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How to Design Constructivist Learning Environments in the Classroom?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Koterwas, Agnieszka |
| Abstract | The scientist, such as philosophers, psychologists and pedagogues were wondering about the phenomenon of constructing knowledge in the mind. Plato and Aristotle compared the mind to a stamp pressed into wax. This conception is called realism. It assumes that the representations (objects, ideas, judgments, mental models, whose function is to present stimuli within the mind) are the result of direct «impress» the stimulus in mind [9, p. 61]. The idea that knowledge is something that exists outside of man. It is an objective representation of the underlying facts, principles and theories, and so you can pass it directly from books or by the teacher. This position dominated from antiquity to the Middle Ages when Ockham, stated that the representation does not need to show properties of the object to which it refers. He created his theory on the basis of the existence of fictitious objects that are not subject to the processes of perception, thus they cannot be «impress» in mind. Nevertheless, these objects exist in the cognitive representation and every man imagines them on their own way. In this way Ockham argued the existence of their own, individually and actively constructed mental representations [9, p. 62]. In recent years, a growth of empirical evidence to demonstrate that the same object can be mentally represented in many different ways. The researchers turned their attention to the value of this theory in other fields such as psychology and pedagogy. Nowadays most psychologists supports the theory of constructivism. They deny the assumption of realism that the object was independent of the cognitive subject. Mental representation is dependent on the setting, context, previously acquired knowledge, expectations, motivation, moods or emotions and intellect and personality [1]. This way of thinking is the source of Constructivism. According to cognitive psychologists it is a process of creating a mental structure, which encodes the sensory data in a special language. As a result, sensory data are translated into mental data [9, p. 62]. Psychologists draw attention to the assumptions of constructivist thinking in the consideration of the process of thinking, perception and memory. Therefore, pedagogues began to notice the value of constructivism in the development of competencies and academic skills such as writing, reading, communication, research, problem solving and asking questions. M. Chomczyńska-Rubacha considering how to put the assumptions of Constructivists into educational practice. She said that the learning environmental is a stimulus external to the individual, which influence on quality of the school day learning and learning outcomes [2, p. 240]. Furthermore the classroom is the direct environment of the student, where he interacts with teachers and peers. Classroom provides the stimulation necessary to maintain an adequate level of student’s activity. There are many educational solutions for the inclusion of a constructivist model in the school. These solutions create the most favorable conditions for the student that are relevant to their individual needs. This includes aspects such as the learning content and methods and role of student and teacher. Student is an explorer of reality and the teacher is responsible for fulfillment of the constructivist learning environment conditions. Constructivist model assumes the creation of a place that is conducive to research activity occurs naturally in the environment. Is is called «learning environment» that provokes cognitive and has the potential to impact on an individual’s behavior conducive to its development [8, p. 494]. This is the environment determining the development of the student. According to B. Wilson learning environment «is a place where people can draw upon resources to make sense out of things and construct meaningful solutions to problems» [10, p. 3]. We add «constructivist» to the front end of the term, shortly CLE (Constructivist learning environments), to bold importance of meaningful activities that provide to construct understandings and develop skills relevant to solving problems. Outside the classroom CLE is a place containing cultural transmission, such as a museum, gallery, library, park. In this environment learning student activates own cognitive schemas are not always responding to the expectations of the teacher, but being in accordance with their development needs and the system of meanings. The creator of the term of constructivist learning environment is D. Jonassen. He proposed guidelines in the form of a chart necessary for the design of such an environment [6]. These are: active/manipulative, constructive (students are to incorporate new ideas and prior knowledge in their into the new knowledge construct), collaborative (students working together, combine their forces to achieve common goals), conversational, reflective (this is reflective ap- |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://lingvj.oa.edu.ua/articles/2014/n46/4.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
