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Constructivism in the Classroom, 2008.
This paper discusses constructivism in the classroom, a teaching method by which students learn how to learn by doing.
770 words (approx. 3.1 pages), 4 sources, APA, $ 27.95
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Abstract
This paper explains that constructivism, as a teaching method, is an evolving and inquiry-based system, based on utilizing knowledge that students already have to formulate new concepts. The author points out that constructivism appears to have a greater appeal for both students and teachers because learning gained under this method may be retained longer. The paper indicates that the use of constructivism in the classroom changes the role of the teacher from someone who delivers knowledge to students to someone who guides students to opportunities to test the adequacy of their current understandings. The author concludes that, while constructivism has its flaws, it appears to be an excellent teaching method that is appropriate for use in today's modern classroom.
Table of Contents:
What is Constructivism?
The "Pros" of Constructivism
Implications for Classroom Practice
Response to Criticism of Constructivism
Conclusion
From the Paper
"According to Jones and Brader-Araje, application of social constructivist theory is making the classroom a more positive place in which to be. Students are able to collaborate and "challenge each other's perspectives," while being organized in "small group reading areas, mathematics centers, and science stations." The assertion that "middle schools and high schools have moved away from unmovable desks" to flexible seating in the classroom vaguely echoes the arrangements made in Montessori classrooms."
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Constructivism in the Classroom, 2004.
This paper discusses that constructivism is widely accepted in educational curricula because to experience something for yourself, rather than being told it exists, results in a more meaningful and lasting knowledge.
2,755 words (approx. 11.0 pages), 9 sources, APA, $ 82.95
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Abstract
This paper explains that 20th century pioneers of the constructivism movement include Jean Piaget, John Dewey, and Lev Vygotsky. The author stresses that teaching using inquiry emphasizes a hands-on, problem-centered approach, applies investigational or analytical strategies as opposed to the textbook ?scientific method?, and purports that developing an understanding of scientific constructs is more important than memorizing data. The paper includes a lesson plan for studying Egyptian hieroglyphics based on the Schwab Inquiry Model, a structured laboratory inquiry. Table.
From the Paper
"Dewey?s approach to epistemology deals with the relationship between knowledge and action. According to Toulmin, Dewey?s work contains a ?radical dismantling of epistemological tradition,
displaying "farsightedness, perception and originality of a kind that could hardly be recognized [at the time it appeared]." Dewey?s widely publicized article of 1896 entitled: "The Reflex Arc Concept in Psychology" denounced the contemporary notion of viewing organisms as separate from their environment. His posture melds the subjective (individual) and intersubjective (sociocultural) dimensions of knowledge attainment into a sole constructivist framework. He stated: "It is the motor response of attention which constitutes that, which finally becomes the stimulus to another act.""
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Constructivism in the Contemporary Arts Classroom, 2008.
A review of Eliza Pitri's article "Teacher research in the Socio-constructivist Art Classroom."
1,006 words (approx. 4.0 pages), 1 source, APA, $ 35.95
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Abstract
This paper discusses an article that explores socio-constructivism, a creative student-centered approach to teaching in today's American arts classroom. The author notes that although the article, "Teacher Research in the Socio-Constructivst Art Classroom" by Eliza Pitri is often repetitive and pedantic and contains a detailed description of the components of socio-constructivism as well as practical instructions for teachers who wish to implement it. The paper concludes with a brief analysis of how the use of this approach might impact pedagogy in the author's school.
From the Paper
"Expanding upon the work of earlier scholars, Pitri maintains that the socio-constructivist approach recognizes that people construct knowledge from the events and phenomena they come across in their lives. Citing a handful of scholars who have devoted themselves to the study of socio-constructivist epistemology and its implications for classroom instruction, Eliza Pitri writes that learners who actively pursue knowledge instead of simply sitting in a desk passively absorbing knowledge as articulated by someone else are learners who aggressively integrate new information and experiences into their pre-existing knowledge base; along the way, they revise and re-interpret "old" knowledge as part of an ongoing effort to reconcile it with "new" knowledge...."
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Constructivism, 2004.
An analysis of the constructivist educational approach that seeks to equip each student as a learner and provide the student with the skills needed to learn from all experiences.
