Constructivist teaching a new approach in the modern education
DISCUSSION
v
CONSTRUCTIVIST TEACHING
A NEW APPROACH IN THE MODERN EDUCATION
TRINH VIET DUNG*
Received:29/11/2018; Revised: 24/12/2018; Accepted: 28/4/2019
ABSTRACT
Teaching method is a field drawing lots of attention in the modern education, especially when the
knowledge economy has been developing and plays such a pivotal role in boosting international
integration. In recent years, constructivist teaching has been applied in many universities around
the world and produces positive results. In the scope of this article, the writer will introduce the
background and characteristics of constructivist teaching. In addition, based on previous studies
as well as theories, the writer will point out the role of the teacher and students and steps in a
constructivist classroom.
Keywords: constructivist teaching, the teacher, students
and students and five steps in a constructivist class.
These fundamental ideas can help the teacher
1. INTRODUCTION
It is unquestionable that education has many
distinct approaches based on the context and
individuals’ intention. There is, nonetheless,
no one-size-fits-all teaching method for every
student; consequently, lots of theories emerge
(Bruner, 2006). One of these recent teaching
methods that can produce fruitful results if being
applied flexibly in many educational settings is
constructivism. Basically, it promotes students’
knowledge construction from what they experience
and research under the teacher’s assistance. This
way, in reality, has been implemented in many
Western countries regardless of any subject and
learners’ level. However, constructivism appears
to be not popular in Vietnam.
understand more about the constructivist teaching
and how to apply it in the class. This teaching
method will bring promising results when being
conducted flexibly in the class regardless of
different levels in the educational setting.
2.BACKGROUNDOFCONSTRUCTIVIST
TEACHING
The concept of constructivism has roots in the
ancient history when Socrates raised various kinds
of questions that helped his students realize the
weaknesses in their thinking. This method is still
being applied in the constructivist teaching and the
way that the teacher assesses students (Bruner, 1996).
This article presents the background and
characteristics of constructivism as a method.
After that, it describes the roles of both the teacher
Nevertheless, it is Jean Piaget and John
Dewey who paved the way for constructivism
as they devoted their lives to finding the answer
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to childhood development and education. Piaget
indicated different stages in humans’ cognitive
development and claimed that humans’ study
based on the change in logical structure, which
means knowledge is constructed by both new and
previous understanding about a specific topic.
In the meantime, Dewey supported the idea that
knowledge is based on real experiences and inquiry
plays an indispensable role in the constructivist
learning (Fosnot, 1996).
3. CHARACTERISTICS OF CONSTRUCTIVIST
TEACHING
In a conventional school system, the learning
process tends to follow a set pattern of generating
knowledge in a passive form through teacher
centered methods, where students often cram the
given knowledge without any thinking or logic.
But recently the need for the active involvement
of students has increased because after the
completion of the required degree, students do not
get any practical insight and field implementation
skills of the knowledge they have gained, making
them only mechanical reproducers of theoretical
knowledge (Durmus, 2016). In the constructivist
classroom, the focus appears to shift from the
teacher to students. In other words, knowledge
is unquestionably not poured from teacher’
brain into pupils’ brain in such a passive way
like orthodox methods. Learners are encouraged
to be actively involved in their own process of
learning by brainstorming, exploring, answering,
discussing and presenting (Fosnot, 1996). In the
constructivist model, students gradually become
centered actors in obtaining knowledge under
teacher’s assistance and guidance. The table below
indicates differences between traditional teaching
method and constructivist teaching in a wide range
of criterion:
Additionally, a number of psychologists and
sociologists like Lev Vygotsky, Jerome Bruner, and
David Ausubel pointed out distinct aspects of the
learning process as well as potentials of utilizing
modern technology in the constructivist teaching
(Fosnot, 1996). This creates concrete foundation
for constructivism and its application in education.
Ernest (1995) asserted that fundamentally, the
definition of constructivist teaching comes from
constructivism which is a theory about observation
and scientific study. Distinguished from traditional
teaching methods, constructivist teaching
focuses on and appreciates the way that students
accumulate their understanding by themselves.
