W4

Constructivism And The Teacher´s Role In Teachings Models

start

Units 5-6

GENETIC PSYCHOLOGY AND SCHOOL LEARNING

From the genetic epistemology promoted by Piaget and his followers, important educational applications and reflections were developed during the 1960s.The works of Kamii, DeVries, Weikart, Duckworth, Ferreiro, Brun, and Vergnaud stand out.

The constructivist paradigm, unlike empiricist positions, Piagetians grant the subject an active role in the process of learning.The indissolubility of the subject and the object in the process of knowledge is accepted, that is, they are intertwined, acting on the object it transforms, and, at the same time, it structures itself by building its own interpretive frameworks and structures; the construction of knowledge is the action carried out by the knowing subject in front of the object of knowledge, therefore, there is a reciprocal interaction between the subject and the object.

Piagetian constructivism supposes a type of critical realism.The knowledgeable person is not the only one responsible for construction. Facing the problem of how to explain a certain construction from another of a lower level, the Piagetians point out that this is possible because to go to a higher level, an active process of reconstruction occurs in which self-regulators intervene to add new knowledge.

Characteristics of the constructivist approach Main concepts Learning principles derived from constructivist philosophy Teaching models supported by the constructivist proposal

The fundamentals of constructivism fall on the student. They are responsible for increasing their knowledge by being the owners of their learning. When the new information does not produce changes in the subject's schema, and there is some compensation between the assimilation and accommodation processes, there is a balance between the subject and environment structures

Characteristics of the constructivist approach

The constructivist paradigm contemplates different characteristics from the behaviorist scheme, in which the student is merely a passive subject: It broadens the spectrum marked by the humanist concept, and complements the cognitive paradigm. These characteristics stand out:

Main concepts

The conceptual framework of constructivism contains two central aspects, the equilibrium theory, and the stage theory. The constructivist paradigm takes into account the students’ cognition processes, and focuses on the way they learn:

Cognitive developement Creativity Mediation

Learning Meaningful learning Constructivist conception Holistic conception

Learning principles derived from constructivist philosophy

The constructivist philosophy determines that the learning process is in constant evolution and movement, making it dynamic; The subject is responsible for building his knowledge, acquiring autonomy in his learning. It is required to interact with the object of knowledge, involving psychological factors, cognitive structures, and external mechanisms.

Evaluation

The Student

Teaching

The Teacher

Learning

Teaching models supported by the constructivist proposal

SYSTEMATIC MODEL

The new millennium has implemented educational models based on constructivism, thus weakening the traditional educational model.

ANDRAGOGY CURRICULUM MODEL MODEL

COLLABORATIVE MODEL

Go Ahead!

• Generates favorable environments, so that the student continues in contact with reality.
• Favors complexity, and weakens simplifications.
• Builds on prior learning to build new knowledge.
• Meaningful learning is the most important thing, not the content.
• Favors interaction with all those who make up the team, fostering debate and discussion

• Favors reflection, criticism, and analysis taking into account the experience of each member of the group.
• The object of knowledge is basic to build knowledge.
• Recognizes that sharing knowledge grants group, and not individual recognition. The student must be given the material and human resources that favor the construction of their own fully active knowledge.

Psychogenetic evaluation is reflective and handles the analysis by the teacher. In the evaluation, the student’s degree of achievement is measured, and an analysis is made of why the objective was reached or not. Assessment is a critical task of learning constructed by students.

The student is an active builder of his own knowledge. In addition, he reconstructs the school contents depending on his level of maturity and cognition. He interacts in the classroom at all times in a personal and interpersonal way. From the constructivist point of view, the student learns to solve real problems, gives meaning to new knowledge in relation to previous knowledge, and acquires significant learning. This is an internal process that continuously applies reflection and analysis based on their own experiences. The construction of her knowledge allows her to understand and interpret what really favors her individual and collective development.

In this paradigm, the role of the teacher is to promote the psychological development and autonomy of students.

Teaching focuses on supporting the constructive activity of learning, through the application of structuring mechanisms by students. It is interpreted as a subordinate learning activity. It has a very deep psychological profile. Teaching-learning techniques promote the interpretation and reconstruction of school contents, favor dialogue, and the exchange of points of view in the face of certain problems or situations; They must provide students with all the necessary information to support them in the reconstruction of knowledge.

Learning is considered development that must be reflected in all its aspects. In a broad sense, learning is reflected in effective data and information management. This paradigm tries to find the origin of thought-- to know how the individual constructs his knowledge. It must favor and enhance the student’s development in a general way.

It is based on constructivism since the system encompasses many elements in constant movement. It is holistic or global. The subject's interaction with the world and the object of knowledge, makes him independent and autonomous in his learning.

A model proposed by Manuel Castro, that includes elements: flexibility, innovation, and participation. Elements that invite you to continue learning and improving yourself in adulthood. With clear proposals in constructivism-- it builds your knowledge based on prior knowledge, resulting in meaningful learning.

Nowadays, it is considered the most representative of constructivism. This model is based on the fundamental proposals of constructivism in terms of the autonomy of learning, dynamism, active participation, experience, analysis, reflection, and criticism. The most important thing is to share the knowledge with all the members of the group. It becomes collaborative learning, and all the participants strengthen their knowledge, and turn it into meaningful learning that lasts. It is useful in their daily lives, and in the different contexts or environments in which they develop.