Constructivism Approach To ICT In Education
MODULE 23: CONSTRUCTIVIST APPROACH TO ICT IN EDUCATION
Module Structure:
23.0 Learning outcomes
23.1 Introduction
23.2 Concept of Constructivism
23.3 Principles of constructivism
23.4 5 Es of constructivism
23.5 Let us sum up
23.0 LEARNING OUTCOMES
After going through this module you will be able to:
• Explain the concept of constructivism.
• State the principles of constructivism.
• Explain 5 Es of constructivism.
• Apply constructivism in ICT in education.
• Explain the use of ICT while applying constructivism in education.
23.1 INTRODUCTION
Constructivism:
Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas.”
Where does the theory come from?
Two
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The learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner is engaging with the world.
• It should be understood that people learn to learn as they learn:
Learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.
• Learning involves
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Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us even by the most severe and direct teaching.
Click here to watch the constructivism in the classroom
23.4 5E’s of Constructivism
The Biological Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger
Bybee developed an instructional model for constructivism, called the "Five Es“.
The 5E’s of Constructivism model has following steps:
I. Engage:
Excite the learner and engage the learner to develop interest in the topic.
In the stage Engage, the students first encounter and identify the instructional task.
They make connections between past and present learning experiences, stimulate their involvement in the anticipation of these activities.
Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks.
Students are motivated
Demonstration, reading, graphic organizers, brainstorming are used to engage students.
For e.g. Showing videos or images of light travelling in straight line
II. Explore:
Students have the opportunity to get directly involved with phenomena and
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