Major aspects of constructivism

Major aspects of constructivism

1. A method for research which emphasizes a subjective relationship between the construction of meaning, the researcher and participant. The researcher is a part of the research process their participation must be acknowledged as an unavoidable part of the research outcome (Jane Mills, Ann Bonner, Karen Francis, 2006)

   • Constructivism: learning is a process, and knowledge is constructed through concrete experience, discussion, and reflection (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013)
   • Constructivism: knowledge is constructed by the learner and it cannot be supplied by the teacher. The construction of knowledge is a dynamic process and requires active engagement by learners. Learners are responsible for learning and the teacher is responsible for creating an effective learning environment. (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013)
   • Learning requires reflection and teachers guide or correct the knowledge constructed by learners and promote the development and creation of effective constructions. Teachers must guide the student and provide experiences which expand their previous learning. Teachers provide learners with the opportunity to choose activities and get involved (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013).
     • Constructivism: learners actively construct their own ways of thinking by interacting with experiences (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013)

2. The Researcher: To Construct and make meaning from data and make use of the participants experiences into interpretations (Jane Mills, Ann Bonner, Karen Francis, 2006). The researcher constructs their own theory through the interpretation of the participants experiences (Jane Mills, Ann Bonner, Karen Francis, 2006). Keep the researcher close to the participants by maintaining the participation throughout the research process and communicate how the participants construct their world (Jane Mills, Ann Bonner, Karen Francis, 2006)

3. children will do best by finding and looking for specific knowledge they need ("fishing") for themselves (Papert S. , 1993).

   • The knowledge children most need is the knowledge that will help them get more knowledge (Papert S. , 1993)
   • Constructionism: main feature: mental construction: The idea of constructing by asking questions (Papert S. , 1993)

4. Constructivism: learning takes place in contexts (Aloka Nanjappa, Michael M. Grant, 2018).

   • Constructivism: derived mainly from the works of Piaget (1970), Bruner (1962, 1979), Vygotsky (1962, 1978), and Papert (1980, 1983),
     • The role of the teacher is as a facilitator and learners actively construct their own knowledge, by linking knew knowledge with previous knowledge.
   • Constructivism is a philosophical and psychological approach, which states that people, their behaviours and their environments will interact in shared and equal way
   • learning takes place in contexts
     • learners construct what know and understand due to experiences of and in a situation
     • The constructivist view of learning: an active process of constructing knowledge rather than acquiring knowledge. The process of construction requires creating a world that makes sense.
     • Constructivist thinking: a critical and creative processes.

5. Constructivism can be defined as a philosophical position that states that reality is constructed. (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013)

   • Constructivism can be described an approach which provides learners with opportunities to work together, ask questions, share, build and generate knowledge which is based on their prior knowledge (Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, 2013).

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7. Bibliography Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail. (2013). Teachers’ Use of Technology and Constructivism. Modern Education and Computer Science, 49-63. Aloka Nanjappa, Michael M. Grant. (2018). Constructing on Constructivism . The Role of Technlogy , 38-51. Jane Mills, Ann Bonner, Karen Francis. (2006). The Development of Constructivist Grounded Theory . The Development of Constructivist Grounded Theory , 25-35. Papert, S. (1993). Situationg Constructivism . Situationg Constructivism . Papert, S. (1993). The Childrens Machine . Rethinking school in the age of the computer , 137-154 .