Science Activities in the Constructivist Learning Approach - Assignment Example

Science Activities in the Constructivist Learning Approach Education today has undergone various transformations from days of old. Schools at present may have similar goals of optimizing students’ learning and maximizing their potentials but may have differing philosophies, approaches and educational strategies in fulfilling these goals. Constructivist theory is gaining more attention, recognition and acceptance in many educational institutions. It premises on the belief that learners “construct” their own learning, and in effect, have better retention of it. “In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor.  It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.  The learner, therefore, constructs his/her own conceptualizations and solutions to problems.  Learner autonomy and initiative is accepted and encouraged.” (Van Ryneveld, n.d.). Teachers come up with several strategies in capturing their students’ attention, and courses are offered in helping educators become more efficient in imparting knowledge and skills to their pupils. No longer do they limit their teaching strategies to boring lectures, dizzying written and oral examinations and students’ delivery of memorized answers to expected questions. Teaching aids have likewise expanded from using flashcards, blackboard demonstrations and textbooks to more concrete materials like actual 3-dimensional objects, dioramas and multimedia materials. Activities are likewise evolving to be more learner-centered, as teachers are coming to terms that their students have a hand in directing their own learning. This is not to say that teachers are slowly losing their hold on the learning of their students. In fact, they are important figures in stimulating and encouraging their students’ pursuit of knowledge. David Wescombe-Down, an educator, wrote in his article, ‘Constructivism, mainstream teaching and scientific knowledge from the classroom perspective’, “If we take the constructivist classroom route, we make harder work for ourselves compared to the easier transmission model route. Our students are required to provide rigorous intellectual commitment and perseverance, and teachers must continually connect student’s previous and current knowledge to the emerging curriculum. The relevance of curriculum to student interests therefore cannot be planned, because the learners’ interests and experience cannot be assumed nor completely evaluated in advance.” This gives the students more power in the acquisition of learning. Using prior knowledge, they are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their interests. Science is a subject that encourages constructive learning. The very nature of the scientific method supports it. Teachers may discuss theories in their lessons and encourage children to try them out in practice. Traditional classroom activities such as reporting in front of the class, showing pictures related to the lesson or filling out textbooks pale in comparison to concrete experiences such as touching a real, live dog, conducting plant experiments or cooking activities. The concrete interactions and experiences with the real world helps children retain learning better because they have actually experienced learning using most, if not all their senses. To illustrate, the following activities are designed to teach the concept of “mammals” in a constructivist learning approach: Trip to the Zoo: Of course it is ideal that students are exposed to actual specimen of the different mammalian kinds if such are accessible. A trip to the zoo may planned so they experience a closer look at the animals – its physical qualities, habitats, food, care for the young, movement, sounds, etc. This trip should be well-organized, with each child tasked with something to explore. For example, student A will focus on the animal coverings, student B will focus on the food the animals eat, student C will find out which animals are tame and which are wild, etc. Nothing compares to the real thing even if there are a lot of available materials that come close such as video documentaries. Adopt a Classroom Pet: Another trip to a pet shop may be scheduled, this time with the goal of choosing a suitable classroom pet. This pet should be safe enough to keep in class and its food must be accessible in groceries or markets. The children can come up with data sheets on their observations about their pet. For example, on its first day, the pet should be weighed and measured, and this process repeated every week to monitor its physical growth. A mammal such as a guinea pig is basically friendly and safe for children. Having a pair gives children the opportunity to observe various behaviors. Witnessing mating rituals and even gestation and birth of baby guinea pigs are extraordinarily special learning opportunities that children will long remember. Multimedia Presentations: Students may take pictures and videos of mammals and audio recordings of their sounds and show them in class while discussing their observations of the animals along with the research they have done on it. A wealth of research materials abound today – multimedia encyclopedia featuring images and videos of mammals, internet articles contributed by experts all over the world, documentary