Constructivism

Constructivism: Lit Review
Constructivist theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema. Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. Constructivism therefore, “is a theory of learning that places the quest for understanding at the center of the educational enterprise” (Brooks & Brooks, 2001). In the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject. David Jonassen (1999) identified three major roles for facilitators to support students in constructivist learning environments: Modeling, coaching, scaffolding.

Importance of adopting a constructivist approach
Seeking and valuing students’ point of view prompt students to formulate their own questions (inquiry) allow multiple interpretations and expressions of learning (multiple intelligences) encourage group work and the use of peers as resources (collaborative learning)
Students learn more, and enjoy learning more when they are actively involved, rather than passive listeners

Problem-solving, higher-order thinking skills and deep understanding are emphasised

Education works best when it concentrates on thinking and understanding, rather than on rote memorization. Constructivism concentrates on learning how to think and understand

By grounding learning activities in an authentic, real-world context, constructivism stimulates and engages students. Students in constructivist classrooms learn to question things and to apply their natural curiosity to the world

Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students learn how to articulate their ideas as well as to collaborate on tasks effectively by sharing in group projects. Students therefore exchange ideas and learn to "negotiate" with others and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real world, since they will always be exposed to a variety of experiences in which they will have to cooperate and navigate among the ideas of others

Challenges teachers may face in adopting this approach in our school context

The school educational approaches often require the teachers to focus primarily on test preparation and do not support constructivist approach- less cooperation from school management, parents. They are restricted due to rigid curricula, inadequate pre-service and inservice educational experiences

Classroom control and behaviour management may be difficult - school classrooms are too packed

It can be time consuming and challenging for the teachers to rebuild their instructional practices. The shift from instructional practices may seems enormous because most teachers were not themselves educated in these settings nor trained to teach in these ways. Some teachers simply do not know how to do it - traditional mind-set is too deep-rooted. There are often little incentives to experiment with new methodologies

Social constructivism leads to "group think." Critics say the collaborative aspects of constructivist classrooms tend to produce a "tyranny of the majority," in which a few students' voices or interpretations dominate the group's conclusions, and dissenting students are forced to conform to the emerging consensus. It emphasises the role of the social and the collective, but ignores the role of the individual (Resnick, 1996). There is little hard evidence that constructivist methods work. Critics say that constructivists, by rejecting evaluation through testing and other external criteria, have made themselves unaccountable for their students' progress.