

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Using the 5E Model, can you suggest how we are
going to facilitate students in constructing the knowledge
that white light consists of seven different coloured
lights?
5E Model Example:

Engage: Students and teacher discuss about rainbow

and how it comes about

Explore: Students carry out experiment on dispersion of

light using prism and a torchlight

Explain: Students try to explain what they see

(if they cannot, facilitator explains that white light is made
up of seven different colours. Each coloured light gets
refracted at different speeds and angle when they go
through the prism)

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Elaborate

Students go on internet and find out more related to

white light having 7 different visible coloured light
e.g. why sometimes the sky look reddish, or why the sky
Is blue in colour; they elaborate further

Alternatively, they can play act the seven different lights

Or they can come up with a script for example Snow White
And the Seven Lights etc

The idea is for them to elaborate further

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Evaluate

Evaluation can occur at any stage of the lesson but most

notably towards the end to determine if students got the
right picture/content

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To teach a child the concept of a cat through constructivist
approach:

1. Bring a live cat

2. Let child interact with cat
3. Ask child to look at features of a cat
4. Discuss with child what the behaviour of a cat – moody,
what does it eat
5. Show a video of a cat
6. Discuss with child the dangers posed by a cat
7. Answer the child’s questions
8. Posed a problem and ask child to provide solution

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Trivial Constructivism

Root of all other forms

Basic tenet " Knowledge is actively constructed by the

learner, not passively received from the environment

Learning is the construction of complex knowledge

structures

Example of Proponents: Jean Piaget

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Radical Constructivism

Each person constructs his or her own unique meanings

or concepts

We cannot teach anything to anyone

Evaluation that contrast students to norms makes no sense

The knower does not necessarily construct knowledge of

a real world.

Example of Proponents: Von Glasersfeld

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Social Constructivism

Knowledge is actively constructed by the learner

through interaction with others and the environment; it
is socially and culturally constructed

Use of social and cultural tools such as language and

values are very important for knowledge construction

Examples of Proponents: Vygotsky, Bruner

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