Learning science through Constructivist based approach

The core idea of constructivism is a theory of “knowing” and the nature of knowledge. In constructivism, it focuses on and identify the students’ interests, structure lessons and create problems (to solve) to students that are appropriate and interesting to them to develop their theoretical understanding on new information (Graves, Seimears, Schroyer, Staver, 2012).

The goal of science is to acknowledge the natural world through a scientific inquiry. Which it supports us explain world around, help us with solve problems and guide technological development to carries our needs and interests (Worth, 2010). Through constructivist based approach, the students will actively learn and construct their new science concept through making connections to their previous knowledge. In this way, the students will construct their new science concept by using their senses. For example, seeing, hearing, touching, smelling, and exploring by themselves in the environment (Worth, 2010).

Furthermore, within constructivist based approach, the children will learn and receive new information by interacting with their peers, and exchange their thoughts and ideas about science concepts that they learn in their own ways (Graves, Seimears, Schroyer, Staver, 2012). The students will also enhance their problem-solving skills. Scientific inquiry helps and provide opportunities for the students to develop their wide range of skills, that includes; explore materials, objects, ask questions, observation skills, record the observation by using charts and pictures, use hypothesis, collaborative learning with their peers, share and discuss ideas (Worth, 2010).

From a constructivist perspective, learning science assists us to make sense of our experiential world. While in the classroom, the teacher represents as a facilitator. The teacher can lead, coach, advise, mentor and provide age appropriate and safe learning opportunities for the students and classroom. Moreover, the teacher can use various ways to help and expand the students’ critical ways to think and let them to use these skills in their real life. In the classroom setting the teacher can see if the students actually explore the science content by asking questions, examining, engaging, exploring and developing new insights for the students (Graves, Seimears, Schroyer, Staver, 2012).

Teachers should allow students to become actively engaged in every process of activities. Let them use their prior knowledge to learn multiple solutions while they are solving science based problems. Through activity based learning approach, children will become more familiar with science concepts and science becomes fun and interesting for both students and teachers and science will let the students to share their thoughts and communicate to wider audiences (Graves, Seimears, Schroyer, Staver, 2012).

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