Constructivism MCQ Quiz in मल्याळम - Objective Question with Answer for Constructivism - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Key Points

• Social constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. The teacher's role in a social constructivist classroom is to facilitate learning by providing resources, asking questions, and scaffolding students' learning.
• Behaviorism, observational learning, and expository teaching are all learning theories that emphasize the role of the teacher in transmitting knowledge to the learner. In behaviorism, the teacher uses rewards and punishments to shape the learner's behavior. In observational learning, the learner observes the behavior of others and then imitates that behavior.
• In expository teaching, the teacher delivers information to the learner in a lecture or presentation format.

Therefore, the learning approach that emphasizes the learning through self-initiated activity by students and balanced facilitation by the teacher is social constructivism.

The constructivist approach is based on the idea that meaningful learning takes place when learners actively construct their knowledge.

• The central idea of the constructivist frame is that learners learn through experiencing things and reflecting on those experiences.

Key Points Central ideas of the constructivist frame:

• Children are active explorers or problem solvers of the environment. 
• Children are little scientists and markers of meaning.
• Children learn through debate and discussion on contemporary issues in the classroom or in their daily lives.
• Children are builders and creators of new knowledge.
• Children are born to be like 'scientific investigators' and 'problem solvers.
• Children are born to construct the meaning of their environment through social interaction.
• Children’s thinking is qualitatively different from that of adults not quantitatively.
• Children learn through experiencing things and reflecting on those experiences.

Thus by all these references, we can say that A teacher presenting his students with a contemporary issue, on which they discuss and debate exemplifies constructivist pedagogy.

Hint

• Learning through textbooks is not a constructivist pedagogy.
• Constructivist pedagogy never promotes rote learning.
• Listening to the teacher while teaching the concepts is a way where the learner can learn the concept of the related topic, but this method of teaching can not follows the constructivist pedagogy.

Constructivism is a theory of learning that posits that individuals construct their understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

Key Points

• Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment.
• Constructivists view learning as the result of mental construction. 
• It is created or constructed by the experiencing individual. It is not impersonal or absolute. 
• The basic characteristics of constructivism are:
  • Knowledge is an active meaning-making process, in which learners construct their meaning.
  • Learners have their ideas about a situation, which may be incomplete but they play an important role in building meaning and understanding the situation.
  • The learner’s social and cultural background has a significant impact on the learner’s ideas.
  • Learners construct their knowledge through interaction, perception, and experience. 

Hence, we can conclude that Constructivists view learning as the result of mental construction.  

Constructivist teaching is grounded in the idea that learners actively construct their own understanding and knowledge of the world through experiences and reflection.

Key Points

• Constructivist teaching leads to discovery learning by students. In constructivist teaching, students are encouraged to actively engage with the material.
• Rather than passively receiving information from a teacher, students explore concepts through hands-on activities, experiments, and problem-solving tasks.
• This active engagement helps students to discover principles and relationships on their own.
• In discovery learning, students take an active role in their learning journey.
• They make decisions about how to approach problems, what strategies to use, and how to evaluate their own progress.

Hence, we can conclude that Constructivist teaching leads to discovery learning by students.

Constructivist teaching is based on the theory of constructivism which holds that learning always builds upon the knowledge that a student already knows.

• Constructivists suggest that learning is more effective when a student is actively engaged in the learning process.
• There are many different models of constructivist classroom learning however, the model developed by Roger Bybee is widely used by teachers.
• This model is best known as the “5 Es”. It provides a planned sequence of instruction that places learners at the center of their learning experiences.

Important Points

The “5-E learning model” of constructivism includes:

1. Engage: This stage provides the opportunity for the teachers to discover what students know by capturing the learners’ attention, stimulating their thinking, and helping them to access prior knowledge.
2. Explore: This stage allows students to plan, investigate, and collect information and to think and reflect on the data to organize it, to make preliminary meaning. This is facilitated by organizing group work, discussion, etc.
3. Explain: This stage provides an opportunity for students to connect their previous experiences, to analyze the data gathered, and begin to make conceptual sense of the main ideas within the unit of study.
4. Elaborate/Extend: In this stage, students are guided by the teacher to apply or extend their understanding of the concepts in new situations and relate their previous experiences to real-world situation. 
5. Evaluate: Evaluation of students’ conceptual understanding and ability to use skills begins at the Engage stage and continues throughout the model.

Hence, it could be concluded that Engage, Explore, Explain, Elaborate, and Evaluate correctly depict the “5-E learning model” of constructivism.

