DEVELOPMENTS IN THE TEACHING OF SCIENCE IN NON-MAINSTREAM

New Developments in the Teaching of Science in Non-Mainstream Contexts: Acknowledging the Backgrounds of Students

Table of Contents

Chapter I Introduction3

The Constructivist3

Chapter II Constructivist analysis of the nature of learning activities5

Constructivism and the Psychology8

Chapter III Constructivism and Teaching9

Socioconstructivism10

Constructivism and Collaborative Learning11

Chapter IV: The Psychology of Learning Constructivist Approach13

Linear Teaching and Learning Hierarchies15

Chapter V Conclusion16

References28

New Developments in the Teaching of Science in Non-Mainstream Contexts: Acknowledging the Backgrounds of Students

Chapter I Introduction

This book is based on the developments in the Teaching of Science in Non-Mainstream Contexts where the backgrounds of the students would be acknowledged. The main contributors of this book are Wiiliam Cobern, Leonard Rivard, Russel Bishop, Norris Phillip, Lee, O, and Jegede, O. The educational sciences draw their theoretical foundations, among others, in the psychology, sociology, philosophy and cognitive science. This diversity of field's theoretical basis of the different approaches to teaching and learning can sometimes be confusing to the extent that some authors can be found inside more than a theoretical current. Currently, a majority of theorists in education agree to combine models of teaching and learning in four currents: the current behaviorist, cognitivist current, the current constructivist and current socio-constructivist.

The Constructivist

Constructivism is a theory course that focuses on both the process learning and epistemology. This double company, which can be a little confusion, however, is useful insofar as it leads to a reflection on how people learn and the nature of knowledge, both of which are significantly entangled. However, there is no consensus on a theory of constructivist learning. The positions and theoretical concepts are a variant of a radical constructivism. The main point of difference lies in complementarity between individual construction and social construction of knowledge. Each of these positions leads to a different way of conceptualizing learning. Perhaps the ideal starting point for understanding the constructivist perspective would be to start by considering what constructivism is. To do this, should be put in contrast with behaviorism. Indeed, the concepts of constructivism have often been articulated in response to the model of learning behaviorist. Remember that it is the study of changes in overt behaviors, to behaviorism mind is seen as an empty vessel to complete, a tabula rasa, characterized by the efforts of the student must provide for accumulating knowledge as well as the efforts of the teacher to transmit it. It is a transmissive approach, passive, mainly directed and controlled by the teacher. In some contexts, the term behaviorism is even synonymous with objectivity because it depends objectivist epistemology. (Lee et al, 2005, pp 857-887)

Objectivism defends the existence of knowledge of the world. The goal of the learner is to be appropriated for the reply, the purpose of the teacher it's transmitted. Learning is thus to assimilate this objective reality. However, constructivists believe that each learner constructs reality, or at least the interpreter, based on his perception of past experiences. According to them, knowledge is not a reflection of reality as it exists, but in a building ...