This is regarded as an active process of meaning
and knowledge construction based on students’
experiences, the understanding of the world and
results of their self-research. Meanwhile, the
teacher mainly works as an active instructor and
observer in the constructivist classroom.
There is an intimate link between knowledge
and the real world as well as experiences.
Normally, as we encounter new concepts or issues,
we often try to shed light on or prove them through
previous ideas and experiences or discard them
due to inability to fit with our own belief (Bruner,
1996). Inevitably, nonetheless, our understanding
enriched before cannot illuminate all new things.
In the most general sense, constructivist teaching
goes into the spiral direction (Bruner, 1996). When
continuously reflecting on their experiences,
students will find the correct idea and have more
motivation to integrate new information. This is the
core content and purpose of constructivist teaching.
Table 1. Comparison between traditional and
constructivist teaching
Traditional Classroom
Curriculum emphasizes
Constructivist Classroom
all Curriculum focuses on main
information, both general ideas and ideas.
details.
Materials are mainly textbooks and Materials are both primary
workbooks.
sources and manipulative
materials.
Learning is based on repetition.
Learning is interactive, building
on what students already know.
Teachers disseminate information to Teachers have a dialogue with
students; students are recipients of students and help students
knowledge.
construct knowledge.
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is vital for the teacher to do some following roles
effectively:
Teacher’s role is directive, rooted in Teacher’s role is interactive,
authority.
rooted in negotiation.
Assessment is through testing.
Assessment includes students’
works, observations, and tests.
4.1. Raising relevant questions
Knowledge is seen as inert.
Knowledge is seen as dynamic,
ever changing with their
experiences.
Inaconstructivistclass, theteacherplaystheroleasa
facilitatorduringthetimestudentsworkindividually
and in groups. To ensure that students go the right
direction, it is of utmost necessity for the teacher
to orient students’ approach by raising questions
concerning the lessons (Ernest, 1995). In this
scenario, the teacher gives questions and problems
and assists students to find their own answers.
Students work and study alone.
Students work and study with
peers and in groups.
As can be seen clearly from Table 1,
constructivist teaching is so different from the
traditional method on some aspects such as
materials, assessment, curriculum, the teacher’s
role, and learning interaction. However, the most
prominent distinction is the way that knowledge
and information are absorbed by students
(Durmus, 2016). In the traditional teaching,
knowledge comes into students’ brain passively
through the teacher’s speech and presentation and
learners have to listen and take notes of all things
usually without being allowed to raise questions
or make refutation. On the contrary, in the
constructivist classroom, students create their own
knowledge through self-research, teamwork, and
group discussion. This makes them more active
and dynamic in the way learners study and apply
knowledge in the real world.
This method encourages students to brainstorm
and find the conclusion on their own way. Bruner
(2006) indicated that as students are exposed to the
topic, they draw conclusions through discussions
and experiences and revisit them. Exploration
of questions leads to more questions. In a class
of Vietnamese History during the two World
Wars, for instance, the teacher can make some
stimulating questions at the beginning of the
lesson like: How did the two World Wars affect
Vietnam? Why was Democratic Republic of
Vietnam established immediately after the end of
World War II? If the ally had not gained victory
against the fascism in 1945, could Vietnam have
declared its independence?
4. ROLES OF THE TEACHER IN A
CONSTRUCTIVIST CLASS
There are also some useful and flexible
questions that the teacher can take advantage of in
a constructivist classroom:
Some people cast doubt on the roles of the teacher
in the constructivist class since students are seen
as dynamic players. Then, the burning question
emerges “Is teacher subordinated in this process of
learning?”. The answer is certainly “No” because
without the teacher’s help, learners will tend to
“reinvent the wheel”. As a consequence, they
certainly find it difficult to understand how it turns
and how it functions. The main responsibility
of the teacher in a constructivist class is making
intriguing questions in order to hook pupils’
attention and inspire their curiosity and willingness
to explore new things. To fulfill the above task, it
Table2.Teacher’squestionsinaconstructivistclass
Questions
Purposes
Getting started
What are the important ideas here?
Anyone can guess the answer?
Anyone sees similar issues before?
What strategy should we pursue?
What is the main problem?
