Learning Framework>Engage>Questioning
"Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers."
(Learning Resources Unit @ BCIT, 2003)
(Learning Resources Unit @ BCIT, 2003)
In order to build knowledge, students must understand their current knowledge. Once this is established, they can then begin to wrestle with ideas which will in turn either confirm what they know and add to it, or reshape their thinking. Students need to be actively engaged with the topic, through asking and answering questions. Throughout the MET program, I have been given opportunity to ask and answer my own questions in relation to educational technology.
The Assignment
Constructivist Strategies for E-Learning (ETEC530) focused on the theory of constructivsm as a teaching and learning theory. The first assignment was a paper where we were mandated to explore constructivism in an area of interest in our own practice. As an elementary teacher, I most enjoy teaching science. While I have sought to engage my students through various hands-on experiences, I have often felt that although my students are thoroughly engaged, I don't really see evidence of knowledge being built. Constructivist teaching frameworks are perhaps easiest applied in the field of science, and so I focused on asking and answering questions regarding the implementation of constructivist principles in elementary science instruction generally, and in my own practice as well through a paper entitled, Science in the Elementary Classroom: Constructivism, Ms. Frizzle, and Me (Penner, 2013). |
Reflection
Tasks Accomplished and Skills Demonstrated
Knowledge Gained My basic question for this assignment was, "What is the state of constructivist teaching in elementary science?" After reading a number of papers, I began to realize that although a constructivist approach is considered best-practice both by theorists and many teachers (Seimears et al., 2012), there is very little evidence of its presence in elementary teaching (Penner, 2013). My next question then was, "What is hindering this approach?" The literature mirrored much of my own experience in the classroom. What surprised me though was that even those teachers who had been taught to use a constructivist approach and had been doing so for upwards of ten years, often reverted to a "chalk and talk," (Etuk et al., 2011, p. 3) transitive approach of teaching when faced with barriers such as time, full curriculum, and lack of facilities and materials (Feyzioğlu, 2012). My final question was, "If constructivism is best-practice in the teaching of science, then what are the recommendations to ensure its success?" Several recommendations were made in the literature. Not surprisingly, a community of practice where teachers were scaffolded and supported by each other in the constructivist approach, was the main recommendation to ensure success (Penner, 2013). Impact Made This assignment was particularly instructive to me as I move back into the classroom. Armed with the knowledge of the barriers to constructivist teaching methods, I can perhaps pre-empt some of them, and where I fail (because I will) I can reflect on that failure in order to improve practice, thus practicing constructivist inquiry in my own teaching practice. Additionally, with the knowledge I have gained, I know that I need (and will seek out) the support of other like-minded teachers to discuss ideas and difficulties. |
References, Links, and Key Resources
Etuk, E.N., Etuk, G. K., Etudor-Eyo, E.U., and Samuel, J. (2011). Constructivist instructional strategy and pupils achievement and attitude towards
primary science. Bulgarian Journal Of Science Education Policy, 5 (1), pp. 30-47.
Feyzioğlu, E.Y. (2012). Science teachers’ beliefs as barriers to implementation of constructivist-based education reform. Journal of Baltic Science
Education, 11(4), 302-317.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Penner, J.K. (2013). Science in the elementary clasroom: Constructivism, Ms. Frizzle, and me. (Unpublished graduate paper), University of British
Columbia, Vancouver.
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
Etuk, E.N., Etuk, G. K., Etudor-Eyo, E.U., and Samuel, J. (2011). Constructivist instructional strategy and pupils achievement and attitude towards
primary science. Bulgarian Journal Of Science Education Policy, 5 (1), pp. 30-47.
Feyzioğlu, E.Y. (2012). Science teachers’ beliefs as barriers to implementation of constructivist-based education reform. Journal of Baltic Science
Education, 11(4), 302-317.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Penner, J.K. (2013). Science in the elementary clasroom: Constructivism, Ms. Frizzle, and me. (Unpublished graduate paper), University of British
Columbia, Vancouver.
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