Module 4

Reflection on the Theory of Constructivism

According to this theory, people construct their own understanding and knowledge of the world, through experiences, and by reflecting on those experiences. At first this sounded to me as though the role of the teacher would become almost redundant, but on reading further, this is not the case. The teacher needs to understand the background knowledge which students bring with them to a particular discipline, and guide activites so that students can use and build upon their knowledge. The teacher needs to provide opportunities for inquiry based learning, collaboration, and authentic assessments.

When I think about the constructivist approach, I find it difficult to see its application in certain subject areas. Grammar, math concepts, and some scientific principles would be difficult for students to acquire in this way. I also think of students who have learning disabilities and need more direct instruction. I think that a constructivist approach would work well in most areas of science, but I do think there will be times when students need to have background information presented to them, before they can proceed with inquiry. Time is another factor to consider, as students work at different paces.

In our science lab last year, we gave students the materials necessary to connect a circuit, and explained how a basic circuit works. We then left them to try to connect their materials in a way that would make the light bulb work. This resulted in team work, and students were very motivated to be the first to get their bulbs to light up. I think this is an example of the constructivist approach.  Students then had to share with others what they had tried and what worked.  I think students like to be given time to test their predictions and work through the scientific method, and this is how I would like to allow students to construct knowledge in my science class. We would need a lot more time in the science lab though, presently we only go twice a month.

 I would like to incorporate more constructivist thinking into my teaching, particularly in the areas of science, math problem solving, and social studies. I see a blend of the two approaches as working well for me, at least in the immediate future.

Fifth Grade Science Standard:

S5P2: Physical and Chemical Change:
 a. Investigate physical changes by separating mixtures and manipulating paper to demonstrate examples of physical change.

Excite

• Melt ice and boil water
• Break and stir an egg
• Mix together different ingredients such as chocloate chips, nuts, raisins.

Explore

• Watch a Brain Pop video on physical change
• Find examples throughout the school of change of state, e.g. a carved pole from wood, frozen water in the fishpond.
• Think of ways to change the state of objects without changing the internal structure, e.g. tearing paper

Explain

• Write a paragraph about how breaking and stirring the egg represents a change of state.
• In groups, define and explain what a mixture is.
• Why a change of state is a physical change, what does "physical" mean?
• How is the change of state from water to ice, and from water to steam, explained as a physiacl change?

Expand

• Our mixture can be separated into chocolate chips, raisins, and nuts. What does this tell us about the properties of a mixture?
• How can this be linked to manipulating paper, and how does this help us explain what a physical change is?
• Are physical changes always reversible? Is this a good way to define a physical change?

Extend

• What are some of the factors causing physical changes?
• If we cook the egg, how is this change different from breaking and stirring the egg?

Exchange

• Students will create mini-books from construction paper to summarize what they have learned about physical changes. They will share these with other class members.
• Students will create a chart to display on the wall, which includes all their learning about the properties of a mixture, the nature of a physical change, and a good way to define physical change.

Examine

• Online searches about physical changes, and start to look at the differences between physical and chemical changes.
• Compare and contast the changes to the egg when it is broken and stirred, to when it is cooked. Use this as a springboard into chemical changes.