Introduction
CONTRUCTIVISM THEORY
Constructivism is the first of all theory of learning based on the idea that knowledge is constructed by the learner based on the mental activity. Learners are considered to be active seeking meaning. Constructivism is founded on the premises that by reflecting on our experiences we construct our own understanding of the world consciously we live in. Each of us generates our own rules and mental models which we use to make sense of our experiences. Learning therefore is simply the process of adjusting our mental model to accommodate new experiences. Construction of meaning may initially bear little relationship to reality (as in the naïve theory of children) but will become increasing more complex, differentiated and realist as time goes on. The major meaning of constructivism is based on four main premises that;
- Knowledge is constructed not transmitted
- Prior knowledge impacts the learning process
- Initial understanding is local not global
- Building useful knowledge structure require effortful and purposeful activity
Task
The major principles of the constructivism theory are the following. The learners use sensory input and do something with it, ultimately making meaning of it. Learning consist of both constructing meaning and constructing systems of meaning (learning is layered).learning occurs in the mind, physical activity may be necessary, but is not sufficient alone. Learning involves language. Vygotsky believed that language and learning is inextricably intermeshed. Learning is a social activity, learning is contextual, and we do not isolate facts from the situation and environment in which they are relevant.
Knowledge is necessary for learning. it is the basis of structure and meaning making. The more we know the more we can learn. Learning takes time. it is not spontaneous, learners go over information, ponder them, use them, practice than, experiment. Motivation is a necessary component because it causes the learner’s sensory apparatus to be activated. Relevance, curiosity, fun, accomplishment, achievement, external rewards and other motivators facilitate ease of learning.
Process
HISTORY OF CONSTRUCTIVISM THEORY
The psychological roots of constructivism began with the developmental work of jean pageant ( 1896 -1980), who developed a theory ( the theory of genetic epistemology) that analogized the development of the mind to evolutionary biological development and highlighted the adaptive function of cognition.
Piaget proposed four stages in human development -;
Sensor motor stage
Pre operational stage
Concrete operational stage
Formal operational stage
For Piaget the development of human intellect proceeds through adaptation and organization -;
Adaptation is a process of assimilation and accommodation.
Where external events are assimilated into existing understanding, but unfamiliar events which don’t fit with the existing knowledge are accommodated into the mind, there by changing its organization.
Countless studies have demonstrated or tried to discredit –Piagets development stages for example it has become clear that most adult use formal operation in only a few domain, where they have expertise.
Piaget hypothesis that learning is a transformative rather than a commutative process is central.
Children do not learn abet at a time about some issue until finally comes together as understanding instead they make sense of whatever they know from the very beginning this understanding is progressively reformed as new knowledge is acquired.
The Russian psychologist Lev – Vygotsky ( 1896-1934), relevance to constructivism derives from theories about language, thought and their medication by society, vygotsky held the position that the child gradually internalizes external and social activities, including communication with more competent others, Although social speech is internalized in adult hood ( it becomes thinking ), Vygotsky contended that still preserve its intrinsic collaborative character. In his experiment vygotsky studied the different between the child’s reasoning when working independently versus when working with more competent person.
He devised the notion of the zone of the proximal development to effect on the potential of this different.
Evaluation
Summary:
Piaget contributed idea of transformation in learning and development, Vygotsky contributed the idea that learning and development were integrally tied to communicative interaction with others and Dewey contributed the idea that school had to bring real world problems into the school curriculum.
ORIGINATORS OF CONSTRUCTIVISM THEORY
Constructivism is a philosophical and scientific position that knowledge arises through a process of active construction. The concept constructivism has roots in classical antiquity, going back to Socrates’ dialogues with his followers in which he asked direct questions that led his students to realize for themselves the weakness in their thinking. The Socrates’ dialogues is still an important tools in the way that constructivist educators assess their students learning and plan new learning experience.
Jean Piaget and John Dewey:
Developed theories of childhood development and education what we now call “progressive education” that led to evolution of constructivism.
Piaget believed that, human being learns through construction of one logical structure after another. He also concluded that the logic of children and their modes of thinking are initially entirely different from those of adults. Rejected the idea that learning was the passive assimilation of given knowledge, instead he was proposed that learning is dynamic process comprising successive stages of adaptation during which learners are actively construct knowledge by creating and testing their own theory of the world. The implication of this theory and how he applied them have shaped the foundation for constructivist education.
Dewey (1933)rejected the notion that school should focus on repetitive and rote memorization instead he was proposed on the method of direct living, for education to be grounded in real experience he wrote “if you have doubts about how learning happen, engage in sustained inquiry” that is study, ponder, consider alternative, possibility and arrive at your belief ground in evidence. Inquiry is a key part of constructivist learning.
Among the educators, philosophers, psychologists and sociologists who have added new perspectives to constructivist learning theory and practice are; Lev Vygotsky, Jerome Bruner and David Ausubel.
