{"id":63,"date":"2012-03-17T17:28:28","date_gmt":"2012-03-18T00:28:28","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec530a\/?page_id=63"},"modified":"2012-04-01T09:03:41","modified_gmt":"2012-04-01T16:03:41","slug":"63-2","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/etec530a\/63-2\/","title":{"rendered":"Constructivist Strategies"},"content":{"rendered":"

What is Constructivism?<\/strong><\/h1>\n

At its heart constructivism is a theory of knowledge. It examines how we learn and how we translate our learning into understanding.
\n<\/strong><\/p>\n

Constructivist Instructional Model<\/strong><\/h1>\n

The Constructivist Instructional Model incorporates a number of important concepts:<\/p>\n

    \n
  1. Learners are not passive vessels in which to fill knowledge, but seen as active participants who want to be in charge of their own learning<\/li>\n
  2. Learners have previous views and ideas. Prior knowledge is an imperative concept in achieving the construction of meaning<\/li>\n
  3. Learners require opportunities to explore their ideas and to test their robustness in explaining phenomena, accounting for events and making predictions (So, 2002)<\/li>\n
  4. Learners require stimuli to develop, modify and where necessary, change their ideas and views\u00a0(So, 2002).<\/li>\n
  5. Learners need support in their attempts to re-think and reconstruct their ideas and views (So, 2002)<\/li>\n
  6. Learner\u2019s experience and prior knowledge are inseparable as experience provides the basis for knowledge<\/li>\n
  7. Learner\u2019s social structure has a significant impact on their learning as it provides scaffolding and the mutual construction of knowledge (Jegede, nd)<\/li>\n<\/ol>\n

    The above concepts are incorporated in the Driver and Oldham teaching model which examines the 5 stages of conceptual change that assists in conceptual reconstruction:<\/p>\n

    \"\"<\/a><\/p>\n

    Lin, C., Wu, P., Wu, W., & et al. (2010). Proceedings from the Joint International\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IGIP-SEFIAnnual Conference. Trnava, Slovakia.<\/p>\n

    The 5 Es Approach Teaching Strategy<\/strong><\/h1>\n

    Engage:<\/strong> Learners make connections between past and present learning experiences<\/p>\n

    Explore:<\/strong> Learners actively explore their environment or manipulate materials while using a common base of experiences<\/p>\n

    Explain:<\/strong> Learners have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors<\/p>\n

    Elaborate:<\/strong> Learners practice skills and behaviors through new experiences while developing a deeper and broader understanding of major concepts<\/p>\n

    Evaluate:<\/strong> Learners assess their understanding and abilities while teachers evaluate students’ understanding of key concepts and skill development<\/p>\n

    Enhancing Education. (2002). The 5 Es. Retrieved from here<\/a><\/p>\n

    POE \u2013 Predict-Observe-Explain<\/strong><\/h1>\n

    POE involves:<\/strong><\/p>\n