Constructivism Essay free essay sample

In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories, constructivism and behaviourism. According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction. The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive position. This contemporary world has defined the individual, as an active participant who, does not just accepts the knowledge and reformats it, but interprets and gives meaning from their own point of view and does not wait for guidance. In this century, the information is produced rapidly and renews itself constantly. Consequently, the future of individual and society are interrelated, accessing the information, using knowledge effectively and advancing production skills. Relation between Constructivism and Behaviourism Kant (late 18th to early 19th centuries) explained that â€Å"logical analysis of actions and objects lead to the growth of knowledge and the view that one’s individual experiences generate new knowledge† (Brooks and Brooks, 1993, p. 23). We know that the idea of constructivism is not new. From the other point of view, on the basis of behavioural learning theories, the objectivist paradigm affects teaching-learning processes for many years and continues to influence it. For many years in the past, traditional approaches are dominated in educational world. Teacher-centred teaching is adopted and also conducted. The teacher transmits the information, thus the student is not in active role in the learning process. From the point of the constructivist philosophy, knowledge, instruction and learning strategies have led traditional education programs, which are under the influence of behaviourism, to change. According to constructivist theory, knowledge is the natural consequences of a constructive process. From the behaviourist views, knowledge is the resulting from a finding process that can be transferred to individuals (B. A. Bichelmeyer amp; Yu chen Hsu 1999). Expanding the educational applications of constructivist learning, rejects the objective paradigm theory and views that, knowledge and learning is subjective, also knowledge is configured by the individual activity. (Novak 1998) As far as Constructivists are concerned, knowledge is unique to an individual. These knowledge are owed by the individual directly, so cannot be transmit to another individual (Phillips, 2000). According to constructivism, learners construct knowledge individually and re-organize it. Learning is an active process and I believe, it makes learners as active and creative. Knowledge is structured by the individual to make his life meaningful. Individuals are not empty vessels, waiting to be filled. (Traditional Approach) Because of the past experiences individuals differences, concept for a schema and also new information interpretations cannot be the same as any other individuals. Behaviourist approach views, learning as a process of acquiring knowledge. On the hand constructivist approach views learning that, active process of constructing knowledge (B. A. Bichelmeyer amp; Yu chen Hsu, 1999, P. 4). Constructivism rejects that transmitting knowledge one to another. To be successful in learning process, learners should ask questions, research the subject, work in the group activities, briefly they should think about thinking (metacognition). Additionally, when learners find their own answer and invent their own interpretations of the concept, they can construct their knowledge. As in behaviourist theory, if knowledge obtains as resulting from a finding process, learning process could be end by memorising. This kind of learning leads students to commit to memorize, also prevent them being successful in critical thinking, analysing and solving the problem. Whereas only in a learner-centred learning process, individuals can be an active participant and construct their own knowledge. Constructivist concerns about learners needs, because they focus on â€Å"How do they learn? † rather than â€Å"What should they be taught? Thus, when an individual needs to learn for a purpose, the individual will find and learn relevant knowledge to achieve that goal. That must be the purpose of our education system to create independent analytic mind. Despite Richard Fox criticized that constructivist view of learning is essentially a process of making sense of the world. (Fox,2001), I believe, we do not learn a definition and go apply it, we learn by looking at things, noticing similarities, bringing those similarities together and exerting ourselves to make sense. Behaviourism views instruction as the process of providing knowledge, constructivism views instruction as the process of supporting construction of knowledge. (B. A. Bichelmeyer amp; Yu-chen Hsu, 1999, P. 4). Constructivist education program provides learners a creative environment that they can see the whole picture. The role of instructor is a supporter in learning activities and helps learners to evaluate the structure of their knowledge effectively, rather than provider of knowledge. Instead of Knowing How, Knowing Why becomes very important issue in constructivist teaching approach. Behaviourist education program focuses on individually achievement and instruction is determined to set the program which can be used for the measurement. At this point, we assume that, every individual child learned and achievement is completed. But crucial question remains to be about making sense from the learning activities. In other word, is this knowledge going to be permanent in long term? Richard R. Skemp described instrumental understanding as â€Å"rules without reasons† (Richard R. Skemp, 1976, P. 30). It is a way to learn subject or to teach a subject by using instrumental materials or methods such as fixed plans, formulas, determined rules etc. Learning rules without realising what that means is, to be possible by memorising them. Instrumental understanding requires unavoidable memorising which might cause uncompleted schemas at the end of the learning process. According to Skemp, Relational understanding is, a way to learn subject or to teach subject by using meaningful description and join or distinguish them in the same field that can lead us complete the schema. Reasoning is also very important for relational understanding. I believe Relational Understanding is more beneficial in long term as I explain below: * The learner can find his/her own way learning how to learn * Building up a conceptual structure can produce unlimited solutions * The learner can get physiological benefit and raise their self-confidence * The learner can have and maintain the high-level learning skills * The learner can improve their analytic skills PBL (Problem Base Learning) approach defines that students must have metacognitive skills, I believe, these skills encourage learners thinking deeply. Learning process should foster students and push them to think beyond what they have learned. As a matter of fact, starting point of PBL approach was to solve the problems of low learning motivation, knowledge retention and rate of knowledge transfer. (B. A. Bichelmeyer amp; Yu-chen Hsu, 1999, P. 5). From my point of view, constructivist teaching is not about telling and explaining the subject to student. It is about, asking questions to students to find out what they think. It is also about motivating and engaging with them, encouraging them to be an active participant. It is not a top-down approach therefore as a teacher we need to give them an opportunity to expose themselves and also foster them to challenge. On the other side, as a teacher, we should develop ourselves in the application of the scientific method to implement constructivist teaching methods. Conclusion Despite the fact that, we are not in a position to ignore wast knowledge we have gained and developed in centuries, we have to adapt that the current and future require individuals to be analytic and receptive due to fast technological and social changes in our environment. This can only be delivered by constructivism. Obtaining and maintaining these skills for life, not just depends on memorizing the information, but based on the development of the knowledge which requires a modern education. Additionally, well trained human power is accepted one of the most efficient production areas by the economic world.