Constructivism is a theory about knowledge and about human learning. Knowledge is defined as temporary, developmental, and socially and culturally mediated, therefore subjective. Learning is a self-regulated process that resolve inner cognitive conflicts through the aides of concrete experience, collaborative discourse, and reflection (written). Learning takes place – is constructed – in the head of the learner by the learner. (Brooks & Brooks, 1993).
(The purpose of this activity is for you to thoroughly think through how you will address each element of constructivism as a teacher. At this point in your education this should not be difficult. However, it is time consuming when done correctly. Please don’t leave it to the end. Your thinking, and therefore your grade, will suffer.
Please don’t use special events, such as field trips, inviting parents to class, or speakers as part of your strategies.)
Knowledge is temporary, this means that if it is not used regularly it will be forgotten.
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Knowledge is developmental, this means that it proceeds from simple to complex and builds on what is already known.
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Knowledge is socially and culturally mediated, therefore subjective. This means that you need to be aware of and address all the stakeholders.
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Learning is a self-regulated process, this means that the student chooses what to learn.
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Learning resolves inner cognitive conflicts, this means that it clears up confusion.
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Learning is through the aides of concrete experience, this means that children learn best from concrete, first-hand experience.
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Learning is through collaborative discourse, before, during, and after the lesson.
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Learning is through reflection- oral and written. This means that children always need to think about the learning before, during, and after learning.
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