Constructivist Pedagogy Flashcards
Philosophical Foundations of Constructivism
acknowledges world is experienced uniquely by each individual; knowledge is co-created through intersection and conversation (Binkley & Minor, 2021)
Beliefs of Constructivists
believe knowledge is subjective and varies depending on mental construction of each observer and argue that knowledge cannot be imparted from teacher to student (Guiffrida, 2005)
Learning in Constructivist Theory
Learning in constructivist theory occurs when learner is engaged in individual and social activity that promotes discovery (Guiffrida, 2005)
Definition of Constructivism
learning approach generally holds knowledge is constructed by individuals over course of life experience that emphasizes hands-on, activity-based teaching and learning which students develop own frames of thought (Keengwe et al., 2014; Wilkinson & Hanna, 2016)
Primary Condition of Constructivism
Notion that knowledge is constructed and understanding is built on preestablished beliefs, suppositions and experiences of meaning (Wilkinson & Hanna, 2016)
Constructivist Pedagogy
conceptualizes learning as an active and manipulative activity and encourages constructive and reflective thinking that intentionally creates collaboration and a conversational atmosphere (Keengwe et al., 2014)
Constructivist Learning Environments
learning environments intended to provide multiple paths for students to explore with teachers performing role of a guide, mentor or facilitator (Keengwe et al., 2014)
Constructivism and phenomonology
Constructivism and phenomenology seek to acquire knowledge by examining structures of experience upon which understanding itself is established and agrees that meaning is created through experiences in the world (Wilkinson & Hanna, 2016)
3 student-centered counseling examples identify important differences between constructivism and phenomenology
understanding and choosing theories, navigating important psychological concepts and enhancing reflective self-awareness (Wilkinson & Hanna, 2016)
Teacher’s Role in Constructivism
constructivist instructors encourage students to be critically self-reflective while engaging in constant self-reflection and stimulating dissonance critical to facilitating reflection (Binkley & Minor, 2021; Guiffrida, 2005)
Constructivist Methods in Pedagogy
methods focus on concept interpretation rather than experience of phenomena to which such concepts refer (Wilkinson & Hanna, 2016)
Constructivist Activities
activities often contain characteristics including allowing individuals to form own knowledge, engaging in active experiences that cause them to uncover differences between current knowledge representation and own experiences and must occur in social context; include having students conduct case analyses from a cultural perspective, construct personal narratives in which they reflect upon how discourses have shaped them and participate in role-plays and small group discussions in which they critically evaluate their actions (Guiffrida, 2005; Keengwe et al., 2014)
Constructivist approach requires balance between who?
teacher guidance and student initiative, while remaining true to principle that each student brings their own particular interpretive style, beliefs and preconceptions to learning process (Wilkinson & Hanna, 2016)
What role does constructivist teachers take?
the role of facilitators, guide or coach rather than transmit knowledge (Keengwe et al., 2014)
Arguments of Constructivist Teachers
active learning, reflective learning, creation of authentic tasks, contextual learning and collaborative learning promote knowledge as well as meaningful learning (Keengwe et al., 2014)
Constructivist teaching practices do what?
teaching practices such as use of creative, experiential learning activities can promote transformative cultural learning, which strongly connects to students’ abilities to use counseling interventions intentionally through lens of diversity (Binkley & Minor, 2021)