Encouraging careful reading
Predicting the solution
Making the topic more familiar
Getting viable approaches
Clarifying the problem
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a striking example and analyze it so as to save his or
her energy as well as help students see the problem
more easily. In other words, giving examples
brings benefits for both the teacher and students.
During students’ discussion
What are you talking about?
Clarifying and confirming
students’ opinions
Why do you think of that?
Why is this idea better than the other?
Do you really understand what the Redirecting back the earlier
problem is about?
stage
4.3. Providing scaffolds
Can you justify this statement?
Helping students to ensure
Can you find any refutation or counter their answer
Scaffolding is regarded as the first stage of applying
theories into the reality after students realize the
correct answer. The term scaffolding was first used
by Wood, Bruner and Ross in their examination of
parent-child talk in the early years. It concentrates
on the development of cognitive and social skills.
Instructional scaffolding is presented through
modeling, giving advice, and/or coaching. This
support can become faded when students reach
closely to the autonomous learning strategies.
example?
Finishing the lesson
Have you answered the problem?
Have you considered all cases?
Checking students’ work
Can you generalize the content?
Helping students understand
all main ideas
Is there another way to solve the
problem?
Motivating
understanding about the topic
further
Can you explain your answer to the
class?
Encouraging
presentation skill
students’
There are some scaffolding activities that the
teacher should take into consideration and apply
in the classroom:
4.2. Giving examples
To some extent, this is the most crucial role
of the teacher in a constructivist classroom.
Specifically, it is related to the way that the teacher
links knowledge in textbooks and examples in
the current situation, and by implementing this
method, the content of lesson will undoubtedly
go into learners’ perception both naturally and
directly (Ernest, 1995). Without giving examples
in the real world, theories and ideas become so
confusing that students may not absorb all things.
In this scenario, constructivist teaching can be
similar to traditional method unless teacher applies
real examples.
•Recruitment:Thismethodisrelatedtokicking
off the lesson, presenting the topic, and indicating
its importance and feasibility (Fosnot, 1996).
In this stage, recruitment helps to raise learners’
interest and motivation as much as possible. In
reality, this simulation is totally essential at the
beginning of the lesson and during the time when
a new theme is developed.
• Reduction in degrees of freedom: There is
no doubt that in a constructivist class, learners are
encouraged to be autonomous and responsible for
their study based on their own level and abilities.
However, when necessary, the teacher should
provide additional suggestions and explanations to
help them understand clearly about the topic and
have further appropriate research (Fosnot, 1996).
In this case, it is also vital for the teacher to avoid
showing disappointment, anxiety, or doubt about
students’ ability. Motivation and suggestion at the
right time will certainly work.
When teaching the theme about power rivalry
and national interests contradiction, for example,
the instructor can give students the real antagonism
between China and the US; accordingly, they will
draw core ideas more easily instead of wasting
time reading lengthy materials or listening to the
teacher’s speech in continuous hours.
Instead of wasting lots of time making a lengthy
speech, the teacher can give the constructivist class
• Marking critical features: Bruner (1996)
claimed that constructivist teaching concentrates
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on core ideas rather than details; therefore,
teacher’s assistance will help students avoid
deflecting. It is also essential for the teacher to
limit the scope of reading materials prior to the
lesson to make sure that student will not be stuck
among too much information.
Thus, students need to balance and combine
both previous experiences and current knowledge
to have a better foundation. Students are not
blank slates upon which knowledge is etched.
They come to learning situations with already
formulated knowledge, ideas, and understanding.
This previous knowledge is the raw material for
the new knowledge they will create. To make
the process of learning smoother, learners should
open their mind to receive new information and
discard all barriers related to obtuse thoughts
(Ernest, 1995). In this situation, knowledge does
not come from teacher’s brain but from students’
researching. Hence, they will feel satisfied and find
what they obtain by themselves more meaningful
and realistic.
• Frustration control: It cannot be denied
that in the classroom, students may feel tired or
discouraged because of disappointment from
result, lack of research, tough themes, limited
time, and peer pressure; accordingly, the teacher
is responsible for encouraging as well as helping
them target at more positive signs (Durmus,
2016). It will be better if sometimes the instructor
becomes a “friend” or “partner” of students during
the learning process.
