Constructivism/Classroom
History of Constructivism
As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn't changed."
Jacqueline Grennan Brooks (1999)
The concept of constructivism is as old as Socrates, but 20th Century pioneers of the movement include Jean Piaget, John Dewey and Lev Vygotsky. Jean Piaget and John Dewey were early adaptors of "Progressive Education" ideals that led to the formal concept of constructivism. For Piaget, these ideas were grounded in the notion that people learned in logical increments, through structured introduction and that children absorbed information in different ways than did adults. John Dewey thought that learning should be associated with real life experience achieved through inquiry. Vygotsky introduced a social aspect by asserting that children exceed their average learning capability when interacting with others.
Constructivism is, in a nutshell, a theory that rests upon the premise that people learn about the world through interaction and experience with it, rather than say, hearing a lecture about it. Constructivism is a departure from the traditional idea of epistemology (the theory of knowledge) in that the learner, not the subject matter becomes the focus. The challenge to this approach is whether we will consider each individual interpretation of meaning acceptable in accordance with our traditional concepts about our world, and to fend temptation to incorporate meaning as a part of a learning curriculum. If we accept the premise of constructivism, then we accept that:
Learners construct their own knowledge base from personal interaction with sensory data
Constructing interpretive meaning is learning
We abandon the concept of knowledge as an independent body of information created for us by our predescessors which we accept as the ultimate truth about the universe (pedagogic).
Dewey's approach to epistemology deals with the relationship between knowledge and action. (Raf Vanderstraeten and Gert Biesta, 2003) According to Toulmin, Dewey's work contains a "radical dismantling of epistemological tradition, displaying "farsightedness, perception and originality of a kind that could hardly be recognized [at the time it appeared]." (Toulmin, 1984)
Dewey's widely publicized article of 1896 entitled: The Reflex Arc Concept in Psychology denounced the contemporary notion of viewing organisms as separate from their environment. His posture melds the subjective (individual) and intersubjective (sociocultural) dimensions of knowledge attainment into a sole constructivist framework. He stated: "It is the motor response of attention which constitutes that, which finally becomes the stimulus to another act" (1896, EW5, p.101-102). Consequently, Dewey stressed the continuous, intrinsic connection of organism and world on the level of action, and introduced the notions of transaction and experience. According to Dewey, "reflection arises because of the appearance of incompatible factors within the empirical situation... Then opposed responses are provoked which cannot be taken simultaneously in overt action" (1916, MW10, p.326). Knowledge is not concerned with experienced objects as such, but with future experiences which might ensue from the present situation. Given this account of human interaction, it is not too difficult to see that the existence of subjective realities poses no real threat to the possibility of mutual understanding. Understanding one another means "that objects, including sounds, have the same value for both with respect to carrying on a common pursuit" (1916, MW9, p.19). Dewey not only argues that in order to accomplish "agreement in action" it is necessary to "come to likeness of attitude, or to agreement as to proper diversity of attitude" (1911, MW6, p.17).
Vygotsky was a Russian psychologist who incorporated Marxist social theory to principles of psychology. His entire premise is based on social interaction, in that 'action is mediated and cannot be separated from the milieu in which it is carried out.' (Wertsch, 1991:18) Vygotsky considered lower mental functions as those that are inherited through genetics, whereas what he referred to as higher mental functions consisted of those abilities developed by social interaction.
The human infant cannot, even theoretically, live an isolated existence,.. he is not an independent individual. He lives a common life as one term in a personal relationship. Only in the process of development does he learn to achieve a relative independence, and that only by appropriating the techniques of a rational social tradition." (McMurray 1961:57 in Lock, 1989) Akin to Dewey's subjective (individual) and intersubjective (sociocultural) dimensions of knowledge attainment, Vygotsky ascertained that a child's development occurs first on a social level and later on an individual level. The latter appears first between people (interpsychological) and then within the individual (intrapsychological). In this sense, all higher functions originate as actual relations between human individuals (Vygotsky, 1978:57 in Lock, 1989)
Vygotsky's theory defines the zone of proximal development as each individual's range of potential for learning. He claims that this range is determined by the social environment in which it is developed. He further states that the potential...
(Brier, 1992) Constructivism in all forms faces many obstacles and hurdles in getting fair application in the classroom of schools today for many reasons. One reason is that when constructivism is applied properly and fully to a classroom environment, the teacher may find him or herself in the "backseat" while the students steer the direction of the learning process. It removes much of the inherent hierarchal power of the teacher
Constructivism in TESOL-1 ABREVIATIONS EFL - The term is the main topic on which the paper is based upon (English as a foreign language). It does not refer to the student learning English language which is not his or her native language nor is it being spoken in their native country English is totally a foreign language. ESL -- This refers to English as a second language. Students who learn English as a
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
Thus, my goal is more in line with the goal of constructivist research, which aims to understand results in the term of the society, and understands that the results can be interpreted in many ways. Furthermore, constructivism best fits the way that I view the world. As an educator, I have come to understand that social biases and beliefs deeply influence how others see the world. In addition, I have
classroom atmosphere which encourages all students to take on the desire to become lifelong learners is a challenging task. The task is even more daunting when the context of the assignment takes place within the walls of a 7th grade social studies classroom. Middle school students are progressively less interested in social history, and increasingly more interested in what the latest top 40 music group did on their last
Mrs. Menocal, 1st Grade, Somerset Academy, Blended Classroom Professional Background -- BA in Elementary Education, MA in English. 15-year veteran, taught English at the Middle School level, and both 3rd and 1st grade at the Elementary level. Additional curriculum certification in literacy. Specific Training -- 30+ hours in literacy and development reading; classes in ESL and teaching immigrant children to read. These classes have been very helpful in teaching in school systems
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