Constructvism in Classroom

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Constructivist Classroom
Bhim Chandra Mondal
Sponsored Teachers’ Training College
Deshbandhu Road, Purulia – 723101, WB
e-mail:bhimsttc@gmail.com; bhimsttc@yahoo.co.in

Abstract
Constructivist classroom is now emerging in the scenario of education in which the learner gets the opportunity of constructing their own understanding through interaction with phenomenon within a social context. Here the Learners are engaged, active, and responsible for their own learning. They work collaboratively to solve authentic problems that have real meaning for them. In this paper qualitative discussion regarding the various aspect of constructivist classroom has been highlighted. Research shows that learning through constructivist approach may lead to better retention, understanding and active use of knowledge.

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Keywords: Constructivist teaching, Constructivist classroom, Independent learning

Introduction
A classroom dedicated to constructivist practices would not promote solely sequential, linear-based, didactic assignments or techniques (Niederhauser, Salem & Fields 1999). The teacher would not be seen as wised person , but would depend upon a resource-based approach where students would generate their own investigations which would require access to varied and large amounts of current and static data. As students adopting themselves at their own resource information, they must understand the importance of evaluating data for gender, racial, religious or political biases as well as authenticity, trustworthiness and credibility. Constructivist classrooms are structured so that learners are immersed in experiences within which they may engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection. Teachers need to recognize how people use their own experiences, prior knowledge and perceptions, as well as their physical and interpersonal environments to construct knowledge and meaning. The goal is to produce a democratic classroom environment that provides meaningful learning experiences for autonomous learners. Concepts of Constructivism

Constructivism is a view of learning based on the belief that knowledge is not a merely information that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. Constructivism is basically a theory - based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the universe, through observing the world and reflecting on those experiences. When something is encountered as new, learner has to reconcile it with their previous ideas and experience, may be changing what they believe, or may be discarding the new information as irrelevant. In any case, they are active creators of their own knowledge. To do this, they must ask questions, explore, and assess what they know. Borich and Tombari (1997) viewed constructivism as “an approach to learning in which learners are provided the opportunity to construct their own sense of what is being learned by building internal connection or relationship among the ideas and facts being taught.” Eggan and Kauchak (1997) have defined constructivism as “ a view of learning that says learners use their experiences to actively construct understandings that makes sense to them, rather than have understanding delivered to them in already organized form.” Piaget (1977) asserts that learning occurs by an active construction of meaning, rather than by passive recipience. He explains that when we, as learners, encounter an experience or a situation that conflicts with our current way of thinking, a state of disequilibrium or imbalance is created. We must then alter our thinking to...
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