videos such as those from National Geographic or Discovery Channel. Students may come up with their own “PowerPoint presentations” in integrating these rich materials. Special Projects for Endangered Animals: Upon learning about mammals, students will realize that there are a lot of endangered species. Teachers may throw questions to their students that make them think of why these animals have come to such a pitiful situation and what they can do about it. Students may think of special projects that they can do to disseminate information and awareness to the public. Although they learned about the concept in Science, their constructive learning extends it to include civic awareness in Social Studies. Special projects may include: Fund-raising activities for organizations saving those endangered animals like showing their own original multimedia productions (their film or PowerPoint presentations); dioramas (ex. Elephants without their ivory trunks, rhinoceroses without their horns, etc.) or simulated experiments (“dead” dolphins or whales suffocated with plastic bags thought of as jellyfish to show how water pollution kills water creatures) on exhibits for a fee. Another special project is networking with other concerned organizations and collaborate on writing companies or individuals directly or indirectly responsible for the endangerment of the animals. An example is writing owners of companies to dissuade them from buying illegally-grown coffee from plantations that impinge on the territory of protected parks where some of these endangered animals reside. Being involved in something as significant as such special projects makes children feel that what they are learning matters to the world and they are empowered by such activities. Although they are children, they know that they can do something worthwhile that adults get to appreciate them for it. Along with the learning they gain, they likewise gain a better self-esteem. Use of Internet and Email for Research: Teachers may assign special topics on mammals and students may use the internet for research. They may also email experts in the field and establish ongoing communication and research via email. A recent study by Harris and Kington (2004) report on a case study of “10-year-olds in email contact with employees at a mobile phone factory some 30 miles away from the school. ‘Epals’ learnt about children’s interests and in turn offered insights into the world of work. This widens the children’s horizons of learning to global proportions and they even get opportunities to network with resource people from all over the world. A similar study was done by Burnett, Dickinson, Myers and Merchant in 2006 where they set up a project involving pupils from two very different primary schools emailing each other as a preparation for producing a joint PowerPoint presentation on children’s views and interests to a group of trainee teachers. This project truly encourages constructive learning because the children shared their own ideas with each other and came up with their own designs in the finished work. As a bonus, the children got to make friends with other children using a modern and exciting medium. Creating Their own Blogsite or Website: With Information and Communication Technology (ICT) gaining influence on schools, children nowadays are being adept at using computers and setting up and designing their own free blogsites or websites. They can use this skill to exhibit their learning and even share it with others online. They may post articles they have written about mammals or pictures they have taken or activities they have done on these sites and even invite other people to do the same. This way, information-sharing is promoted. The activities discussed are only a few examples of constructivist learning at work. The students direct their own learning and cull on their creative and critical thinking skills to come up with dynamic ideas that invite more learning. Students are no longer seen as passive recipients of learning with teachers as dispensers of knowledge. With constructivist learning, there are endless possibilities for the active learner. References Burnett, C., Dickinson, P., Myers, J. & Merchant, G., Digital connections: transforming literacy in the primary school. Cambridge Journal of Education Vol. 36, No. 1, March 2006, pp. 11–29 Harris, S. & Kington, S. (2002) Innovative classroom practices using ICT in England. Available online at: www.nfer.ac.uk/research/down_pub.asp (accessed March 10, 2007). Krogh, S., (1995) The Integrated Early Childhood Curriculum. McGraw-Hill, Inc Mayesky, M., Neuman, D. & Wlodkowski, R.(1980), Creative Activities for Young Children. Canada: Delmar Publishers, Inc. Science and Mathematics Education: SACSA and Constructivism. Retrieved on March 10, 2007 from http://www.unisanet.unisa.edu.au/11788/sacsaandcon.htm Van Ryneveld, L., (n.d.) What is constructivism?, Retrieved on March 10, 2007 from http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm Venville, G., & Dawson, V. 2004, The Art of Teaching Science, Allen and Unwin, Crows Nest. Wescombe-Down, D. (n.d.), Constructivism, mainstream teaching and scientific knowledge from the classroom perspective. Retrieved on March 10, 2007 from http://www.unisanet.unisa.edu.au/11788/science1/constructivism/MSMSASTA05.doc Read More