Constructivism in Constructivism in Science EducationScience EducationConstructivism in Constructivism in Science EducationScience Education

Focus on learning and what we Focus on learning and what we know about how people learn.know about how people learn.

There is a biological basis for learning that can inform

our teaching practices.

Dr. Larry Lowery UC Berkeley

When discussing the building of When discussing the building of pathways in the brain, Dr. Lowery pathways in the brain, Dr. Lowery

makes the comment, “This is where makes the comment, “This is where the word constructivism comes the word constructivism comes

from.”from.”What does the word What does the word

“constructivism” mean to you?“constructivism” mean to you?

Focus Question:Focus Question:

Pendulum ActivityPendulum Activity• Investigative QuestionInvestigative Question: How does : How does

the mass of the object on the end of the the mass of the object on the end of the pendulum affect the number of swings pendulum affect the number of swings in 15 seconds?in 15 seconds?

• Prediction: Prediction: (must include a prediction (must include a prediction and an explanation)and an explanation)

• Test your predictionTest your prediction• Collect data in a data tableCollect data in a data table• Write a conclusionWrite a conclusion

Set up investigation and Set up investigation and record information in science record information in science notebooknotebook

ConstructivismConstructivism

The theory that people build their The theory that people build their own knowledge and their own own knowledge and their own representations of knowledge representations of knowledge from their own experience and from their own experience and

thought.thought.

What people learn is not What people learn is not simply a duplication of what simply a duplication of what

they observe in their they observe in their surroundings, but the result surroundings, but the result

of their own thinking and of their own thinking and processing (building their processing (building their

own pathways).own pathways).

Constructivists Constructivists understand…understand…

How People LearnHow People Learn

““Students come to the classroom with Students come to the classroom with preconceptions about how the world preconceptions about how the world works. If their initial understanding is works. If their initial understanding is not engaged, they may fail to grasp the not engaged, they may fail to grasp the new concepts and information that are new concepts and information that are taught, or they may learn them for taught, or they may learn them for purposes of a test but revert to their purposes of a test but revert to their preconceptions outside the classroom.” preconceptions outside the classroom.” (p. 10, How People Learn) (p. 10, How People Learn)

Think about your own teaching, Think about your own teaching, what does this statement mean?what does this statement mean?

Learning activities must Learning activities must begin by considering: begin by considering:

• students’ current students’ current knowledgeknowledge

• how that knowledge is how that knowledge is constructedconstructed

Prior BeliefsPrior Beliefs

• Learners begin their formal study of Learners begin their formal study of science with ideas already in place science with ideas already in place about the natural world.about the natural world.

• Some parts of these ideas are Some parts of these ideas are correct, but some are not.correct, but some are not.

Basis for Conceptual Basis for Conceptual ChangeChange

• Learners become aware of conflict Learners become aware of conflict between what they between what they thought thought was was true and what they observe.true and what they observe.

• Existing conceptions must fail to Existing conceptions must fail to explain some new observation. explain some new observation.

• For conceptual change to occur, For conceptual change to occur, their existing conceptions must be their existing conceptions must be unsatisfactory.unsatisfactory.

• Learners make predictions about the Learners make predictions about the situation based on prior situation based on prior understandings.understandings.

• When these predictions do not work, When these predictions do not work, learners question their prior beliefs. learners question their prior beliefs.

• This brings existing beliefs to the This brings existing beliefs to the surface, giving the teachers access to surface, giving the teachers access to what is in the learners’ minds. what is in the learners’ minds.

Process of Conceptual Process of Conceptual ChangeChange

•Teachers can help learners Teachers can help learners reconstruct their beliefs in ways reconstruct their beliefs in ways that include the new information.that include the new information.

To aid learners in their To aid learners in their reconstruction…reconstruction…

• Learners should investigate on their own Learners should investigate on their own and interact with their peers .and interact with their peers .

• The teacher may introduce minimal The teacher may introduce minimal understanding of the concept. understanding of the concept. – VocabularyVocabulary– Journal WritingJournal Writing– ((Concept Cartoons) Concept Cartoons)

http://www.conceptcartoons.com/index_static.html

•The learner is compelled to relate The learner is compelled to relate new phenomena, ideas, and new phenomena, ideas, and observations to existing knowledge observations to existing knowledge in ways that are most appropriate in ways that are most appropriate to to the learner.the learner.

Teachers combine content Teachers combine content knowledge with critical components:knowledge with critical components:

•pre and post assessmentspre and post assessments•WASL-style promptsWASL-style prompts•rehearsal in systemsrehearsal in systems•inquiryinquiry•designdesign(checklist will be inserted)(checklist will be inserted)

• This is the essence of This is the essence of Constructivism.Constructivism.

• P.E.T. and P.B.I are P.E.T. and P.B.I are excellent examples of the excellent examples of the constructivist approach.constructivist approach.

•How do we come to How do we come to know what we know?know what we know?

•How do we learn?How do we learn?

•How do our students How do our students learn?learn?

Primary Role of the Primary Role of the TeacherTeacher

• Ask questions to explore learner’s Ask questions to explore learner’s previously constructed previously constructed information – looking for information – looking for preconceptions.preconceptions.

• Lead learners through exploratory Lead learners through exploratory activities that enable them to activities that enable them to investigate on their own and come investigate on their own and come to their own conclusions.to their own conclusions.

• Interact with each to see how he Interact with each to see how he or she is constructing the new or she is constructing the new information and help to formulate information and help to formulate accurate scientific conclusions.accurate scientific conclusions.

Martin, David Jerner. Elementary Science Methods, A Constructivist Approach. Wadsworth, a division of Thomas Learning, Inc. 2003.

Bibliography

Naylor, Stuart and Keogh, Brenda. Concept Cartoons in Science Education. Millgate House Publishers. 2000.

National Research Council. How People Learn: Bridging Research and Practice. National Academy Press. 1999.

Larry Lowery video???