CONSTRUCTIVIST MODEL OF EDUCATION

Teaching for Construction of Knowledge

In the constructivist perspective, learning is a process

of the construction of knowledge. Learners actively

construct their own knowledge by connecting new ideas

to existing ideas on the basis of materials/activities

presented to them (experience). For example, using a

text or a set of pictures/visuals on a transport system

coupled with discussions will allow young learners to

be facilitated to construct the idea of a transport system.

Initial construction (mental representation) may be

based on the idea of the road transport system, and a

child from a remote rural setting may form the idea

centred around the bullock cart. Learners construct

mental representations (images) of external reality

(transport system) through a given set of acti vities

(experiences). The structuring and restructuring of

ideas are essential features as the learners progress in

learning. For instance, the initial idea of a transport

system built around road transport will be reconstructed

to accommodate other types of transport

systems—sea and air—using appropriate activities.
The

engagement of learners, through relevant activities, can

further facilitate in the construction of mental images

of the relationships (cause-effect) between a transport

system and human life/economy. However, there is a

social aspect in the construction process in the sense

that knowledge needed for a complex task can reside

in a group situation. In this context, collaborative

learning provides room for negotiation of meaning,

sharing of multiple views and changing the internal

representation of the external reality. Construction

indicates that each learner individually and socially

constructs meaning as he/she learns. Constructing

meaning is learning. The constructivist perspective

provides strategies for promoting learning by all.

The teacher's own role in children’s cognition

could be enhanced if they assume a more active role in

relation to the process of knowledge construction in

which children are engaged. A child constructs her/his

knowledge while engaged in the process of learning.

Allowing children to ask questions that require them to

relate what they are learning in school to things

happening outside, encouraging children to answer in

their own words and from their own experiences,

rather than simply memorising and getting answers right

in just one way — all these are small but important

steps in helping children develop their understanding.

‘Intelligent guessing’ must be encouraged as a valid

pedagogic tool. Quite often, children have an idea

arising from their everyday experiences, or because of

their exposure to the media, but they are not quite ready

to articulate it in ways that a teacher might appreciate.

It is in this ‘zone’ between what you know and what

you almost know that new knowledge is constructed.

Such knowledge often takes the form of skills, which

are cultivated outside the school, at home or in the

community. All such forms of knowledge and skills

must be respected. A sensitive and informed teacher is

aware of this and is able to engage children through

well-chosen tasks and questions, so that they are able

to realise their developmental potential.

Active engagement involves enquiry, exploration,

questioning, debates, application and reflection, leading

to theory building and the creation of ideas/positions.

Schools must provide opportunities to question,

enquire, debate, reflect, and arrive at concepts or create

new ideas. An element of challenge is critical for the

process of active engagement and learning various

concepts, skills and positions through the process. What

is challenging for a particular age group becomes easy

and uninteresting for the other age group, and may be

remote and uninteresting at another stage.

So often, in the name of ‘objectivity’, teachers

sacrifice f lexibility and creativity. Very often teachers, in

government as well as private schools, insist that all

children must give identical answers to questions. The

argument given for not accepting other answers is that,

“They cannot give answers that are not there in the

textbook.” “We discussed it in the staffroom and

decided that we will only accept this answer as right!”,

or that “There will be too many types of answers.

Then should we accept them all?” Such arguments

make a travesty of the meaning of learning and only

serve to convince children and parents that schools are

irrationall y rigid. We must ask ourselves why we only

ask children to give answers to questions. Even the

ability to make a set of questions for given answers is

a valid test of learning.