CONSTRUCTIVIST

CONSTRUCTIVIST
APPROACH
APPROACH IN
IN INSRUCTION
INSRUCTION
DISCOVERY LEARNING
 MEANING:
• Called minimal guided approach.
• A learning method that encourages students to ask
questions and formulate their own tentative answers, and
to deduce general principles from practical examples or
experiences.
• A learning situation in which the principal content of
what is to be learned is not given but must be
independently discovered by the student.
• making the student an active participant in his learning.
 ADVANTAGES:
• Supports active engagement of the student in the
learning process
• Fosters curiosity
• Enables the development of lifelong learning skills
• Personalizes the learning experience
• Provides high motivation because students have the
opportunity to experiment
• Builds on the student's prior knowledge and
understanding
• Develop positive social skills
 DISADVANTAGE:
• Confuses the student if no initial
framework is available
• Inefficient and time consuming
• Leads to student frustration
 3 LEVEL OF DISCOVERY
LEARNING:
1. Guided discovery - Carefully guided
2. Modified discovery - Moderate amount
of guided
3. Open discovery – very casually supervised
 DISCOVERY LEARNING
STATEGIES:
1. Selecting the problem
2. Proposing Possible Solutions
3. Collecting of Data
4. Data Analysis and Interpretation
5. Testing Conclusions
APPLICATION:
CONSTRUCTIVIST APPROACH
TO PROBLEM SOLVING SKILLS
 MEANINGS:
• Based on the belief that students
construct their own knowledge and
understanding.
• The basis for learning is the set of all
prior experience and the derived
knowledge and understanding.
• As students learn, they constantly engage
in the process of revising their prior
learning based on new experience.
 ADVANTAGE:
• specific, formalized, and "ritualized" way to
approach problem solving
• help students to solve problems in their
disciplines
• to abstract the generic process from its
specific applications
• to appreciate the need to practice specific skills
 DISADVATAGE:
• not comfortable to all student because
student learning styles and thinking style
are different
• evidence that some thinking styles
(gender)- females organize and relate data
more efficiently than males
 PROBLEM SOLVING MODEL ‘ POLYA
MODEL’
LEVEL STEPS INVOLVE SKILLS
1 Understand the problem Reading, identifying,
understanding, observing and
clarifying the problem
2 Devising a plan Thinking critically and
curatively to find the
appropriate solving strategy

3 Carrying out the plan Solving the problems

4 Looking back Evaluating the effectiveness
of the problem solving
strategy and also using other
strategies
 APPLICATION:
QUESTIONS: Obtain an expression, in terms of the
component values shown, for the current flowing through
resistor R5 in the circuit shown below. (Hint: this can be
done by nodal analysis, but this is not the most efficient
method.)
CONCLUSION