Understand the contemporary in the Philippines

Note

1. CONSTRUCTIVIST
THEORY IN TEACHING
SOCIAL STUDIES
Lesson 4

2. Objectives
•Analyze Constructivism as an educational
philosophy
•Examine the implications of Constructivism in the
Social Studies Curriculum
•Appreciate the role of Constructivism in Teaching
Araling Panlipunan

3. "Think of a time when you learned something
important outside of school (e.g., through a
family experience, community event, or
travel). What was it, and how did it shape your
understanding of the world?"

4. Why is it important to connect what we learn in
school to real-world experiences?

5. Constructivist Theory:

1.Learning happens when we connect new
information with what we already know.
2.Prior experiences influence how we
understand and engage with new social
studies topics.
3.Learning is more meaningful when
connected to real-life situations.

6. Constructivism
• Learning theory that emphasizes the active role
of learners in building their own understanding.
Rather than passively receiving information,
learners reflect on their experiences, create
mental representations, and incorporate new
knowledge into their schemas. This promotes
deeper learning and understanding (Fosnot, 1996;
Steffe & Gale, 1995)

7. Constructivism
•Is an approach to learning that holds that people
actively construct or make their own knowledge
and that reality is determined by the experiences
of the learner’ (Elliott et al., 2000, p. 256).

8. Constructivism
•Arends (1998) states that constructivism believes
in the personal construction of meaning by the
learner through experience and that meaning is
influenced by the interaction of prior knowledge
and new events.

9. Constructivism
•It is an educational philosophy that focuses on
students and emphasizes on hands-on learning.
Moreover, it supports student collaboration and
helps them actively participate in classroom
activities.

10. The Basic Tenets of Constructivism
•Knowledge is not passively accumulated, but rather, is the result
of active cognizing by the individual;
•Cognition is an adaptive process that functions to make an
individual’s behavior more viable given a particular environment;
•Cognition organizes and makes sense of one’s experience, and is
not a process to render an accurate representation of reality; and
•Knowing has roots in both biological/neurological construction
and social, cultural, and language-based interactions (Dewey,
1916/1980; Garrison, 1997, 1998; Gergen, 1995; Maturana &
Varela, 1992)

11. Types of Constructivism
• Cognitive Constructivism – In order to acquire
knowledge, an individual has an active role in
cognizing any stimuli that formed part of his/her
experiences.

12. Cognitive Constructivism
This perspective focuses on:
(a)the process of learning;
(b)how “experiences” are represented or
symbolized in the mind; and
(c)how representations are organized within the
mind.

13. Cognitive Constructivism to
Theoretical Development
(a)learning
(b)memory
(c)cognition
(d)schema theory
(e)working memory models
(f)computational models of learning and memory
(g)neurological models of brain function

14. Theoretical Development to
Instructional Application
(a)advanced organizers
(b)concept maps
(c)teaching for transfer
(d)elaborative practice
(e)teaching for automaticity
(f)use of reading strategies (SQ3R)
(g)problem solving strategies (IDEAL)

15. Types of Constructivism
•Radical Constructivism – Believes that the
acquisition of knowledge (e.g., ideas concepts,
processes, insights, etc.) is an adaptive process
that could be attributed to the active cognition of
an individual translating an experientially based
mind.

16. Types of Constructivism
•Social Constructivism - upholds the social nature
of knowledge and that knowledge is the result of
social interaction and language usage, and thus is
a shared, rather than an individual, experience
(Prawatt & Floden, 1994).

17. Constructivist Pedagogy
(a)Authentic and real-world environments are necessary
for learning to take place.
(b)Social negotiation and mediation should be taken into
account in any form of learning.
(c)Content and skills are made significant to the learners.
(d)Learner’s prior knowledge is fundamental in the
acquisition of content and skills.
(e)Formative assessment should be done to inform future
learning experiences.
(f) Constructivism encourages learners to become
self-regulated, self-mediated, and self-aware.
(g)Teachers should act as guides and facilitators of
learning.
(h)Teachers must employ multiple perspectives and
representations of content.

18. Thank you for Listening.