Describe the core beliefs of the constructivist teacher. What teaching techniques does a constructivist science teacher employ? What is a discrepant event? Why are they useful in science education? Why should teacher induce cognitive disequilibrium when teaching science? Describe the role of the teacher in a constructivist science classroom. Describe and provide an example of correlational reasoning.
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In traditional learning the classroom is a place where the teacher acts as an expert pouring knowledge into passive students. In this environment, students are typically memorizing information and have not necessarily realized the answer as being the truth nor have they understood it. Why? The information was not reconciled with each of the students own beliefs.
ReplyDeleteConstructivist learning allows students to take part in activities like experiments. This helps students question their current beliefs and conceptions. It also allows students to observe for themselves and make their own hypothesis of the end result. Activities like experiments allow students to build upon (and in some cases change) current knowledge.
A constructivist teacher in any curriculum functions more as a facilitator who focuses on teaching techniques like coaching, mediating, prompting and helping students develop and assess their understanding, and thereby their learning. One of the biggest jobs of a constructivist teacher is asking good questions. A constructivist teacher seeks to induce cognitive disequilibration when teaching any subject including science. It occurs when what is actually happening conflicts with the students idea of what ought to happen. A constructivist teacher realizes that if existing understanding could be explained, no further understanding would be required. This being said, the core beliefs of a constructivist teacher in any curriculum would include problem-solving and inquiry-based learning activities, reflection and interactive learning.
The learning of science is the process of construction and reconstruction of previously held personal theories. It is safe to say that the science curriculum is the perfect place for a constructivist teacher. Using a constructivist perspective, teaching science begins to resemble the science that scientists do. It becomes an active, social process of making sense of experiences. The role of a teacher in this type of classroom would be facilitator, observer, assessor and supporter.
Discrepant events are basically surprising or unusual happenings. They are used by constructivist teachers to spark children’s curiosity about the validity of their prior beliefs. When teaching science, experiments can be used as discrepant events. One of these is the mysterious floating egg. They will put an egg in plain tap water and one in salt water. The egg in salt water will float. Why? Salt water is denser than egg.
Correlational reasoning is the extent to which changes in one variable are associated with changes in another variable. Correlation is this instance, does not imply causation, it is just a congruence in change and can be positive or negative. An example is there may be a correlation between the amount of days children take off from school and their grades.
The core beliefs of a constructivist teacher are as follows:
ReplyDelete*Learning depends on the idea of a subjective reality meaning that individuals "put together" their own knowledge base.
*Knowledge is not a transferable commodity - it must be absorbed by a child's own thinking and processing.
*Construction and absorption of new knowledge is only achieved through a child's own prior learning and experience.
*Constructivist teachers observe how each child constructs new information and encourages the child in processing information in a way that is relevant and important to that individual
The teaching techniques that are employed by a constructivist teacher include: role as a leader in the classroom, an understanding of the way each child learns through observation, asks questions to help identify how a child may have constructed information on the same subject in the past and recognizes that a child cannot move forward in learning unless the groundwork for that knowledge has been laid beforehand.
ReplyDeleteA discrepant event, also known as, suprising or unusual happenings, are used by constructivist teachers to inspire children's innate curiosity about the validity of their prior beliefs. Students are encouraged to use new ideas and new experiences to relate and connect to the knowledge they already had.
ReplyDeleteDiscrepant events are useful in science teaching because experiments that test children's reasoning and previously held beliefs help them determine what they know versus what they may see or experience. When a child experiences a difference between what is actually happening instead of what they think should happen cognitive dissonance (cognitive disequilibrium) occurs. Cognitive dissonance encourages the learner to re-evaluate previous understandings and compare it with a new experience such as during an experiment where an object floats when the child was expecting it to sink.
ReplyDeleteA constructivist teacher is an active participant in the classroom who acts as a facilitator, guide, role model and supportive leader. They understand that learning is a social and collaborative activity which requires the input of others. They also understand that the depth of knowledge that a child can achieve is far greater with the help and participation of teachers, parents, peers as described in the Zone of Proximal Development. Constructivists teachers are both flexible and focused - they allow the students an active role in the classroom and they encourage dialogue and sharing of information.
ReplyDeleteCorrelational reasoning is the idea that changes to one variable are associated to changes in another variable or a cause-and-effect relationship. A consistently high positive or negative correlation between two variables warrants further investigation. Examples of would be a student's daily number of study hours compared with their GPA or the number of beers consumed the night before an exam and the student's grade on that exam.
ReplyDeleteResponding to Deb's and Jennifer's answers: The science teacher's use of discrepant events sounds like a very useful tool. Experimentation seems to be a great medium for that kind of activity. How about extending that technique to an anticipatory set? I imagine that if the teacher demonstrates a discrepant event at the beginning of a unit, it would also be a great way to hook the students and get them excited about the new learning ahead. Can either of you respond to that and confirm if it would still qualify as a discrepant event? For example, the egg experiment described in Deb's comments above, would work well as a preview of things to come.