1,746 words (approx. 7.0 pages), 8 sources, MLA, $ 56.95
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Abstract
This paper examines constructivism, claiming it to be an important learning theory for the modern education system. The paper explains the concept of constructivism and discusses its implementation in the school system. The paper contends that constructivism in all forms faces many obstacles and hurdles in getting fair application in the classrooms of schools today for many reasons. One reason is that when constructivism is applied properly and fully to a classroom environment, the teacher may find him or herself in the "backseat," while the students steer the direction of the learning process. It removes much of the inherent hierarchical power of the teacher versus the student in the classroom.
From the Paper
"Constructivism is an important learning theory for the modern classroom. The main idea behind constructivism is that the learner constructs all learning that is accomplished, not that the teacher creates the learning for them. Students are able to memorize, repeat, and regurgitate information without truly understanding it, which is what occurs in most traditional classroom learning situations. In order to truly understand the information, students must actually understand the processes which lead to true construction of understanding. Students must also be able to apply the information to situations removed from the "lesson" setting so that they will actually be able to learn information and develop understanding from learning experiences that take place outside of the classroom, and in the absence of an authoritarian teacher. Children that have special needs or learning disabilities can particularly benefit from constructivism."
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Constructivism, 2007.
An analysis of the pros and cons of constructivism in education today.
1,358 words (approx. 5.4 pages), 10 sources, MLA, $ 45.95
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Abstract
This paper examines how the central concept that underlies and informs the theory of constructivism in education is that learning is essentially a process of construction rather than instruction. It discusses how constructivist theory brings many positive and innovative theoretical and practical ideas to the educational arena and how it places a new and interactive emphasis on the participation of the student in the learning process. It also shows how constructivism is not without its detractors, many of whom correctly point out that a sense of balance between the instructional and realistic necessities and subjective exploration should be kept in mind.
From the Paper
"One of the positive aspects attributed to constructivism is the recognition that learning is a social activity and that "...our learning is intimately associated with our connection with other human beings, our teacher, our peers, our family, as well as casual acquaintances. " (Epstein M. 2002) This is an extremely important aspect and a major point of difference to the more conventional "objectivist" modes of teaching and learning theory. As Dewey pointed out,"...most of traditional learning is directed toward isolating the learner from social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material being learned." (Epstein M. 2002) Constructivist theory attempts to reduce this "isolation" of the learner from his or her milieu and social as well as psychological environment. "
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Constructivism and the Urban Public School, 2006.
A discussion regarding the impact that constructivism has on teaching in urban public schools.
5,422 words (approx. 21.7 pages), 21 sources, MLA, $ 133.95
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Abstract
This paper attempts to answer the question of what impact
'constructivism' has on teaching in an urban school specifically in relation to the education, training and preparation of leadership in these schools. The paper reviews and examines the available literature in a qualitative research on the impact constructivist leadership has on urban schools.
Outline:
Abstract
Chapter One
Statement of Problem
Statement of Need
Purpose of the Study
Goal of the Study
Research Questions
Hypothesis
Introduction
Constructivist Principles as Stated by J. Bruner
Chapter Two
Review of Literature
Detroit Urban Schools and Constructivism - Making Changes
Leadership for Change
Chapter Three
Methodology
Chapter Four
Findings of the Research
Chapter Five
Discussion
From the Paper
"This innovation, one member of a family of constructivist teaching and learning approaches, is in keeping with recommendations by the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC). Currently, we are involved in a reform effort in collaboration with the Detroit Public Schools' Urban Systemic Program in Science and Mathematics and the Center for Learning Technologies in Urban Schools, both supported by the National Science Foundation (NSF). The goal is to make inquiry-based science supported by pervasive technology tools the basis for all middle school science in the district." (Krajcik, et al, nd) According to Krajcik, et al "What students learn and how they engage in inquiry supported by technology are important to understand in order to promote science education reform. Some might argue that widespread enactment of a project-based curriculum in urban settings is not possible because students are not likely to have the skills to engage productively in the process." (nd)
Stated by the Center for Highly Interactive Computing in Education is that their work "is rooted in an inquiry pedagogy that is consistent with constructivist ideas (Blumenfeld, et. al, 1991). The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analyzing, and interpreting information and data, drawing conclusions, and reporting findings." (Ibid) "
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Constructivism Leadership Model, 2005.
