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CONSTRUCTIVISMCONSTRUCTIVISM

I HEAR AND I FORGETI HEAR AND I FORGET

I SEE AND I REMEMBERI SEE AND I REMEMBER

I DO AND I UNDERSTANDI DO AND I UNDERSTAND

Synthesis ofSynthesis of Cognitive learning process by PiagetCognitive learning process by Piaget Discovery learning through hands-on Discovery learning through hands-on

and minds-on activities by Brunerand minds-on activities by Bruner Formation of meaningful mental Formation of meaningful mental

structures by Ausubelstructures by Ausubel Emphasis on the five learning Emphasis on the five learning

domains by Gagnedomains by Gagne

WHAT IS WHAT IS CONSTRUCTIVISMCONSTRUCTIVISM

ConstructivismEncourages

Construction of Knowledge

by the PupilsBy comparing

Priorlearning

Newlearning

InSocial Context

Implication Learning of

ScienceManipulativ

eresourcesDiscoveryactivities

Cooperative

ProcessesCurriculumIntegration

Choosing

Needham’s

ModelFive-phase

LearningOrientatio

nEliciting

Ideas

Restructuring

of IdeasApplication

of Ideas

ReflectionUnited by

Hands-on

Minds-on

WHAT IS WHAT IS CONSTRUCTIVISMCONSTRUCTIVISM

About how people learnAbout how people learn Emphasizes the importance of building Emphasizes the importance of building

knowledge actively as a result of knowledge actively as a result of interaction between prior learning and interaction between prior learning and new learningnew learning

Constructivist learners are actively Constructivist learners are actively involved in their own process of learning involved in their own process of learning

Constructivist learners needs to learn to Constructivist learners needs to learn to plan, evaluate and reflect on their plan, evaluate and reflect on their learninglearning

Three principles in theory of Three principles in theory of constructivismconstructivism

A person never really knows the world as it A person never really knows the world as it is. Each person constructs beliefs about is. Each person constructs beliefs about what is realwhat is real

What a person already believes, what a What a person already believes, what a person brings to new situations, filters out or person brings to new situations, filters out or changes the information that the persons’ changes the information that the persons’ senses deliversenses deliver

People create a reality based on their People create a reality based on their previous beliefs, their own abilities to previous beliefs, their own abilities to reason, and their desire to reconcile what reason, and their desire to reconcile what they believe and what they actually observethey believe and what they actually observe

CONSTRUCTIVISM

Models

Needham’s 5 Phase

Osborne Generative Model

Interactive Model

Cooperative Learning

Technique Approach

STS

Learning Cycle

Strategies(Inquiry)

Experiment

Simulation

Project

Field Work

Concept Mapping

Roles of the TeacherRoles of the TeacherPresenterPresenter

Not a lecturer but a person who Not a lecturer but a person who demonstrates, provides examples, and demonstrates, provides examples, and presents activities or alternatives to pupils presents activities or alternatives to pupils so that they will experiences the process so that they will experiences the process of learningof learning

ObserverObserverA person who identifies the pupils’ ideas, A person who identifies the pupils’ ideas, interacts with the pupils and provides interacts with the pupils and provides learning alternatives formally or learning alternatives formally or informallyinformally

Question Master and Problem InitiatorQuestion Master and Problem InitiatorOne who stimulates the formation of ideas, One who stimulates the formation of ideas, testing of ideas, and building of concepts by testing of ideas, and building of concepts by asking questions and posing problems that asking questions and posing problems that are related to the observation madeare related to the observation made

Organiser of EnvironmentOrganiser of EnvironmentA person who organises carefully and A person who organises carefully and clearly what needs to be done by the pupils, clearly what needs to be done by the pupils, by giving enough freedom to the pupils to by giving enough freedom to the pupils to carry out realistics investigation; a person carry out realistics investigation; a person who organises the teaching-learning who organises the teaching-learning process from the perspective of the childrenprocess from the perspective of the children

Roles of the TeacherRoles of the Teacher

Public Relations CoordinatorsPublic Relations CoordinatorsA person who encourages co-operation, A person who encourages co-operation, development of public relations, and patience development of public relations, and patience so that multiculturalism prevails in the class; so that multiculturalism prevails in the class; and a person who defends the practice of and a person who defends the practice of these values and teaches the children the these values and teaches the children the advantages of practising these values outside advantages of practising these values outside the classroomthe classroom

Learning AssessorLearning AssessorA person who assess the progress of each A person who assess the progress of each child’s constructivist development in terms of child’s constructivist development in terms of knowledge construction and development of knowledge construction and development of scientific skillsscientific skills


Theory BuilderTheory BuilderA person who helps pupils to make A person who helps pupils to make associations between ideas and associations between ideas and building meaningful patterns to building meaningful patterns to represent the knowledge constructedrepresent the knowledge constructed


TRADITIONAL CLASSTRADITIONAL CLASS CONSTRUCTIVIST CONSTRUCTIVIST CLASSCLASS

Teachers disseminate Teachers disseminate information to students and information to students and students are recipients of students are recipients of knowledge knowledge

