Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current or present and past knowledge. In other words, “learning involves constructing one’s own knowledge from one’s own experiences”.
According to: Piaget (1977) asserts that learning occurs by an active construction of meaning, rather than by passive recipient. He explains that when we, as learners, encounter an experience or a situation that conflicts with our current way of thinking, a state of disequilibrium or imbalance is created. We must then alter our thinking to restore equilibrium or balance. To do this, we make sense of the new information by associating it with what we already know, that is, by attempting to assimilate it into our existing knowledge. When we are unable to do this, we accommodate the new information to our old way of thinking by restructuring our present knowledge to a higher level of thinking.
Kelly's theory of personal constructs (Kelly, 1991). Kelly proposes that we look at the world through mental constructs or patterns which we create. We develop ways of construing or understanding the world based on our experiences. When we encounter a new experience, we attempt to fit these patterns over the new experience.
Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context.
The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems.
Constructivism promotes a student’s free exploration within a given framework or structure.
According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
1.- The learners are actively involved
According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
1.- The learners are actively involved
2.- The environment is democratic
3.- The activities are interactive and student-centered
4.- The teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous.
As a conclusion I choose this theory because I like it and I found that is more interactive between teacher and student and is the most appropriated for new teachers and how to teach, and is the perfect opportunity implement this theory in our classroom, but sometimes as teacher we can confused with this theory and how implementing in the classroom, its for that reason that I would like show you some different activities that you can implementing in yours classrooms.
As a conclusion I choose this theory because I like it and I found that is more interactive between teacher and student and is the most appropriated for new teachers and how to teach, and is the perfect opportunity implement this theory in our classroom, but sometimes as teacher we can confused with this theory and how implementing in the classroom, its for that reason that I would like show you some different activities that you can implementing in yours classrooms.
Some activities encouraged in constructivist classrooms are:
1.- Experimentation: students individually perform an experiment and then come together as a class to discuss the results.
2.- Research projects: students research a topic and can present their findings to the class.
2.- Research projects: students research a topic and can present their findings to the class.
3.- Field trips: This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
4.- Films: These provide visual context and thus bring another sense into the learning experience.
5.- Class discussions: This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.
