Part A
Introduction
The work of constructivist theorists, notably Piaget and Vygotsky, identified two constructivist learning models, which are: individual constructivism, which states that knowledge is constructed from personal experience by the individual, and social constructivism, which declares that knowledge, is acquired through collaboration with meaning negotiated from multiple perspectives (Almala, 2006)
Piaget is known as the first constructivist, asserts that the theory of constructivism emphasis on the process of finding a theory or knowledge that is built from the ground realities. The role of teachers in teaching according this theory is as a facilitator or moderator. The views of the children of the more recent constructivist …show more content…
First, classroom setting is important to enhance cooperative learning among groups of students with different abilities, so students can interact in tasks that are difficult and mutually led to strategies for effective problem solving. Second, Vygotsky learning approach emphasizes scaffolding. Scaffolding means changing the level of support. Over the course of teaching session, a more skilled person (a teacher or advanced peer) adjusts the amount of guidance to fit the child’s current performance (John W, (2011). With the scaffolding, they will be able to take responsibility for their own learning.
Basically constructivism is used as a guide in the education field. In constructivist education, there are some basic principles of knowledge built by students, where each student has an idea and knowledge base and knowledge-building process involves the social aspect. However their teacher is just playing a role as a facilitator in the development of students ' knowledge.
The constructivist teaching model encourages students to be actively involved in their learning and the teacher guides the students through the learning process. As an expert educator, Dewey explains that student-oriented learning process will eventually ensure students to analyze their experiences and encourage students to become more
Introduction
The work of constructivist theorists, notably Piaget and Vygotsky, identified two constructivist learning models, which are: individual constructivism, which states that knowledge is constructed from personal experience by the individual, and social constructivism, which declares that knowledge, is acquired through collaboration with meaning negotiated from multiple perspectives (Almala, 2006)
Piaget is known as the first constructivist, asserts that the theory of constructivism emphasis on the process of finding a theory or knowledge that is built from the ground realities. The role of teachers in teaching according this theory is as a facilitator or moderator. The views of the children of the more recent constructivist …show more content…
First, classroom setting is important to enhance cooperative learning among groups of students with different abilities, so students can interact in tasks that are difficult and mutually led to strategies for effective problem solving. Second, Vygotsky learning approach emphasizes scaffolding. Scaffolding means changing the level of support. Over the course of teaching session, a more skilled person (a teacher or advanced peer) adjusts the amount of guidance to fit the child’s current performance (John W, (2011). With the scaffolding, they will be able to take responsibility for their own learning.
Basically constructivism is used as a guide in the education field. In constructivist education, there are some basic principles of knowledge built by students, where each student has an idea and knowledge base and knowledge-building process involves the social aspect. However their teacher is just playing a role as a facilitator in the development of students ' knowledge.
The constructivist teaching model encourages students to be actively involved in their learning and the teacher guides the students through the learning process. As an expert educator, Dewey explains that student-oriented learning process will eventually ensure students to analyze their experiences and encourage students to become more