1. CONTRUCTIVISM
KNOWLEDGE CONTRUSTRUCTION/
CONCEPT LEARNING

2.  TEACHING is not
about filling up the
pail, is about
LIGHTING A FIRE.

3. What is CONSTRUCTIVISM?
 Constructivism refers to the idea that learners
construct knowledge for themselves---each learner
individually (and socially) constructs meaning---as
he or she learns. Constructing meaning is
learning; there is no other kind.
 Constructivism — particularly in its "social" forms
— suggests that the learner is much more actively
involved in a joint enterprise with the teacher of
creating ("constructing") new meanings.

4.  The dramatic consequences of this view are
twofold;
1) We have to focus on the learner in thinking
about learning (not on the subject/lesson to
be taught):
2) There is no knowledge independent of the
meaning attributed to experience
(constructed) by the learner, or community of
learners.

5. TWO VIEWS OF
CONSTRUCTIVISM
1. INDIVIDUAL CONSTUCTIVISM
2. SOCIAL CONSTRUCTIVISM

6. INDIVIDUAL CONSTRUCTIVISM
 This is also called cognitive constructivism
 It emphasizes individual, internal
construction of knowledge.
 It is largely based on Piaget’s theory.
 Learners should be allowed to discover
principles through their own exploration
rather than direct instruction by the teacher

7. SOCIAL CONSTRUCTIVSM
 This view emphasizes that “knowledge
exist in a social context and is initially
shared with others instead of being
represented solely in the mind of an
individual.”
 It is based on Vygotsky’s theory.
 Construction of knowledge is shared by
two or more people

8.  The opportunity to interact and share
among learners help to share and refine
their ideas
 Knowledge construction becomes
social, not individual

9. Characteristics of
CONSTRUCTIVISM
 According to Eggen and Kauchak:
1. Learners construct understanding
2. New learning depends on current
understanding
3. Learning is facilitated by social
interaction
4. Meaningful learning occurs within
authentic learning task.

10. Organizing Knowledge:
 Concepts is a way of grouping or categorizing
objects or events in our mind.

11. Concept as Feature Lists
 Learning a concept involves learning specific
feature that characterize positive instances
1. Defining features is characteristics present
in ALL instances.
example; triangles has three sides.

12. 2. Correlational feature is one that is present
in may positive instances but not essential
for concept commonly membership.
example; a mother is loving

13. Concepts as Prototypes
o A prototype is an idea or a visual image of
a “typical example.”
o It is usually formed based on the positive
instances that learners encounter most
often.

14. Concepts as Exemplars
o Exemplars represent a variety of examples.
o It allows learners to know that am example
under concept may have variability.
example; a learner’s concept of
vegetable may include a wide variety of
different examples like
cauliflower, kangkong, cabbage, string
beans, squash, potatoes.

15. Making Concept- Learning Effective
1. Provide a clear definition of the
concept
2. Make the defining features very
concrete and prominent
3. Give a variety of positive instances
4. Give negative instances
5. Cite a “beat example” or prototype

16. 6. Provide opportunity for learners to identify
positive and negative instances
7. Ask learners to think of their own example of
the concept
8. Point out how concepts can be related to
each other

17.  Schemas and Scripts
A schema is an organized body of
knowledge about something.
 A script is a schema that includes a series
of predictable events about a specific
activity.
o example; knowing the series of steps done
when we visit a doctor or what transpires at the
beginning of the class when teacher arrives.

18. APPLYING CONSTRUCTIVSM IN
FACILITATING LEARNING
1. Aim to make learners understand a few
key ideas in an-depth manner, rather than
taking up so many topics superficially.
2. Give varied examples
3. Provide opportunities for experimentation.
4. Provide lots of opportunities for quality
interaction.

19. 5. Have lots of hand-on activities.
6. Relate your topic to real life situations.
7. Do not depend on the explanation method all
the time.

20. END
.