Bruner (1972)emphasizes the role of the teacher, language and instruction, he thought that different processes were used by the learners in problem solving; social interaction lay at the root of good learning. Initiate curriculum change based on the notion that learning is active and social process in which students constructs new ideas or concept based on their current knowledge.
Vygotsky (1978) introduce the social aspect of learning into constructivism, he define the zone of proximal learning, according to which student solve problem beyond their actual developmental level but within their level of potential development under adult guidance or in collaboration with more capable peers.
Seymour Paperts, groundbreaking work in using computer to teach children led to the widespread uses of computer and information technology in constructivist environment.
The implication of constructivism theory in teaching and learning process
In the words described by Jia, (2010), constructivism learning theory puts forward new explanations for learning and teaching. According to this theory, students are the subject in teaching. Teachers should offer more humanism cares for students and create a favorable teaching environment for students. It emphasizes on the initiatives and the interaction in teaching. He further asserts that, students should focus on exploration learning and cooperative learning based on previous knowledge and experiences by means of interactive actions. By this way, students can improve their cognitive ability continuously. Therefore, teachers can help students from the positive technique, the affection, the attitude, and the habit in learning.
Basing on the above introductory analysis described by Jia, (2010),the implication of constructivism learning theory in the process of teaching and learning can be better focused to both teachers and students as follows;-
Teachers should emphasize on cooperation and communication and train students’ cooperative consciousness. Jia (2010) says, “Unlike traditional method of learning and teaching process the cooperation between teachers and students, students and students are neglects, constructivism agrees that knowledge is the social construction of individuals and others by negotiation”. Therefore, in the process of constructing knowledge, students must cooperate and communicate with others. In a cooperation and communication environment, students can enlarge their views, instead of receiving knowledge passively.
Students’ previous knowledge, experiences, thinking mode, learning habits and methods are the start for teaching. Learning is an interactive process of new knowledge and old knowledge .The former knowledge and techniques stored in the memory system are important internal conditions for generating study activities (Jia, 2010). Before the class, teachers should prepare for two fields;-
Firstly, compare and analyze the curriculum standards and textbooks, and confirm the teaching targets. Make best use of textbooks flexibly.
Secondly a teacher need to, analyze and understand students, and know students’ previous knowledge and experiences. Therefore, we advocate that teachers should take students’ previous knowledge and experiences as the growth point for new knowledge during the process of teaching.
Teaching should be changed from authoritative conducting to equal association and communication. In traditional teaching, teachers are at a sovereign authoritative position. They do not respect or care for students thus lead to the wide gap between the learners and teacher, but in constructivism teachers should give students more respects, one more chance, and one more trust, building a kind and harmonious relations. Teachers should treat students with an equal, kind and considerate attitude, supplying a loose environment for students’ learning. This gives interactive learning between learner and a teacher and help to create confidence to the leaner towards his/her instructors. Construct a democratic and equal teacher-student relation.
Teachers should create a better teaching environment. Constructivism learning theory requires to study in real environment, emphasizing on students’ previous knowledge and experiences. Therefore, in teaching, we should create an interactive learning environment for students by modern teaching media, helping students to explore and discover new knowledge. Students should solve problems by themselves. Build a bridge between new knowledge and students’ previous knowledge, which can improve students’ ability of solving problem.
Learners are intellectual generative, Kaya, (2008). Individual has the capacity to pose question, solving problem and construct theories and knowledge rather than empty vessels waiting to be filled. This is to say the learners develop their own knowledge and skills that is already within their mind and what they do is just to modify it.
Teachers should reform the teaching views. Jia, (2010). In learning, students are the subject of teaching. Without students’ initiative participation, the learning is meaningless. Teachers mean to inspire and guide students to learn knowledge effectively. Teaching reform should change not only the teaching theory but also the teachers’ teaching views, together with teachers’ daily teaching activities.” In the traditional teaching mode, teachers explain, analyze, and introduce too much. Students receive knowledge passively. They have few time and space for thinking. The traditional mode neglects students’ practicing process and just input fixed things into students.
Instruction should be built around more complex problems, not problems with Clear, correct answers .Cohen, Manion, & Morrison, (2004). This aims at making the subject to be learners centered. The instructor of the subject should give only the concept and give task learners to go further so as to acquire deeply knowledge on the particular field of study. This enable a learner to deals in constructing knowledge by participating directly through performing experiments and come out with answers of the problem.
Therefore constructivism teaching theory has already turned into a hot inside and outside, which advances many new thoughts and views. We should judge and absorb them reasonably, dealing with sorts of relations properly, including the subjectivity and objectivity of knowledge, the transfer and construction of knowledge in learning, teachers’ guidance, and students as the center, and applying relevant theory to basic education teaching.
Conclusion
ICT has great impact on the theory of constructivism when it is integrated in the classroom there are negative effects and positive effects