its my second article

1. International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 04 Issue 13
October 2017
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 2977
Imbibing Constructivist Method of Teaching in Daily
Classroom and the Relation between Students and
Constructivist Learning.
RAJU.KAMMARI. M.Sc., M.Ed.
H.NO:3-11, MALLAMPET, PAPANNAPET Mandal , MEDAK District.502303
Email:raju.kammarii@gmail.com
PH: 9440897712.
INTRODUCTION:
Constructivism is a philosophical
viewpoint about the nature of knowing.
Constructivist learning environment has
been defined by several researchers as an
environment where active participation of
students to the real life experiences has
been provided in order to increase
conceptual change, and problem-based
situations have been created. The most
important purpose of constructivist -
approach based learning environment is to
provide students learning in a deep and
meaningful way by presenting
sophisticated expressions of the reality,
providing the information to be created,
emphasizing the duties in meaningful
contexts, supporting ideational reflection
upon experiences, supporting production
of information through the content and
creating information cooperatively with
context and content for a better learning.
Constructivist teaching strategies
Characteristics of Constructivist
Teaching
One of the primary goals of using
constructivist teaching is that students
learn how to learn by giving them the
training to take initiative for their own
learning experiences.
According to Audrey Gray, the
characteristics of a constructivist
classroom are as follows:
 the learners are actively involved
 the environment is democratic
 the activities are interactive and student-
cantered
 the teacher facilitates a process of
learning in which students are encouraged
to be responsible and autonomous
Examples of constructivist activities
Furthermore, in the constructivist
classroom, students work primarily in
groups and learning and knowledge are
interactive and dynamic. There is a great
focus and emphasis on social and
communication skills, as well as
collaboration and exchange of ideas. This
is contrary to the traditional classroom in
which students work primarily alone,
learning is achieved through repetition,
and the subjects are strictly adhered to and
are guided by a textbook. Some activities
encouraged in constructivist classrooms
are:
 Experimentation: students individually
perform an experiment and then come
together as a class to discuss the results.
 Research projects: students research a
topic and can present their findings to the
class.
 Field trips: This allows students to put
the concepts and ideas discussed in class in
a real world context. Field trips would
often be followed by class discussions.
 Films: These provide visual context and
thus bring another sense into the learning
experience.
 Class discussions: This technique is
used in all of the methods described above.
It is one of the most important distinctions
of constructivist teaching methods.

2. International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 04 Issue 13
October 2017
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 2978
Constructivist approaches can also be used
in online learning. For example, tools such
as discussion forums, wikis and blogs can
enable learners to actively construct
knowledge. Because existing knowledge
schemata are explicitly acknowledged as a
starting point for new learning,
constructivist approaches tend to validate
individual and cultural differences and
diversity.
Role of teachers
In the constructivist classroom, the
teacher’s role is to prompt and facilitate
discussion. Thus, the teacher’s main focus
should be on guiding students by asking
questions that will lead them to develop
their own conclusions on the subject.
David Jonassen identified three major
roles for facilitators to support students in
constructivist learning environments:
Modeling
 Coaching
 Scaffolding
WHAT IS THE RELATION
BETWEEN STUDENTS AND
CONSTRUCTIVIST LEARNING?
Constructivism enhances and promotes
inquiry learning and students create their
own understanding making them
professionals in their own learning.
Constructivism encourages working as a
group and develops student’s skills by
their participation.
In constructivist learning students not only
learn from themselves they also learn from
peer and makes learning a joyful act.
In constructivist learning students learn the
concept by thinking and reasoning and not
by rote memorization.
Constructivism gives students the right of
possession of what they learn since
learning is based on their experimentation,
exploration and questioning.
In constructivist learning, the classroom
for the learner is a knowledge hub as it
provides active learning with all students’
cooperation and collaboration,
understanding, sharing work and engaging
students in activities by transforming their
role from passive learners to active
learners.
WHAT IS THE ROLE OF
CONSTRUCTIVISM IN A
CONSTRUCTIVIST CLASSROOM?
Constructivism is an attempt to reduce and
eliminate traditional philosophical method
of knowledge transmission and wanted
students to face and represent reality to
make students competent in facing real life
situations.
They provide situational problems and
arouse curiosity, critical thinking and
problem solving abilities in students and
enable them to perceive knowledge from
the situation.
CHARACTERISTICS OF A
CONSTRUCTIVIST CLASSROOM:
 Classroom should be child centered
rather than teacher centered.
 Encouraging to active participation
in the classroom.
 Classroom environment should be
democratic instead of autocratic.
 Giving ample freedom to think his
own.
 Encouraging to pose the questions
in the classroom.
CONSTRUCTIVIST CLASSROOM
ACTIVITIES:
 Individuals in the classroom
performs experiment and discuss
the results of it in the classroom
 Conducting field trips to know the
real world situations.
 Providing films like visual effects
thus it gives another sense of
learning experiences.
 Students study the research topics
and implement or discuss the
results in the classroom.

