The Importance Of Constructivism In Education

Constructivism is the way in which “people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences” (Thirteen Ed Online, 2004). With a constructivist way of teaching, students “reconcile with previous ideas and experiences when in contact with new concepts and information” (O’ Sullivan, 2014). When this happens, students may have to change what they had previously believed (O’ Sullivan, 2014).

A constructivist approach to teaching would be very useful in geography. “In geographical education, children explore and learn about features in natural and human environments, especially those in the immediate locality” (NCCA 1999), a constructivist approach is an ideal way to allow

Constructivism is a good way to “help the children recognise and examine the influences of the past on the attitudes and behaviour of people today” (NCCA 1999), for example, children may hear their grandparents, parents, etc. talking about certain events that happened years ago, i.e. the Famine. Children, inevitably will have views on this topic, just from hearing it second-hand, but, like that, children only have second hand sources when it comes to personal experiences in events in history (O’ Sullivan, 2014). Therefore, the teacher must try to give the child a real experience, while also ensuring that the child’s pre-existing conceptions are explored and understood (O’ Sullivan, 2014), before the child makes a new understanding for themselves on the topic.

Because history is in the past, some children may view it as somewhat boring. This is why constructivism in the classroom is important, teachers must try to “develop an interest in and curiosity about the past” (NCCA 1999), they must do so by pursuing personal interests (Christie, 2005), in a meaningful and enjoyable experience that children will remember. Therefore teachers may need to tailor their way of teaching to the needs and purposes of individual learners (Christie,

This approach helps children to actually experience and investigate topics. They are then given the opportunity to construct their own knowledge, while also, using the knowledge they already had on whatever the topic may be. Constructivist teaching is a very interactive way of teaching, this is highlighted in the activities used in order to carry out constructivism as are highlighted above, i.e. journey sticks, the overcoat, enquiry-based learning etc., but it is also is a great teaching method in helping children to construct their own knowledge and be able to recall it easier by using fun and enjoyable experiences.

Bibliography

Christie, A. (2010) Constructivism and its implications for educators [online], available: http://alicechristie.com/edtech/learning/constructivism/index/htm

Department of Education and Science / National Council for Curriculum and Assessment NCCA (1999) The Geography Curriculum, Dublin, Stationery Office

Department of Education and Science / National Council for Curriculum and Assessment (1999) Primary School Curriculum: History – Curriculum Statement. Dublin: The Stationery Office.

Lakhani, S. (2010) Do we care? An enquiry approach to discovering the local area. Primary Geography p.10

Roberts, M. (2010) Geographical Enquiry Teaching Geography pp6-19 (Spring, 2010)

Thirteen Ed Online (2004), Constructivism as a paradigm for teaching and learning [online], available: