Research Essay

Constructivism

Justin Schultz 2083266

What is Constructivism?
Knowledge cannot simply transmitted from one entity to another, therefore the knowledge is open to be interpreted differently by different people; to put simply, knowledge is constructed by the individual (Perkins, 1999; Van Deur, 2010; Denhim, 2009; ). Constructivism, in an educational context, is based on the idea that individuals construct knowledge for themselves in relation to their past experiences and their prior foundations of understanding Perkins, 1999; Van Deur, 2010; Denhim, 2009); it deals with the notion that education should be a reflexive process that not only allows for differing learning styles, but thrives in this environment and fosters an interest in learning (Perkins, 1999; Van Deur, 2010;). It is a multifaceted concept of teaching and learning that takes into account the different kinds of knowledge and different styles of learners (Perkins, 1999). Constructivist methods in schools aim to create a more effective teaching environment, and discover different methods of learning for difficult material, enhancing retention with the individuals own construction of knowledge. These learning and teaching methods are not a new in their approaches or ideals of learning and teaching (Van Deur, 2010). In fact, throughout history, it has been noted by many that active, reflective learning processes that support autonomy can be vital for the understanding of content and new concepts (Van Deur, 2010).

Different Kinds of Knowledge and Different Styles of Learners

The rise of constructivism has been attributed to the need for better teaching practices to improve the understanding and retention of knowledge (Perkins, 1999). Although difficult, it is not impossible to determine when and where different techniques need be employed, when one system fails or does not yield desired results, try something new. The discovery and recognition of the different kinds of knowledge and styles of learners may aid the decision on when and where to apply certain techniques. Perkins (1999) describes these different kinds of knowledge as: inert knowledge, where information is stored dormant and unused unless called upon by a specific situation; ritual knowledge, where the knowledge loses meaning, but is used on a regular basis; conceptually difficult knowledge, primarily knowledge that is hard to comprehend and most often challenges the learners preconceptions; and foreign knowledge, which is knowledge that is presented from a perspective other than ones own (p. 2-3). When discussed in more detail, these forms of knowledge are best referred to alongside Perkins (1999) styles of learners; these represent the different functions of constructivism. These are: the active learner, where the learner acquires the information through an active relationship with it; the social learner, where understanding is increased through a social environment and discussion; and the creative learner, where the knowledge is created or recreated by the learner (p. 1-2). These terms are forever overlapping and coordinating with each other in a constructivist environment. Sounds good, so why isnt it common practice?

The idea of constructivism has perhaps been tainted by overkill by its own advocates (Perkins 1999). As change is not always welcomed by some students and as each individual responds to information differently, a change in the methods to a more constructivist approach could cause frustration for the student and much added pressure on the teacher as well (Drexler, 2010) Perkins (1999) and Van Deur (2010) both argue that constructivism, like competing forms of teaching and learning, are not adequate on their own. Pragmatic

Research Essay

Constructivism

Justin Schultz 2083266

Constructivism is required as this concept involves evaluation, moderation and the incorporation of different learning styles to achieve the common goal (Perkins, 1999; Van Deur, 2010). The critical focus of pragmatic constructivism is the when, where, how, and why either teaching form is appropriate (Perkins, 1999; Van Deur, 2010). It is apparent that experimentations and trial and error procedures are necessary in finding the most appropriate learning and teaching methods for different disciplines and different situations.

So What of Direct Instruction? Direct instruction is what is often referred to as a traditional method and has begun to criticised and overpowered by some constructivist methods (Milburn, 2007; Denhim, 2009). However, realistically, it is not all about drills and rigid structures (Denhim, 2009). Many of the methods used in direct instruction teaching are useful to the profession as they focus on organisation and awareness of the topics and are focussed capturing the attention of the student (Denhim, 2009). They also promote reflection in most areas and conduct guided practice where activities are carried out under teacher supervision; furthermore, it is focussed on a conclusion, where the lesson ends the topic in an appropriate way to enhance retention and encourages further, independent practice (Denhim, 2009). Direct instruction is often required for areas of conceptually difficult knowledge and foreign knowledge, where constructivist teaching styles fail; It has been proven in some cases to drastically improve the skills of students who have trouble in these areas (Milburn, 2007). How does constructivism fit in with the roles of teachers?

The primary role of the teacher is to provide an education that promotes lifelong learning and equips the students with the tools needed to flourish and succeed in life. In order for this to eventuate, teachers need to be able to teach students to learn how to learn (Papert in Ackermann), and sometimes this requires further encouragement the students to construct the knowledge for themselves. As knowledge presented in the school environment can be interpreted in different ways by different students (Van Deur, 2010; Perkins, 1999), it is the obligation of the teacher to be aware of this and organise themselves accordingly. Some believe that children go to school to learn the curriculum; they are there to be taught the fundamentals of mathematics, English and so on, and it is the teachers responsibility to provide this education. But isnt education so much more than that? Shouldnt there be more of a focus on building social skills and providing the tools for the student to fully understand and acknowledge what they are being taught and why? The achievement of this is much more important that ensuring the students just know the basic curriculum. Students have the right to an effective education and it is the teachers right to teach in an environment that delivers that education; therefore it is the teachers right to break the mould and try different methods of teaching to better the learning process. Pragmatic Constructivism may provide this environment as it integrates direct instruction and guided practice which provide strong foundations of knowledge with facilitative and problem-based learning environments that encourage the individuals construction of the knowledge.

