Constructivist Theory

I have learned that my students represent a variety of different backgrounds and ways of thinking. Many of the myths, taboos, and things we learn from our families, friends, and teachers-all are part of cultural influence. Content is embedded in culture and it is difficult to separate the two. When presented with information in the classroom that contradicts existing ideas, a student may try to accommodate both interpretations, rather than change deeply held beliefs. Unless the teacher realizes what views the students hold, classroom teaching can actually help students construct faulty ideas.

If the classroom can provide a neutral zone where students exchange their personal views and test them against the ideas of others, each student can continue to build understanding based on practical evidence. Hands-on activities and observations of the natural world provide shared experiences for those constructions. For example, to study the phases of the moon, the class could keep journal (an observational log of the moon and its shape in the sky) for several weeks. The while participating in their small groups they would be able to discuss the various observations and speculate about their meanings. If models, text references, or illustrations are available as resources, students would be able to determine that these are the results of others' observations and speculations.

Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or, for that matter, teachers. Ideas like student independence and learner-driven questions are not easily accepted. Required course content and externally applied assessments are realities that teachers must accommodate. A teacher inspired to change to constructivist instruction must incorporate those realities into their approach.

One might begin gradually, trying one or two constructivist explorations in the regular curriculum. Listening to students as they discuss ideas together is a good way to start shifting the balance of responsibility to the learner. Another step is using primary sources and raw data as the basis for questions, rather than relying solely on the textbook.
If students begin thinking about the knowledge they have gained as an evolving explanation of natural phenomena, their questions can take on an exciting element. It is my belief that over time, research will change the way most of the accepted facts of today are perceived. So our challenge in the classroom is to foster students' abilities so they can continue to learn and build their understanding based on the changing world around them.