ELM-360-0501 - What role does constructivism play in supporting students’ conceptions or misconceptions Explain your answer Constructive play plays a

ELM-360-0501 - What role does constructivism play in...

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What role does constructivism play in supporting students’ conceptions or misconceptions? Explain your answer. Constructive play, plays a big role when it comes to students learning overall. It is said that a student learns very well thought their experiences. Therefore when you give your students the opportunity to experience the learning objective, they tend to form and answer their own questions. This is very common in subjects like science. For example students may perform an experiment, but do not have a clue as to what may or may not happen. This causes the student to think deeply and creates curiosity, more questions and hypotheses. Throughout the experiment the student is learning from the progress and the answer to the question developed throughout. In the classroom, constructivism prompts students to come up with their own questions, allows for more than one interpretation and expressions of learning, and encourages students to work together with their peers (What Does Constructivism). As far as a student’s misconceptions, constructivism allows students, as they learn new information that is different from what they previously understood as being true, the student replaces the information with the correct information they just learned. (What Does Constructivism). For example, a student may believe that all trees lose their leaves, but then they visit a forest of coniferous trees, and they see that those trees do not lose their leaves. So now the student can replace their current knowledge, by now knowing that not all trees lose their leaves. As far as conceptions, constructivism allows students to lead the way in their own learning, and allows them to rely on their previous knowledge, and they add to their knowledge with the new information that they are learning. Using the same example of the trees and the student previously believing that all trees lose their leaves. Until they see the coniferous trees that do not lose their leaves, rather than replacing their previous knowledge, they can add to it, by now understanding that some trees lose their leaves, while some do not. Hi Hollie, thank you for sharing your post with the class and myself. This discussion question is a good icebreaker for the class. I like some of the examples I have seen so far. The tree in a forest is a great example of how students learn and benefit from this method. I know as a student personally, this would be much more beneficial for me when I was younger. The more I was able to engage with this method, the more I learned. By actually being able to physically touch, see or even actually experience something/it will help learners retain information better. If the class is learning about how siblings differ, you can have your students do the DNA block experiment. They can draw blocks from a bag they can see through. Record the data, then further explain how the blocks represent different family members who appear different. They do this several times and compare and contrast their results.
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  • Winter '16
  • Alison Pattison

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