Resource: Pages 269-275 of Curriculum and Instructional Methods
• Due Date: Day 2 [Individual] forum
• Assume the perspective of a constructivist who teaches science through inquiry.
• Write a 200- to 300-word response to the following: As a constructivist, what is your
approach to teaching? How does inquiry-based learning differ from the traditional model,
with the teacher as the source of all instruction? Provide examples of each style.
Already answered.
THIS IS AED NOT MGT
To answer this question, we will need to understand the constructivist approach to teaching and how it differs from the traditional model. We can start by referring to the resource mentioned, which is pages 269-275 of the book "Curriculum and Instructional Methods".
First, let's look at the constructivist approach. Constructivism is a learning theory that emphasizes the active construction of knowledge by the learner. As a constructivist, your approach to teaching would involve creating an environment that enables students to construct their own understanding of scientific concepts through inquiry. This means that students are encouraged to engage in hands-on activities, critical thinking, and problem-solving to develop their understanding of scientific concepts.
Inquiry-based learning is a key component of the constructivist approach. It involves posing questions, investigations, and authentic problem-solving tasks that encourage students to explore and discover scientific knowledge for themselves. The teacher acts as a facilitator, guiding students' exploration and providing support as needed. This approach encourages student autonomy, creativity, and deeper understanding of the subject matter.
On the other hand, the traditional model of teaching typically places the teacher as the primary source of instruction and knowledge. In this model, the teacher delivers information to students through lectures, direct instruction, and textbooks. Students are expected to listen, memorize, and reproduce what they have learned. The emphasis is on transmission of information, rather than active inquiry or construction of knowledge.
To provide examples of each style, let's consider a topic like photosynthesis. In the constructivist approach, students might be given the opportunity to design and conduct experiments to investigate the process of photosynthesis. They could explore variables such as light intensity, temperature, or carbon dioxide levels and make predictions about the outcomes. Through these experiments, students would actively construct their understanding of photosynthesis and develop scientific inquiry skills.
In the traditional model, the teacher might deliver a lecture on photosynthesis, covering the key concepts and processes involved. Students would then be expected to take notes, read from a textbook, or complete worksheets to reinforce the information provided by the teacher.
Overall, the constructivist approach to teaching focuses on student-centered learning, inquiry, and active engagement, while the traditional model emphasizes teacher-led instruction and information transmission.