Analyzes the constructivism leadership model.
1,380 words (approx. 5.5 pages), 13 sources, APA, $ 47.95
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Abstract
This paper presents an analysis of the constructivism leadership model with regard to its use in education reform. It contends that in contrast to the traditional hierarchical structure of leadership, the constructivist leadership model distributes powers and responsibilities to all stakeholders in the community.
From the Paper
"For this activity I selected the constructivist leadership model for further analysis. In view of the difficulties and the challenges confronted by educators with implementing educational reforms to improve the quality of education ..."
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Constructivism and Suprematism in Soviet Art, 2004.
This paper discusses two new art movements established as part of the new communist state in the first two decades of the 20th century in Russia, Constructivism and Suprematism.
1,430 words (approx. 5.7 pages), 6 sources, MLA, $ 47.95
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Abstract
This paper explains the Constructivism movement, which relied on geometric shapes and was almost mathematical, and the Suprematism movement, in which art, before all else, is spiritual. Suprematism carried much more symbolism than the Constructivist artwork, which emphasized function. The author describes the work of Alexander Rodchenko, Vladimir Tatlin, El Lissitzky, and Casimir Malevich. The paper summarizes that, despite the fact that political changes during the mid-1900s brought these abstract art movements almost to an end, the impact of these artists on Russia, Eastern Europe, and the West continues to this day. Illustrations.
From the Paper
"Rodchenko asserted that the concept of composition was a relic, because it was mere aesthetics and related to taste and other out-of-date artistic concepts. Instead, he said, composition had to be replaced by principles of construction and organization. ?All new approaches to art arise from technology and engineering and move towards organization and construction.? Construction represented the height of hundreds of years of artistic creation. It was part of the same process that led to Communist Russia. Rodchenko also stressed that a utilitarian element was present in the idea of organization and construction. The artist?s goal was not to create a work of art but rather a utilitarian product and solving technological problems. Such statements polarized the Constructivists and those who were strongly aligned with aesthetic concerns."
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Russian Constructivism and Dutch De Stijl, 2002.
A comparative study of constructivism and Dutch De Stijl.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper compares the Russian Constructivism Movement to that of the De Stijl Movement and suggests that the latter was more futuristic and commercial in its presentation.
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Russian Constructivism, 2004.
An overview of the history and influences of the Russian Constructivist Movement.
2,221 words (approx. 8.9 pages), 11 sources, MLA, $ 69.95
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Abstract
This paper examines how Constructivism, an artistic and architectural movement, arose in Russia after the Revolution of 1917 and how the Revolution set the stage for one of the most remarkable transformations of artistic theory in the history of art. It looks at how the Constructivists strove to produce bold work in painting, sculpture, photography, and architecture through the use of new media and how they abandoned traditional media and embraced influences from the progressive and technologically advanced industrial society after the Revolution. Although there are many artists who have contributed a significant amount to the movement, it focuses on those made by Rodchenko, Malevich and Popova.
From the Paper
"The reforms of Alexander II brought the emancipation of the serfs and opened the way for industrial development. However, emancipation imposed harsh economic conditions on the lower class and did not satisfy their need for farmland. Industrialization concentrated people in urban centers, where the exploited working class was a receptive audience for radical ideas. By 1903, Russia was divided into several political groups. The autocracy was upheld by the landed nobility and the higher clergy; the capitalists desired a constitutional monarchy; the liberal bourgeoisie made up the bulk of the group that later became the Constitutional Democratic party; lower and middle class were incorporated into the Socialist Revolutionary party; and the workers, influenced by Marxism, were represented in the Bolshevik and Menshevik factions of the Social Democratic Labor party."
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Constructivism and Military Security Studies, 2002.
A study on the basic contribution of constructivists on strategic/military studies.
2,625 words (approx. 10.5 pages), 15 sources, MLA, $ 79.95
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Abstract
This paper analyzes the view of constructivism on the military and strategic trends in the world today. It is structured around Christian Reus-Smit's proposition, that state military behaviors are characterized by its normative structures, identity and the mutually constitutive relationship between agents and structures.