Constructivism: Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment.

• Knowledge is always someone's knowledge. It is created or constructed by the experiencing individual. It is not impersonal or absolute.
• Learners actively build or 'construct' this new knowledge. They do this on the bedrock of their prior knowledge. Learners in a classroom have their individual experiences and a cognitive structure, which are built on those prior experiences. 

Key PointsSocial Constructivism:

• Social constructivism is founded on the thesis that social processes are central to learning and cognitive development.
• It regards knowledge as a social construct and prioritizes the social aspects of learning and cognitive development. Some of these social aspects are language, culture, everyday practices, material objects, interpersonal interaction, peer interaction, tools, and symbols.
• Social Constructivism centers around the idea that the culture is a constituent of the mind and therefore provides for structures that determine the construction of reality.
• In this sense, no knowledge constructions are asocial or acultural. The learner appropriates and constructs meanings in response to his or her experiences in the social contexts.

Thus, socio-constructivist theorists consider the child as an active being involved in the creation of knowledge.

Constructivism is based on the concept that individuals build their own knowledge by exploring and interacting directly with their physical and social environments.

 Key Points

• A constructivist approach to learning emphasizes active engagement, hands-on experiences, and real-world relevance.
• It focuses on students constructing their own understanding of concepts and actively participating in the learning process.
• In the given example, the math teacher incorporates hands-on materials and real-world problems, allowing students to explore and discover mathematical concepts through practical application.
• This approach encourages students to actively construct their knowledge, make connections between abstract concepts and real-life situations, and engage in problem-solving, all of which align with constructivist principles.

Hence, We can conclude that a math teacher has students use hands-on materials and real-world problems to acquire new concepts and practice skills is the best example of a teacher applying a constructivist approach to student learning.

Constructivism is a learning theory that emphasizes the active construction of knowledge and understanding by learners through their experiences, interactions, and reflections. 

Key Points

• Constructivism emphasizes experiential learning, where learners learn by doing and experiencing firsthand.
• Learners engage in hands-on activities, investigations, simulations, and real-world projects that allow them to apply their knowledge and skills in authentic contexts and gain practical experience.
• Constructivism prioritizes meaningful learning, where learners actively seek to make sense of their experiences and construct deep, coherent understandings of concepts and phenomena.
• Learning is purposeful, relevant, and personally meaningful to learners, fostering intrinsic motivation, curiosity, and engagement in the learning process.

Hence, we can conclude that Constructivism emphasizes learning from real-world tasks and meaningful activities.

Constructivism: Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment. Constructivist views learning as the result of mental construction. It is created or constructed by the experiencing individual. It is not impersonal or absolute.

Key PointsIn a constructivist classroom, however, the materials would be used by the children as an aid for them to explore the world and discover ideas through contexts that they relate to. This alternative was presented as the constructivist view of learning. Two essentials of this model of learning are the active participation of the child and the role of the teacher as a facilitator and encourager.  

• Learners are active participants in constructivist classrooms.
• A constructivist classroom always promotes group work and collaborative and cooperative learning.
• In the constructivist classroom, learning is done in a meaningful and effective manner, students can learn by making a mental image of the concepts.
• Tasks in the constructivist classroom are moderately difficult, which can be done by the involvement of all the learners.
• It doesn't promote rote learning or memorization.
• Learners in constructivist classrooms, learn by interacting with others.

Thus by all these references, we can conclude that learning is meaningful and effective if the teacher used a constructive approach to the learners.

Important Points

• Behavioristic learning: Behavioristic theories or Behaviorism constitute the traditional theories of Learning. These theories were propounded by Ivan Pavlov and John B. Watson. Behaviorists attribute learning to the association between stimulus and response. 
• Decontextualization is the Process of examining or interpreting something that is separate from the context in which it is embedded. "Decontextualization occurs consciously or subconsciously." The content and curriculum should be designed according to the laid principles of inclusive education.

Piaget's theory of constructivism argues that people produce knowledge and form meaning based on their experiences. A basic premise of constructivism is that individuals live in their own world of personal and subjective experiences and build new knowledge on the basis of their previous experiences, rather than new knowledge being imposed from outside. The guiding principles of constructivism are:

• Posing problems of emerging relevance to students.
• Structuring learning around primary concepts.
• Seeking and valuing students’ points of view.
• Adapting curriculum to address students’ suppositions.
• Assessing learning in the context of teaching.

Hence, we conclude that Constructivism does not acknowledge the value of knowledge that is Universal.