Essay on English

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A Constructivist Pedagogy For Career And Technology Education

In this article, I explored tenets of constructivism that could be directly applied to the Career and Technology Education Standards for Career and Technology Education Teachers. This article provides a proposed constructivist pedagogy for the Vocational Technology studies. Though I do not consider myself to be a strict- constructivist teacher, when I compared my educational philosophy to this proposed pedagogy, I realized how much the study of constructivist theory and practice had influenced my beliefs and methods of instruction. As a future Technology Education educator, I applied these constructivist principles to my own teaching style and methods.

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Defining constructivism requires that a theory be explored. Constructivist theory is the belief that all learners are actively engaged in their learning process or knowledge acquisition. This further expands to include the idea that as learners, “we construct our own understandings of the world in which we live” (Brooks, 1999). This understanding relies heavily on the learner’s prior knowledge and experiences, which directly influence the way that the learner will ‘construct’ his or her new knowledge. Questioning and research of exactly what or who influences the construction process has brought about different forms of constructivism. The three forms of constructivism to be explored in this essay are radical, social, and cognitive constructivism(s).

The Radical Constructivist Approach to Learning

The term radical constructivism was first coined by Ernst von Glasersfeld in 1974 (von Glasersfeld, 1974). Von Glasersfeld based his theory on the 18th century works of Giambatista Vico, and the later 20th century theories of Jean Piaget (von Glasersfeld, 1989).

The radical constructivist perspective holds that all knowledge is constructed by the subject, or learner. Radical constructivists believe that knowledge is a subjective creation from the subject’s experiences that has been demonstrated to be viable (von Glasersfeld, p. 123). Viable here means “to fit”--in other words, the learner creates knowledge based on his or

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