Since I am a Christian, I cannot subscribe unreservedly to
the constructionist theory of learning. I do believe there exists an absolute
truth. Jesus tells us in John 14:6, “I
am the way, and the truth, and the life; no one comes to the Father, but
through Me.”(NASB) He does not leave any room for alternate opinions. However,
as a math teacher, much of the constructionist theory makes sense to me.
Students need to make the knowledge their own. Because constructivism is
student-centered, it helps them do this. According to Uzuntiryaki, et. al., constructivism has four main emphases. First the
teacher needs to draw on students’ prior knowledge and connect the new material
to it. This is part of almost every math class – students need to know how the
new material relates to what they already know. Next, students need to become
dissatisfied with their present level of knowledge, encouraging them to seek
new ideas. In math, this is done by asking questions or presenting problems
that can only be answered or solved by the new knowledge. Third, the students
apply the new knowledge. Again in math, this is done by answering the questions
asked or solving the problems proposed. Last of all, constructivism “provides
reflection on learning (Uzuntiryaki, Boz,
Kirbulut, & Bektas, May 2010).” In a math class, new practice
problems would be worked or journaling would be done.
In an online course design, knowing the level of knowledge
the students have is essential for the design of the course if a constructivist
theory is to be used as a basis for the design. Only then can you connect the
new knowledge to the existing knowledge. Some of this would be assumed based on
the level of coursework, and some could be structured by requiring
prerequisites. Giving your students a hunger for knowing new things will encourage
them to construct new knowledge for themselves. We all adapt our perception of
reality when we hear new ideas that fit in with what we already believe.
References:
Holy Bible: New American Standard Bible. (1977). The Lockman Foundation, Kindle Edition.
Olssen, M. (Sep., 1996). Radical constructivism and
its failings: Anti-realism and individualism. British Journal of Educational
Studies, 275-295.
Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas,
O. (May 2010). Do pre-service chemistry teachers reflect their beliefs about
Constructivism in their teaching practices? Research in Science Education,
403-424.
