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.
Alma,
ReplyDeleteIt is very important, as Christians, to hold to what we believe: That Jesus is The Way, The Truth and The Life...(Jn. 10:10). In regard to education, I also think that it is important for educators to allow the class/curriculum to challenge the students to find the answers to questions and solutions to problems, as opposed to teachers "dictating" to students the "correct" answers. I like your statement, "students need to become dissatisfied with their present level of knowledge, encouraging them to seek new ideas."
What are you doing in your Math classes to allow for this "seeking" of knowledge?
Thanks for sharing,
-Chris
Hi Alma,
ReplyDeleteFirst of all, I do appreciate that in the introduction to your blog, you took time to first set and make known your scriptural standard in light of your choice of instructional theory.Secondly, you made the statement that students need to become dissatisfied with their present level of knowledge. That's an interesting way to express this idea. However, while it is important to help the student realize where he/she is, and where he/she can or should go from there, I believe that causing the student to feel literally dissatisfied, may also have an adverse effect, because the natural human tendency toward personal dissatisfaction is usually discouragement. Therefore, while the more confident and advanced student might be able to use the dissatisfaction as a channel of motivation, for the timid, less confident student, it may produce quite the opposite result.
Yours is an interesting blog.I look forward to your response.
Seraphine
I think teachers need to be sensitive to how their students are reacting to that "dissatisfaction" the teachers are trying to produce. You are right, that what causes one student to pursue more learning might cause another to give up. I do, however, think that adult learners are less likely to give up if their studies are from their choice to begin with. For example, I waited until late in life to pursue a Master's. Because I chose a technology concentration, sometimes I feel very overwhelmed by the things I don't know, but I want to finish what I started and I want to become more competent in this area, so I keep "plugging along."
DeleteHello Alma!
ReplyDeleteThank you for sharing! I loved reading your blog post because I think very similarly to you. I completely agree with your opening statement that there is an absolute truth, but much of the constructivist theory makes sense to me as well. I am also a Math teacher : ) I think the four main steps align well with good instructional practices in the math classroom, especially since math builds upon itself. I am also glad that you mentioned journaling, I think it is really important to incorporate writing into the math classroom (although many teachers do not take the time for it). Thank you for sharing!
Lizzie
Hi Lizzie,
DeleteI was not very good about requiring journaling in my math classrooms, either, but I believe students have to learn the language of the subject they are learning, so I probably would require more if I went back into a classroom again.