ReplyDeleteThe disequilibration (or cognitive dissonance) concept is very appropriate in relation to science terminology, e.g., in chemistry the two sides of a reaction in a closed system seek to be in equilibrium or balance with each other, so that one reaction is occurring as equally as the reverse one is. A student's mind that faces a conflict or "disequilibrium" would want to seek equilibrium in thinking and starts questioning and metaphorically seeks that balance again. I presume this can happen any time during the constructivist learning, or is it seen more often in some areas of the scientific process more than others, such as more during observation than during inferrence? Any ideas on that? Either way, it seems to be important to encourage this stretching of the students' thinking.
I feel that constructivist teaching is very well suited for science. They are many benefits to this method of teaching. This method of teaching allows student to think and act like a real scientist. When teaching science it is important not only to lead by example but however let the students conduct the experiments by themselves and experience first hand the affect of variables on the experiment. In doing this, the students should keep their focus on why things are happening not just what is actually happening in the experiment. The constructivist method of teaching allows students to make discoveries and hypothesis on their own. When using this method, a teacher must be very careful that the children are kept on track and that they have proper questions ready for all situations.
ReplyDeleteI like Meg’s suggestion of having a teacher demonstrate a discrepant event at the beginning of a unit. I think it would be a great way of hooking the children and to get them excited about the lesson.
I never knew what it was termed before, but now that I know I can say that discrepant events are extremely important to teaching science and inciting the curiosity needed to make what is taught relevant. This is the reason we have so many popular science television shows like Mythbusters or Bill Nye the Science Guy. A discrepant event can be used almost like a magic trick. Everyone wants to know how it works. I know personally it was things like this that made me excited about science. I found also that the more I learned about the floating egg, or even gravity if presented in a way that challenged my previous ideas, the more interested I am in exploring new content about the amazing ways the world works.
ReplyDeleteFor this reason I agree with Mary Lou that a demonstration like this could be a perfect example for an anticipatory set. With a high level of excitement and curiosity built up, a constructivist teacher can more easily get students working together and asking questions, as well as keep them on task and make them eager to learn. The fact that a discrepant event builds off and challenges previous knowledge is a perfect catalyst for scientific inquiry and debate among students. The skills learned in science are necessary to every day problem solving so it is very important to instill beliefs that we can understand and deconstruct situations, no matter how impossible they seem, as soon as possible in a student. It will serve them in everything they do.
In response to the use of discrepant events as an anticipatory set. Overall, I feel the constructivist approach to teaching science is the most beneficial to the students. I remember from my own experience, only being interested in science lessons when it involved an experiment or activity. The ability to question what might happen if, or asking yourself "how did that happen" only made me want to figure it out. As MaryLou and Colin mentioned, the use of discrepant events seems to fit perfectly as an anticipatory set. Our anticipatory set is meant to begin our lesson and "hook" the students interest in the subject. This seems like the perfect way to peak the student's interest and encourage them for more. I feel it is beneficial to challenge them, have them question and enhance their level of curiosity. If we can achieve this it will only benefit their learning of science.
ReplyDeleteChapter 4 comments:
ReplyDeleteGreat response Debbie. Love the metaphor of a traditional teacher pouring information into a passive student vessel. In chemistry we learn about saturated solutions…. The point that you cannot add another granule of substance or all solute will fall out! If we pour information into our kids year over year….does it just become supersaturated and fall out? I also like the idea of a teacher as a learning coach….. equipped with good questions! Cognitive disequilibrium is an interesting concept. This would mean that rattling the brain with questions brings it to another level and different form. Mary Lou gives a great description of this in a chemistry metaphor. Good point about reflecting -something for all of us to make greater use of in and out of the classroom. There are so many scientific discoveries that should be made with salt and water. Although amount of days children take off and grades may not show a correlation, I believe that peer interaction and long-term learning will.
Jennifer makes a great point about laying the groundwork prior to future knowledge and learning. This is vital in planning units and K-12 learning. Each year must spiral knowledge and build upon it. It needs to fit together like a puzzle. Diane describes the importance of this in her post describing the need for proper questions. Disjointed learning will be discarded. Students must learn to re-evaluate prior knowledge when faced with a discrepant event. Delighted to hear that Colin learned this new term! If there is missing or disjointed knowledge, inaccurate misinformation and judgments will stand in the way of true, deep understanding. I like Mary Lou’s example of using the discrepant event during the opening of a lesson to hook the students providing the rationale and excitement for new learning. As Colin states, it is like a magic trick with a science explanation! As Annie describes… most kids are only interested when active learning is involved…experiments and activities.
~Rosalie