Teachers have discuss with Teachers have discuss with their students and help them their students and help them construct their own construct their own knowledge knowledge

Teacher’s role is directive, Teacher’s role is directive, rooted in authority rooted in authority

Teacher’s role is interactive, Teacher’s role is interactive, rooted in negotiation rooted in negotiation

Knowledge is seen as inert Knowledge is seen as inert Knowledge is seen as dynamic Knowledge is seen as dynamic ever changing with our ever changing with our experiences experiences

Students work primarily alone Students work primarily alone Students work primarily in Students work primarily in groups groups

Assessment is through testing Assessment is through testing correct answers correct answers

Assessment includes students Assessment includes students works, observations, and works, observations, and points of view, as well as points of view, as well as tests. Process is an important tests. Process is an important as product as product

PHASEPHASE PURPOSEPURPOSE METHODSMETHODSOrientationOrientation To attract students attention To attract students attention

and interestand interestExperiment, video Experiment, video and film show, and film show, demonstration, demonstration, problem solvingproblem solving

Generation of ideasGeneration of ideas To be aware of the student’s To be aware of the student’s prior knowledgeprior knowledge

Experiment, small Experiment, small group discussion, group discussion, concept mapping concept mapping and presentationand presentation

Restructuring of ideasRestructuring of ideas

(i) Explanation and (i) Explanation and exchanging ideasexchanging ideas(ii) Exposure to conflict (ii) Exposure to conflict IdeasIdeas(iii) Development of (iii) Development of

new new ideasideas(iv) Evaluation (iv) Evaluation

To realize the existence of To realize the existence of alternative ideas, ideas alternative ideas, ideas needs to be improved, to be needs to be improved, to be developed or to be replaced developed or to be replaced with scientific ideaswith scientific ideasTo determine the alternative To determine the alternative ideas and critically assess ideas and critically assess the present ideasthe present ideasTo test the validity of To test the validity of present ideaspresent ideasTo improvise, develop or to To improvise, develop or to replace with new ideasreplace with new ideasTo test the validity of the To test the validity of the new ideasnew ideas

Small group Small group discussion and discussion and presentationpresentationDiscussion, reading, Discussion, reading, and teacher’s inputand teacher’s inputExperiment, project Experiment, project and demonstrationand demonstration

NEEDHAM’S FIVE PHASE CONSTRUCTIVIST MODEL

Cont. NEEDHAM’S FIVE PHASE CONSTRUCTIVIST MODELPHASEPHASE PURPOSEPURPOSE METHODSMETHODS

Application of ideas Application of ideas To apply the new To apply the new ideas to a different ideas to a different situation situation

Writing of individual’s Writing of individual’s report on the project report on the project work work

Reflection Reflection To accommodate To accommodate ones ones idea to scientific ideasidea to scientific ideas

To be aware of the To be aware of the change in the thinking change in the thinking of of the pupilsthe pupils

Pupils can make their Pupils can make their own reflection on how own reflection on how far their original ideas far their original ideas have changed have changed

Writing of individual’s Writing of individual’s report on the project report on the project work, group work, group discussion, personal discussion, personal notes notes

Example of Lesson PlanExample of Lesson Plan Science ConceptScience Concept : : Investigating Living ThingsInvestigating Living Things

Year Year : : 66

Brief Description of the Science ConceptBrief Description of the Science Concept : :Bread mould gets its food from grains, fruit and vegetables . The mould Bread mould gets its food from grains, fruit and vegetables . The mould begins as a tiny spore that lands on a food source like bread. Spores can begins as a tiny spore that lands on a food source like bread. Spores can be found in the air, on the ground the air and yoube found in the air, on the ground the air and you

Prevalent MisconceptionsPrevalent MisconceptionsPupils think that fungus reproduce out of nowhere when bread turns stale.Pupils think that fungus reproduce out of nowhere when bread turns stale.

Lesson ObjectivesLesson Objectives(i) To identify ways to take care (protect) our food(i) To identify ways to take care (protect) our food(ii) To state that bacteria and fungus can spoil food(ii) To state that bacteria and fungus can spoil food

Materials neededMaterials neededFresh bread, Stale Bread, 5 post- boxes, Mahjong paper, Water, Fresh bread, Stale Bread, 5 post- boxes, Mahjong paper, Water, Microscope, Glass dishMicroscope, Glass dish

No No StepStep Teaching and Learning Teaching and Learning ActivitiesActivities

Scientific Scientific SkillsSkills

CriteriaCriteria

1 1 Orientation Orientation Teachers shows mouldy Teachers shows mouldy bread and a piece of bread and a piece of fresh fresh bread.bread.