From the Paper
"For roughly the last two decades, the studies of international relations have evolved around two great debates. One is between neorealism and neoliberalism, the successors of the longer debate between realism and liberalism. Both make up the rationalist theories, believing that states are still the most important actor that seeks to maximise their gains, and ignoring moral questions. By focusing on actors that are seen to interact with each other carrying a fixed set of preferences, rationalist theories have engaged in a narrow debate."
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Research and Social Constructivism, 2004.
A look at different research methodologies for the study of psychology.
3,484 words (approx. 13.9 pages), 45 sources, MLA, $ 98.95
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Abstract
This paper examines how a researcher must think about the available methods that suit both the research and the goals of psychology and how human behavior is thought to be too complex to predict an individual's actions precisely. It looks at how researchers seek to develop a high degree of reliability in their measures, as well as constantly seek to improve that reliability and discusses different methodologies.
Outline
Introduction
Research Methodologies
Research in Psychology
Social Constructivism
Postmodern Thought
Conclusion
From the Paper
"Researchers have long debated the relative value of qualitative and quantitative inquiry (Patton, 1990). There are two types of research: phenomenological or qualitative which uses a naturalistic approach that seeks to understand phenomena in context-specific settings and logical positivism or quantitative research, which utilizes what is commonly thought of experimental methods to test hypothesis (Hoepfl, 2001). Much of the research done within human relations attempts to combine the two by designing measures which represent the reaction and, or, interaction of the individual with a specific setting. Humanistic psychologists such as A. Giogi, are among the strongest advocates of research designed to take into account all aspects of the human experience. Giogi, 1985, developed the Duquesne approach in an effort to instill an element of language diversity within the field of psychological research."
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"Building Classroom Discipline" by C. M. Charles, 1991.
This paper reviews three of the eight models of discipline favored for elementary and secondary classrooms which were discussed in "Building Classroom Discipline", by C. M. Charles.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"The textbook, "Building Classroom Discipline", by C. M. Charles, provides an overview and discussion of eight models of discipline most prominently favored for use in elementary and secondary classrooms today. This paper selects three of those models (Cantor, Jones, and Glasser) for a comparison and contrast of three aspects of discipline (rules, consequences, and positive reinforcement) and concludes with a summary of the positive and negative elements of these models with suggestions for selecting a personal classroom management plan.
The first aspect of effective discipline is rules. All the models put forth that rules are essential to an orderly classroom and that students of all ages must know what the rules are from the first day of the class meeting. Lee Cantor's method, also called assertive discipline, simply states that the teacher ... "
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Standards-Based Classroom, 2006.
A discussion regarding the advantages of a standards-based classroom versus a traditional classroom.
2,045 words (approx. 8.2 pages), 8 sources, MLA, $ 64.95
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Abstract
This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom
Components of Standards-Based Classroom
Conclusions/Recommendations
From the Paper
"This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
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The Science and Mathematics Classroom of Today, 2005.
Shows the process of designing an effective science and math classroom for elementary students, from classroom set-up to resources.
3,650 words (approx. 14.6 pages), 11 sources, APA, $ 101.95
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Abstract
This paper summarizes the considerations and steps necessary to properly design a successful program for mathematics, science, and all content areas in the elementary classroom. It offers an overview of classroom arrangement to create a stimulating environment, evaluating materials for a content-based program, and offering a variety of assessments to evaluate student learning.
Paper Outline:
Abstract
Classroom Arrangement
Classroom Materials
Student Assessment
Conclusion
References
From the Paper
"Evertson, Emmer, and Worsham (2003) state that the logical place for a teacher to begin his or her classroom management procedures is in arranging the classroom as it occurs prior to the beginning of the school year. Reflective teachers will arrive at the school several days before their contract calls them to so that they can assess the space to plan for the best arrangement, begin to hang posters and other personal effects, and decorate bulletin boards (Eby, Herrel, & Hicks, 2002). They go on to say that the classroom appearance makes a statement to the students and others about how much the teacher cares for the environment in which the class will learn. Whether the room is tidy or neat, colorful or drab, or filled with extra items to make it livelier will set a tone."
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