Building a new "Paradigm"
Constructivism
 

 

 

“the majority of those teachers that use Internet computers regularly considered themselves constructivist, with a heavy focus on students centred learning.”

Professor Hank Becker & Professor Ronald Anderson
the University of California/Irvine University of Minnesota
http://www.crito.uci.edu/tlc/findings/snapshot3/

NB: It should be noted that with Constructivism, problem solving, situational learning", . . .. . the assumption is often made that these are transferable skills, and this may not necessarily be true.

Lee Chien Sing released an excellent paper dealing with problem solving in a constructivist environment, on the 19th of October 1999. This has since been released on the Internet via the Education Technology and Society Journal http://ifets.massey.ac.nz/periodical/vol_4_99/lee_chien_sing.html


The introductory paragraph sets the scene.


“The dynamic challenges of an increasingly borderless world buoyed by advances in telecommunications and information technology has resulted in educational reform and subsequently, a reconceptualisation of what constitutes a learner, learning and the influence of the learning environment on the process of learning. In keeping up with the changing trends and challenges of an increasingly networked, dynamic and challenging international community, means to provide an alternative environment that stimulates inquiry and equips learners with the skills needed to manage technological change and innovations must be considered. Thus, the potential of a constructivist classroom in stimulating multidimensional, self-directed learning and in providing scaffolds for interactive meaningful construction of knowledge should be recognised and encouraged through proper planning and adequate guidance that form the crux of any curriculum development and lesson planning. As Berliner (1992) concludes, the process of nurturing a desire for lifelong learning involves providing opportunities to learn more. Thus the focus on intelligence and assessments of performance should not be at the expense of meaningful learning. Since an interactive multidimensional classroom encourages multiple resourcing and analysis of information that will enhance the development of a wider range of abilities, activities or projects that simulate the real world in terms of depth and complexity should be strongly considered.”