Teacher ask :Teacher ask :a) What can you a) What can you observe observe from these two from these two pieces ofpieces of bread?bread? Student answer the Student answer the question from question from observationobservation

b) Why are they b) Why are they different ?different ? Teacher gives them Teacher gives them exercisesexercises(refer to Appendix )(refer to Appendix )

ObservationObservation

InferencesInferences

ObservatioObservation by using n by using sensessenses

ObservatioObservationnExplainingExplaining



CriteriaCriteria

22 Generation Generation of ideas of ideas

a) The pupils are a) The pupils are divided divided into a few groupsinto a few groupsb) They discuss in b) They discuss in groups groups how pieces of bread how pieces of bread cancan become mouldybecome mouldyc) Children are asked to c) Children are asked to tick their inferences tick their inferences from the boxes from the boxes providedprovidedd) After choosing, their d) After choosing, their inferences, they carry inferences, they carry out Post-box activityout Post-box activitye) Pupils will analyse e) Pupils will analyse inferences from Post-inferences from Post-boxbox activityactivityf) After Post-box f) After Post-box activity, activity, teacher asks each teacher asks each groupgroup to do a concept map to do a concept map to to generate ideasgenerate ideas

CommunicatiCommunicationonQuestioning Questioning techniquetechnique

InferencesInferences

CommunicatiCommunicationon

CooperativCooperativeeLearningLearning(team-(team-work)work)



CriteriaCriteria

33 RestructurinRestructuring of Ideasg of Ideas

ExperimentExperimenta) Each group will be a) Each group will be

given a given a piece of bread, some piece of bread, some

water water and two glass dishand two glass dishb) Students are required to b) Students are required to carry out the experiment carry out the experiment

toto make fungus grow on make fungus grow on

the the breadbreadc) Each day student will c) Each day student will observe and record the observe and record the observation for a weekobservation for a weekd) Pupils are required to d) Pupils are required to

drawdraw daily what they saw daily what they saw

fromfrom their observation for a their observation for a

weekweeke) A few days later, e) A few days later,

teacher teacher asks the pupils to take a asks the pupils to take a sample of fungus and sample of fungus and observe it under a observe it under a microscopemicroscopef) Ask children to draw thef) Ask children to draw the fungusfungus

InvestigatinInvestigatinggObservationObservation

ObservationObservation

Acitivities Acitivities are carried are carried out by out by following following procedureprocedure

To record To record information information from the from the experimentexperiment



CriteriaCriteria

33 RestructurinRestructuring of Ideas g of Ideas

Using InternetUsing Interneta) Teacher asks the a) Teacher asks the students to find more students to find more information through information through thethe internet about internet about production of fungus production of fungus eg.eg.http://www.sci.mus.mn.http://www.sci.mus.mn.us/us/sin/tf/b/bread/sin/tf/b/bread/bread.htmlbread.html

b) Search the cause b) Search the cause thatthat encourage the encourage the growth ofgrowth of fungusfungusLibrary, paper cutting Library, paper cutting and magazineand magazinePupils can use these Pupils can use these materials for materials for restructuring of ideasrestructuring of ideas

CommunicatiCommunicationon

http://www.sci.mus.mn.us/

http://www.sci.mus.mn.us/



CriteriaCriteria

44 Application Application of Ideas of Ideas

From the information andFrom the information andideas they received ideas they received throughthroughthe internet and the exp.the internet and the exp.they had carry out.they had carry out.

a) Pupils record a) Pupils record observation onobservation on mahjong papermahjong paperb) The pupils can state the b) The pupils can state the causes of fungus causes of fungus growing growing on the breadon the breadc) The pupils can relate the c) The pupils can relate the importance of bacteria or importance of bacteria or fungus in the decaying of fungus in the decaying of rubbishrubbishd) The pupils will know howd) The pupils will know how fungus is used in our fungus is used in our food food such as fermented rice, such as fermented rice, bread and others bread and others

CommunicatiCommunicationHypothesisonHypothesis

Reporting Reporting the the observatioobservationn



CriteriaCriteria

55 Reflection Reflection Students are required Students are required to to conclude on how fungusconclude on how funguscan spoil the breadcan spoil the bread

Students can give Students can give suggestions on how to suggestions on how to protect the bread from protect the bread from fungus fungus

Post-Box ActivityObserve the two pieces of bread given to you. One of the bread has black spot on it.

Why ? Each group is given two choices .

AA The bread was spoil because it was The bread was spoil because it was not in an air tight container not in an air tight container

BB The bread was spoil because of The bread was spoil because of fungusfungus

CC The bread was spoil because it has The bread was spoil because it has been left unattendedbeen left unattended

DD It spoils by water in airIt spoils by water in air

EE Sunrays have spoiled the breadSunrays have spoiled the bread

FF Bacteria have spoiled the breadBacteria have spoiled the bread

GG The bread is staleThe bread is stale

DiscussionDiscussionLearning ObjectivesLearning Objectives

The names of different parts of plantsThe names of different parts of plantsSome thing float and some things sinkSome thing float and some things sinkMake a complete circuitMake a complete circuitPushing and pulling can change the Pushing and pulling can change the

shape of the shape of objectsshape of the shape of objects

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