The researcher wanted this study to be based on the constructivism paradigm. He wanted to use this paradigm because it encourages learners to be actively involved in a lesson. It
IS
a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our own experiences.
Learning therefore, is simple the process of adjusting mental models to accommodate new experiences (Jacqueline & Martin Brooks, 1993).
Apple cited in Blackledge & Hunt (1989) stated that in constructivism learners are not expected to absorb knowledge. They are given a chance to think creatively and be actively involved in classroom activities. ColIaghan cited in Blackledge & Hunt (1989), stated that to construct knowledge you need resources, such as libraries, television,
educators make use of these resources with the aid of the teacher. Educators are encouraged to facilitate rather than control and dominate.
1.9.1.1 Constructivist Learning Theory
According to Bencze, (2002) constructivism emphasises the building that occurs in people's minds when they learn. He stated that each person sees or observes depends on what is already stored in that person's mind. This suggests that learning from our environment is an active, rather than a passive process. Inother words we each construct a unique mental image by combining information in our heads with the information we receive from our own sense organs. Learners can not be treated like their brains are blank slates to be written upon or empty vessels to be filled up with information. Learners are not passive. Rather are they often quiet active in learning?
For students to learn, therefore, experiences on their own are not enough; they need to receive different lances, like different laws and theories through which to view objects and events design tests and interpret data. Teaching is therefore about causing paradigm shifts; that is getting students to see things in new ways. Because knowledge is so communally based, moreover learners deserve access to knowledge of different communities. Learning should not be so conservative as to ignore knowledge and ways of knowing of different races, culture and societies. In other words, learning must be pluralist rather than conformist (Bencze, 2002).
1.9.1.2Principles of Learning
Dewey (2002), cited in Bencze (2002), came up with some guiding principles of constructivist thinking that should be kept in mind when educators consider the role of educating learners.
Learning is an active process in which the learner uses sensory input and constructs meaning out of it. Learning is not a passive acceptance of knowledge, which exists not there, but that learning involves the learner's engaging with the world.
People learn to learn as they leam: Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.
The critical action of constructing meaning is mental:Ithappens in the mind. Physical actions, hands on experience may be necessary for leaming. We need to take part in activities which engage the mind as well as the hands. (Dewey called this reflective activity).
Learning involves language: The language we use influences learning.
Learning is a social activity: Our leaming is intimately associated with our connection with other human beings, our Educators, peers, families, as well as casual acquaintances.
Learning is contextual: We learn in relationship with to what else we know, what we believe, our prejudices and our fears. We can not divorce leaming from our lives.
One needs knowledge to learn:Itis not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know the more we learn. Therefore any effort to teach must be connected to the state of a learner must provide a path to the subject for the learner based on that leamer's
1.9.1.3 Teaching Implicationsin Classroom Practice
In the classroom, the constructivist teacher sets up problems and monitors student exploration, guides the direction of the student's inquiry and promotes new patterns of thinking. The teacher refers to raw data, primary source and interactive materials to provide experiences for their students rather than relying solely on another's set of data.
In a constructivist classroom:
Student's autonomy and initiative are accepted and encouraged. By respecting student's ideas and encouraging independent thinking, Educators help students attain their own intellectual identity.
The teacher asks open-ended questions and allows wait time for responses. The ways Educators ask questions and the ways students respond will structure the success of student's inquiry.
Higher level thinking is encouraged. The constructivist teacher challenges students to reach beyond the simple factual response. He encourages students to connect and summarise concepts by analysing, predicting, justifying and defending their ideas.
Students are engaged in conversation with the teacher and with each other. If the students have a chance to present what they think and hear others ideas, they can build a personal knowledge based that they understand.
The students are engaged in experiences that challenges hypothesis and encourage discussion. The constructivist's teacher provides ample opportunities for students to test their hypothesis, especially through group discussion or concrete experiences.
(Jacqueline& Martin Brooks, 1993).
CHAPTER TWO
LITERATURE REVIEW