How do we learn? Is knowledge an accumulation of truths which resides outside of the individual? Constructivist would say absolutely not. Constructivist understands that it is the individual which produces the knowledge. The individuals make their own meaning based on belief and experiences. Therefore if this is correct then there can be no absolute truths as defined by the constructivist. The knowledge that is constructed comes from the individuals interaction between their existing knowledge or beliefs and the new ideas or situations they encounter.(Airasian, 1997). What does this mean for teachers?
What would a constructivist classroom look like? Do kids just run rampant and whatever they come in contact with so long as it does no harm then is it all up for grabs? To answer this question we look to the pioneers Piaget and L. S. Vygotsky.
Piaget believes that the role of the teacher is two-fold, to create useful problems for the child to solve and provide counter examples that compel reflection and reconsideration of overhasty solutions. The student becomes the researcher (Wadsworth, 1996b).
Piaget first profession was a research biologist, as a result he resolved that biological acts by organism are adaptations to the environment. These biological acts organize the environment. Piaget did not separate biological development and cognitive development he saw both as the means for how organism adapt to the environment and organize experiences. (Wadsworth, 1996a)
Piaget explains that cognitive development has four distinct states, schema, assimilation, accommodation and equilibrium. These are the adaptations that all organisms according to Piaget goes through. The Schema is the primary stage which develops in infants, being able to distinguish what is a source of food and what is not. As infants grow and are exposed to different stimuli their schemata also expands by assimilation. New stimulus which has no familiarity causes the organism to create different schemata or new ones are called accommodation. Piaget concludes that the next level of cognitive development takes place due to conflict between accommodation and assimilation. The organism need for balance or equilibrium precipitates analysis and organization(Wadsworth, 1996a). Teachers that adhere to Piagetian perspective would function as a facilitator of learning. They would create an environment in which a child’s schema would have an opportunity to expand. As time progress the teacher’s role evolves into one that would then create the conflict between accommodation and assimilation necessary to establish balance. Vygotsky agreed but felt that the teacher’s role should be much more active.
L. S. Vygotsky “Mind in Society,” also believed that individual constructs meaning from experiences but differs from Piaget. He presents a different perspective of how this knowledge is obtained. Vygotsky theorizes that there exist zones of development zone of proximal development (ZPD), as well as a zone of actual development. Vygotsky believed that the knowledge that a child acquires comes from their interaction with adults in their surroundings. Learning takes place when a child is interacting with people in their environment. The child internalizes these encounters, which become part of the child’s independent development.(Vygotsky, 1978). Vygotsky’s theory provides a platform for learning and development. Learning and intellectual development begins long before kids begin school and can be expanded when the child’s learning is facilitated by knowledgeable adults. Studies have shown that babies that are read to and exposed to stimulus learn and develop certain skills sooner.
He challenges many theories which dominate and to some extent continue to dominate the educational community. Vygotsky recognize that there is no definitive methodological relationship between development and learning and therefore currents concepts are categorized into three theoretical positions. They are first learning is independent of development, second learning is development.
This week we explored constructivism and the implication for teachers in our group. See Caroline’s blog, http://carolinelearning610.blogspot.com/2011/11/piaget-vygotsky-and-implications-for.html. Here we examined what these experts saw as the foundations for constructivism and where they differed. We then examined what are the implications for teachers. Here we examined a video classroom as well.
What I want to conclude with is Airasian and Walsh article. They caution us regarding the rush to implement constructivist classroom. First of all teachers must be conscious of the difference between epistemology and the well thought out and manageable instructional approach. There are no instruction for constructivist classroom . There are only methods designed to foster the student’s construction of knowledge. Teachers must also understand that this approach is not the only method in which students construct knowledge. Teachers should understand the time required to implement a constructivist program. Students as well as teachers must have time to practice in a constructivist classroom. Teachers are initiators and facilitators, there are no absolute truths in a constructivist classroom. Student are no longer waiting for instruction but become true scientist, traditional Montessori classroom are examples. Teachers must understand that knowledge and understanding differs for each student.(Airasian, 1997).
The evidence says that given the overwhelming gap which exist in the classroom has to be something has to be done. The constructivist model offers hope. Reteaching a society that is so concerned with accountability, and assessment will be interesting.
The evidence says that given the overwhelming gap which exist in the classroom has to be something has to be done. The constructivist model offers hope. Reteaching a society that is so concerned with accountability, and assessment will be interesting.
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