3. International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 04 Issue 13
October 2017
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 2979
DIFFERENCE BETWEEN CONSTUCTIVIST CLASSROOM AND TRADITIONAL
CLASSROOM:
SIGNIFICANCE OF THE STUDY.
The significance of this study is to know
the importance of constructivism and its
role in education. This research also helps
the researcher in knowing the shift from
traditional method of teaching to
constructivist teaching. The main
importance of this method is that it helps
to develop personality, think and solve
problems on their own thereby having
longer retention. Thus researchers are
focussing in shift by integrating
technology innovative methods of teaching
and learning so that the student becomes
independent. This study also helps us to
find out the attitudes of teachers in the
shift. In the globally competent changing
roles of information and technology
traditional methods of teaching are
becoming out dated and various
dimensions of educational practices are
coming into existence it is the need of
teachers to provide a learner centered
learning environment and enable the
learner know the real world. Unlike
traditional method where teacher transmits
knowledge and students are passive,
constructivist learning provides active
learning and helps students in
understanding real life situations by
constructing ideas concepts based on
current knowledge from past experiences
and overcomes future problems by taking
his own decisions and creates new
experiences.
The shift from traditional method to latest
technological innovative method has been
a breakthrough in the era of education
since these enable the learner to think and
analyse the problem.
DISCUSSION:
Discussing the importance of
constructivism in learning is limitless.
Irrespective of subject they engage
CONSTRUCTIVIST CLASSROOM TRADITIONAL CLASSROOM
1. Child centered classroom
2. Students are very active learners
3. There is interactive and exchanging
ideas between teacher and student
4. Students will not depends either
books or teachers, thinks his own to
construct his ideas.
Teacher centered classroom
Students are passive learners but teachers are
active
Only rote memorized learning
Students mainly depends on text books and
teachers

4. International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 04 Issue 13
October 2017
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 2980
students in activities and integrate exciting
methods of teaching in learning process.
Constructivist method of teaching-learning
recognises student’s needs, interest and
motivates them to reach their goal in an
efficient way and there by providing them
with longer retention and arousing
curiosity and interest in learning by
transferring students learnt skill to the life
outside classroom by encouraging students
to have alternative and varied methods of
learning and the study infers about
students improved learning when taught
using constructivist method of teaching.
CONCLUSION AND
IMPLICATIONS:
Constructivist method of learning
promotes critical learning, makes the child
independent by arousing interest towards
learning as they have democratic
environment in constructivist learning. The
relationship between learner and
constructivist learning environment is
highly positive as it(constructivist method)
1.allows students to construct their own
knowledge from their past experience’s ,
enhances students social skills and enables
them to learn more making them more
competent and also allows students to
discover themselves.
The main implications of constructivism is
that it enables a teacher as how to teach
and students how to learn and it also helps
students in transferring knowledge from
short term memory to long term memory
by imbibing critical thinking and discovery
learning.
This could be one of the best method to
integrate teaching biological science and
mathematical sciences for longer retention
by giving live projects conducting
symposiums as they encourages child for
divergent thinking develops problem
solving abilities and makes children
competent in solving real life situation
problems.
REFERENCES:
 Campbell, R. (1997). Jean Piaget's
Genetic Epistemology:
Appreciation and Critique. This is
a revised version of two lectures
presented at the Institute of
Objectivist Studies Summer
Seminar, Charlottesville, VA, July
7 and 8, 1997. Retrieved
from:http://hubcap.clemson.edu/%
7Ecampber/piaget.html
 Driscoll. M.P. (2005). Psychology
of Learning for Instruction (pp.
384-407; Ch. 11 – Constructivism).
Toronto, ON: Pearson.
 Taber, K. S. (2011).
Constructivism as educational
theory: Contingency in learning,
and optimally guided instruction.
In J. Hassaskhah (Ed.), Educational
Theory (pp. 39–
61).NewYork:Nova.Availablefrom
https://camtools.cam.ac.uk/wiki/ecl
ipse/Constructivism.html