Knowledge Building: A Constructivist Theory
I will be demonstrating my learning through the framework of constructivism. I came into the MET program interested in learning better how to integrate technology so I could enhance my own practice and subsequently act as a teacher-leader in this area in my school. At the same time, I was highly dissatisfied with my own teaching methods and practice, and hoping for a fresh look at theory and practice. Through the program, I have had the opportunity to examine a number of learning theories and to think about my own practice and beliefs.
One theory of learning that has stood out above all others is constructivism. It has both been modeled through the design of the MET courses as well as taught overtly through courses such as ETEC530 and ETEC512. Constructivism is a “theory of knowing” (Hsu & Wang, 2012, p. 65; Seimears et al., 2011, p. 267). Therefore, by framing my knowing according to constructivist tenets, I will be able to show how learning has occurred.
Constructivism
Constructivism is associated with the works of theorists such as Vygotsky, Dewey, and Piaget. It is not a single theory, and has many variations, however it can be classified into two main branches: psychological and sociological (Matthews, 1994). Constructivism is a student-centered approach where students, considered builders of their own knowledge, engage with real world, authentic problems and teachers act as guides and mentors. Essential to learning is the consideration of previous knowledge, engagement with challenging authentic tasks, asking and answering questions, critical thinking, collaboration, and application of new ideas.
Constructivism is not one single strategy, but rather it offers a collection of experiential learning strategies such as project, case, and problem-based learning, as well as a variety of teaching frameworks, which are useful guidelines when preparing lessons and activities for students. As an elementary school teacher, I have found project-based learning to be particularly appropriate and useful as well as the Driver –Oldham (Matthews, 1994) constructivist inspired teaching model. I have begun to use this model as a basic checklist for lessons that I prepare. I have found though, that it is not necessarily linear as a particular lesson or project may take various twists and turns. The cycle may be repeated a number of times during a project, or it may occur in a different order. It is not a cycle set in stone, or something to be dictated by the teacher. Rather, these are guidelines to look for in a constructivist teaching strategy.
Driver-Oldham Framework (Matthews, 1994)
For the purpose of this e-Portfolio, I have condensed the various tenets of constructivism into four main tenets that I believe are essential: engage, connect, apply, and reflect. Within each area, I will draw connections through reflection to the work I have completed over the course of the MET program, demonstrating the knowledge I have built.
Constructivism
Constructivism is associated with the works of theorists such as Vygotsky, Dewey, and Piaget. It is not a single theory, and has many variations, however it can be classified into two main branches: psychological and sociological (Matthews, 1994). Constructivism is a student-centered approach where students, considered builders of their own knowledge, engage with real world, authentic problems and teachers act as guides and mentors. Essential to learning is the consideration of previous knowledge, engagement with challenging authentic tasks, asking and answering questions, critical thinking, collaboration, and application of new ideas.
Constructivism is not one single strategy, but rather it offers a collection of experiential learning strategies such as project, case, and problem-based learning, as well as a variety of teaching frameworks, which are useful guidelines when preparing lessons and activities for students. As an elementary school teacher, I have found project-based learning to be particularly appropriate and useful as well as the Driver –Oldham (Matthews, 1994) constructivist inspired teaching model. I have begun to use this model as a basic checklist for lessons that I prepare. I have found though, that it is not necessarily linear as a particular lesson or project may take various twists and turns. The cycle may be repeated a number of times during a project, or it may occur in a different order. It is not a cycle set in stone, or something to be dictated by the teacher. Rather, these are guidelines to look for in a constructivist teaching strategy.
Driver-Oldham Framework (Matthews, 1994)
- Orientation – develop sense of purpose
- Elicitation - explore current knowledge
- Restructuring of Ideas – exchange, clarify, construct new ideas, evaluate
- Application of Ideas – use new ideas
- Review – reflect on how ideas have changed
For the purpose of this e-Portfolio, I have condensed the various tenets of constructivism into four main tenets that I believe are essential: engage, connect, apply, and reflect. Within each area, I will draw connections through reflection to the work I have completed over the course of the MET program, demonstrating the knowledge I have built.
Learning Framework
References, Links, and Key Resources
Hsu, K.C. and Wang, J.R. (2012). An elementary school teacher’s reflection on implementing constructivist instruction in science classroom. US-
China Education Review B (1), 63-67.
Matthews, M. R. (1994). Science Teaching: The role of history and philosophy of science. New York: Routledge, chapter 7.
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools
2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition. Retrieved from
http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Seimears, C. M., Graves, E., Schroyer, M. G., & Staver, J. (2012): How constructivist-based teaching influences students learning science. The
Educational Forum, 76:2, 265-271. Retrieved from http://dx.doi.org/10.1080/00131725.2011.653092
Hsu, K.C. and Wang, J.R. (2012). An elementary school teacher’s reflection on implementing constructivist instruction in science classroom. US-
China Education Review B (1), 63-67.
Matthews, M. R. (1994). Science Teaching: The role of history and philosophy of science. New York: Routledge, chapter 7.
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools
2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition. Retrieved from
http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Seimears, C. M., Graves, E., Schroyer, M. G., & Staver, J. (2012): How constructivist-based teaching influences students learning science. The
Educational Forum, 76:2, 265-271. Retrieved from http://dx.doi.org/10.1080/00131725.2011.653092