Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.

1. Parshuram Sharma
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2. Constructivism
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3. Constructivism
 Constructivism argues that humans generate knowledge and
meaning from an interaction between their experiences and
their ideas.
 Constructivism theory views learning as a process in which
individuals construct meaning basing on prior knowledge and
experience.
 It has influenced a number of disciplines, including psychology,
sociology, education and the history of science.
 During its infancy, constructivism examined the interaction
between human experiences and their reflexes or behavior-
patterns.
 Constructivism is not a specific pedagogy.
 In both Piaget's and Vygotsky's models, teachers are facilitators not
directors.
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4. Key Points of Constructivism
• Constructivism is child-centered, rather than curriculum
based
• focus of teaching should be on the development of a
suitable environment for constructing knowledge rather
than for its transfer.
• Constructivism focuses on knowledge construction, not
knowledge reproduction
• It is a belief that one constructs knowledge from one's
previous experiences.
• Everyone's view of the external world differs from others
because of their unique set of experiences, the ideas
and interests of children drive the learning process.
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5. Continue……
• Students construct new understandings using what
they already know, and prior knowledge influences
what new or modified knowledge they will construct
from new learning experiences,
• Learning is active rather than passive,
• Children may need different experiences to advance
to different levels of understanding.
• Focus on student-centered learning may well be the
most important contribution of constructivism.
• The ICT based technological and pedagogical framework will
help to engage students’ curiosity and initiate learning,
leading to critical and analytical thinking.
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6. Continue…
 Teachers are flexible- they are the facilitator, creating a
learning context in a school where students learn how to
learn, in a learner-centered environment
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7. Constructive Learning Model
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8. IMPORTANT CONTRIBUTORS
 Jean Piaget
 Lev Vygotsky
 Social constructivists emphasis the social
contexts of learning and that knowledge is
mutually built and constructed.
 They believes that learning is life long
process of development was dependent on
social interaction and that social learning
actually leads to cognitive development.
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9. According to Jean Piaget
Jean Piaget called these systems of knowledge schema.
Piaget's theory of constructivist learning has had wide ranging impact
on learning theories and teaching method in education and is an
underlying theme of many education reform movements.
According to Jean Piaget the three mechanisms used are:
 Assimilation - fitting a new experience into an existing mental
structure(schema).
 Accommodation - revising an existing schema because of new
experience.
 Equilibrium - seeking cognitive stability through assimilation and
accommodation.
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10. According to Lev Vygotsky
 Vygotsky describes it a student can
perform a task under adult guidance or
with peer collaboration that could not be
achieved alone.
 The implications of Vygotsky's model for
teaching are to establish opportunities for
students to learn with the teacher and
peers in constructing knowledge and
understanding.
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11. According to Lev Vygotsky
 Making meaning - the community places a central role,
and the people around the student greatly affect the way
he or she sees the world.
 Tools for cognitive development - the type and quality
of these tools (culture, language, important adults to the
student) determine the pattern and rate of development.
 The Zone of Proximal Development - problem solving
skills of tasks can be placed into three categories: Those
performed independently by the learner. Those that
cannot be performed even with help. Those that fall
between the two extremes, the tasks that can be
performed with help from others.
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12. Linkage of ICT to Constructivism
 Generates new ways of teaching and learning through
computers.
 It constitutes a shift from teacher centered to learner
centered pedagogy.
 It decreases memorization and rote learning.
 It increases critical thinking for learners.
 Encourages activities in small groups of learner, also the
pace of these activities are determined by learners.
 Encourages interaction and cooperation among students,
teachers and expertise regardless of where they are.
 ICT enhances integrative learning that is transforming
theories to practice.
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13. How to use in ICT
 Active participation of learner rather than just telling
them answers.
 By collaborative activities that embed learning in a
meaningful context and through reflection on what
has been learned through conversation with other
learners.
 Cognitive tools are designed to make learners think
harder about the subject matter being studied while
generating thoughts that would be impossible
without the tool.
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14. Challenges
 Shortage of well qualified teachers
 Expensive ICT devices
 Opportunity for training are mostly limited to few
urban center
 Shortage of infrastructure eg electricity, internet
connection and ICT buildings.
 Syllabus is out of date with respect to the evolution
of technology.
 Poor Government policy.
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15. Communication in a constructivist
classroom:
 The interaction in the class is recipricol rather than
teacher-centered.
 Students are engage with their activities rather than
listening.
 Teacher asks questions rather than giving directions.
 Students’ voices are heared mostly rather than the
teacher’s.
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16. Communication in a constructivist
classroom:
 Teacher speaks less than the students.
 Teacher’s and students’ questions are not for only a single
word.
 Students’ speaking in normal tone is enough for taking the
other students’ or the teacher’s attention.
 Teacher’s speaking in normal tone is enough for taking the
students’ attention.
 Students help to each other.
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17. Techniques and methods in a constructivist
classroom:
 Teacher encourage direct student intellectual involvement
trhough:
 Discussion
 Small group work
 Student presentation
 Debate
 Simultations
 Brain-storming
 Individul study
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18. Techniques and methods in a constructivist
classroom:
 Teacher acceptes and encourages students autonomy.
 Teacher acceptes induvidual differences.
 Students are asked open-ended questions and allowed
time for resdonding.
 Teacher encourages students to higher-level thinking.
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19. Evaluation in a constructivist classroom:
 The purpose is to help students for learning.
 Learned information are evaluated not memorized ones.
 During evaluation, learning continues.
 Whether the information is appropriate for situation or not
is evaluated.
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20. Evaluation in a constructivist classroom:
 The process of learning is evaluated not the outcomes of
the learning.
 Performance, problem based learning, group works and
practical matters sare used for evaluation.
 The basic of evaluation is to direct them sharing and give
them opportunities.
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21. Thoughts on Constructivism
It allows for more opportunities in the classroom
rather than just traditional lectured based teaching.
Being able to actively participate and visualize
lessons allows the students to learn by doing instead
of just listening. We believe that the constructive
style of teaching is an effective method because it
challenges the students to think and formulate ideas
based on what they already know. This approach is
definitely something that we will use in our own
classroom.
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22. Thank You
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