Constructivism and the Classroom Curriculum

Abstract

Constructivism suggests that humans construct knowledge and meaning from their experiences. So an individual’s knowledge is a function of one’s prior experiences, mental structures, and beliefs that are used to interpret objects and events. The present study tries to seek for what constructivists believe regarding curriculum development; they claim that learners construct their own reality or at least interpret it based upon their perceptions of experiences, What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind (Jonasson, 1991). Feature of this approach is that it does not adopt doctrinaire allegiance to particular levels of teacher input ( as can be the case with teaching through discovery learning , or direct instruction) but rather the level of teacher guidance (a) is determined for particular learning activities by considering the learners and the materials to be learnt ; (b) shifts across sequences of teaching and learning episodes, and includes potential for highly structured guidance and, as well as more exploratory activities. When understood in these terms, constructivism provides a sound theoretical basis for informing teaching at all levels, and in all disciplines. If our efforts in reforming education for all students are to succeed, then we must focus on students. The study concluded that teachers need to reflect on their practice in order to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding.

Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana

“…The findings affirm the views of Adom et al [41] that constructivist pedagogical philosophies when deployed in teaching and learning, assist learners to explore and discover content through hands-on and experiential learning. Likewise, the pragmatist pedagogical approach prioritizes practical learning that makes learners active participants in the teaching and learning processes [44].…”

“…Also, this pedagogical model applies the principles in the pragmatism philosophical paradigm. Pragmatism is a philosophical framework that adopts a deconstructive perspective, wherein truth is not regarded as an absolute concept but rather as a dynamic and practical framework that facilitates comprehension of the natural world [44]. Pragmatism as an educational philosophy emphasizes practical and experiential teaching and learning which are the basis for learning proposed by this pedagogical model.…”

“…Pragmatic educators use active project-based learning methodologies, prioritizing subject matter relevant to students. Pragmatism in education emphasizes studentcentered teaching, hands-on learning, and collaboration, valuing students' needs, interests, experiences, trial-and-error, and interdisciplinary learning [44,45]. Pragmatic thinking in education emphasizes functional objectives, learner-centered instruction, hands-on learning, teamwork, and interdisciplinary learning.…”

Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana

“…These are in tandem with the directions in the new curriculum for elementary schools in Ghana (Ministry of Education, 2019). Constructivism is a recent epistemological perspective that views knowledge as constructed based on human perception and social experience (Alam, 2017). It is closely related to pragmatism and relativism.…”