Lifelong learning and positive experiences; the goals and processes of education

Research Essay

Constructivism

Justin Schultz 2083266

Learning is an ongoing experience that begins at birth and continues all throughout ones life. It is accepted that there may be particular products of learning and education, such as the recognition of a new skill, a diploma, a SACE certificate or even a job or career. One may even see the skills, dispositions and knowledge itself gained in education as a product; nevertheless, if the focus of education is on these products and not on the process itself, the value of the learning may not be fully recognised and the consequences may be detrimental to students. It also is important to consider the students conceptions of such methods as they are the centre of this system and negative educational experience can have serious implications for young learners. With this in mind, it can be mentioned that once accustomed to a constructivist environment, students agreed that such an interactive and social environment was a significant element to better understanding concepts and allowed them to build on previous knowledge to construct new meanings (Loyens, Ryker & Schmidt, 2009). However, there can be negative consequences of such practice; in particular, students found that the constructivist methods placed the responsibility of learning on them, more so than traditional methods where more responsibility is on the teacher (Loyens, Ryker & Schmidt, 2009). This added responsibility increased the confidence levels of some students; however, it had negative consequences for the confidence and in some students caused uncertainty in their learning abilities (Loyens, Ryker & Schmidt, 2009). Teachers have an obligation to their students to provide the best education possible, and to encourage lifelong learning. Pragmatic constructivism may provide this, by integrating the different learning styles where necessary; and, by fulfilling their obligation to the teacher, the students can learn and participate to the best of their ability in this environment; furthermore, positive results create a willingness to learn and can encourage ongoing learning.

Relativism

Relativism is the idea that knowledge and beliefs are relative and that they exist only in the mind of the beholder (Van Deur, 2010). This alludes to the idea that anything can be right or wrong and that there is no certainty what-so-ever. One could say that this is an extreme view of an open mind. Some believe that constructivism may lead to relativism. Constructivism creates different ways for students to learn and interpret knowledge, however but it does not necessarily determine that they will arrive at different conclusions, especially conclusions similar to the ideas of radical constructivism and relativism. Of course they may, but this is the risk of any form of education that is open to interpretation; but this is not always a negative result. While the idea of relativism may be daunting, it can be healthy, as it stimulates the mind and opens many doors for new ideas and new ways of thinking. The idea of no real truth can be very unsettling and even a deterrent of further inquiry for students. If radical constructivism and relativism were to be practiced in schools, perhaps as the underlying philosophy, dire consequences may result from its uncertainty and ambiguity; such as a negative perspective on life in general as well as a confusion and misunderstanding of the knowledge presented.

Concluding Thoughts The formal education years are childrens critical introduction of life; it is where they learn the skills and tools necessary to assert themselves in society and flourish as human beings. Although education is a lifelong process, the conceptions and dispositions the students leave with at the end of their formal schooling heavily influence not only their choices for further education and further learning, but also the way they carry themselves in society. It is critical, that the education system provides a positive experience that

Research Essay

Constructivism

Justin Schultz 2083266

perpetuates their learning. In order for this to happen, schools may need to adopt new strategies. In a globalised and contemporary networked society, teachers need to become more connected to the world they live in order to better communicate with their students (Drexler, 2010), furthermore, an appropriate balance of positive, student-based constructivist methodologies and environments must be employed alongside productive direct instructional techniques and practices (Drexler, 2010; Van Deur, 2010, Perkins, 1999; Denhim, 2009; Abbott & Ryan, 1999) to create an education system that is specifically tailored and reflexive to provide an optimum education for its pupils. This is the only productive and fair system for our current and future generations.

Research Essay

Constructivism

Justin Schultz 2083266

References: Ackerman, E. Piagets Constructivism, Paperts Constructionism: Whats the difference? Available online http://docs.google.com/viewer?a=v&q=cache:g3-pA21wdkJ:citeseerx.ist.psu.edu/viewdoc/download%3Fdoi%3D10.1.1.132.4253%26rep%3Drep1%26type% 3Dpdf+constructivism+in+the+media&hl=en&gl=au&pid=bl&srcid=ADGEESiyEyu_WzbZEyDjXzmrqSB iDqXSpLpohi9HSFAgLUzQnVf1THajHSURDsBILJccSJKkzsYhGoHNpg7L1O7VXGxd6_0_73jE8gDVL y0KtxuMdFs4tu6kyIEhEJcuMvds5HxX64nn&sig=AHIEtbQrxvNgkBiO20EWM6q2SYHjZ6UYeQ

Abbott, J. & Ryan, T. (1999). Constructing Knowledge, Reconstructing Schooling, Educational Leadership, November, p. 66-69.

Dinham, S. (2009). Direct Instruction: It's Not 'Back to Basics', Teacher: The National Education Magazine, September, p 52-55. [online] <http://search.informit.com.au.ezproxy.flinders.edu.au/d ocumentSummary;dn=044856229622642;res=IELHSS> ISSN: 1449-9274> (Accessed 05-11-2010).

Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy, Australasian Journal of Educational Technology, University of Florida,Vol. 26, Iss. 3, p 369-385.

Ilonca Hardy, I. Jonen, A. Moller, K. & Stern, E. (2006) Effects of Instructional Support Within Constructivist Learning Environments for Elementary School Students Understanding of Floating and Sinking, Journal of Education Psychology, American Psychological Association, Vol. 98, No. 2, p. 307326 [online] doi: 0.1037/0022-0663.98.2.307.