5.2. Evaluating concepts through real world
activities
5. ROLE OF STUDENTS IN A
CONSTRUCTIVIST CLASS
Bruner (1996) believed that in the constructivist
teaching, students’ knowledge is based on what
they explore and discuss together. Inevitably, when
approaching a specific issue differently, students
will have distinct views; therefore, by expressing
ideas in the constructivist class, learners can
find the viable solution to a problem, reach the
consensus and draw the complete conclusion.
As a driver in the process of learning in the
constructivist classroom, students have to work
hard with a view to accumulating knowledge by
their own abilities. Thanks to adopting a new
perspective, students can start to break down
their own barriers and move to a new level of
understanding. It is necessary for students to enter
this type of classroom with an open mind and a
goal of moving beyond their current level of
understanding (Durmus, 2016).
Nevertheless, this is first stage in the
constructivist teaching. If students only stop at
the conclusion without clarifying it in the reality,
knowledge may become concrete theories in
textbooks. They, hence, need to apply their
understanding into the real world. When studying
about liberalism in International Relations
theories, for instance, students should point out
the globalization trend and the establishment of
international and non-governmental organizations
in the world.
5.1. Combining new information with the
current knowledge
It is regarded as a norm that when encountering
new concepts, learners try to explain them by
prior understanding and knowledge; nonetheless,
they seem to prove ineffective to explain new
experiences. These ideas are temporary steps in
the integration of knowledge. For instance, a child
may believe that all trees lose their leaves in the fall
until he visits an evergreen forest. Constructivist
teaching considers students’ current conceptions
and builds from there (Ernest, 1995).
5.3. Controlling of what and how to learn
Education works best when it concentrates on
thinking and understanding, rather than on rote
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memorization (Bruner, 1996). Constructivism
concentrates on learning how to think and
understand. In the constructivist class, students’
attitude is appreciated first. It means that students
should partake in the lesson and group discussion
actively; otherwise, they will be left behind.
Furthermore, there is no doubt that the teacher is
responsible for orienting and assisting learners to
go into the right direction. However, they cannot
depend on the instructor too much as he or she is
just an observer in a constructivist class. Students
should be drivers for their own process of learning,
which means they need to know what and how
to study effectively under teacher’s guidance. To
make their preparation better, it is essential for
students to read relevant materials for the lesson
to avoid being lost in a wide range of information
and take notes where necessary.
other participants without talking or expressing
their opinions, teamwork will certainly produce
less fruitful results and become more tedious
(Fosnot, 1996). When actively engaging into
group discussion, students will gain more
information that they cannot get during their own
researching time. In other words, by both listening
and speaking, students will be active actors in the
constructivist teaching method.
6.
STEPS
IN
CONSTRUCTIVIST
TEACHING
To conduct a successful constructivist class, it
is very necessary for the teacher to implement
the 5-E steps: Engaging, Exploring, Explaining,
Elaborating, and Evaluating.
The constructivist classroom relies mainly
on collaboration among students. There are
many reasons why collaboration contributes to
learning. The main reason it is used so much in
constructivism is that students enrich knowledge
not only from themselves, but also from their
peers (Fosnot, 1996). When students review and
reflect on their learning processes together, they
can pick up strategies and methods from one
another. Constructivism promotes social and
communication skills by creating a classroom
environment that emphasizes collaboration and
exchange of ideas. Learners should learn how to
articulatetheirideasclearlyaswellastocollaborate
on tasks effectively by sharing in group projects.
Students need, therefore, to exchange ideas and
learn to “negotiate” with others and evaluate their
contributions in a socially acceptable manner. This
is essential to succeed in the real world since they
will always be exposed to a variety of experiences
in which they will have to cooperate and navigate
among other ideas.
6.1. Engaging
This is the first stage in constructivist teaching.
Some teachers may overlook its importance;
however, if the teacher cannot draw students’
attention or make them focus on the topic at the
beginning, sooner or later they will be on a wild
goose chase. Thus, finding a good way to engage
students from the orientation period is such an
important task that the teacher should not forget or
skip in a constructivist classroom.
To fulfill the above requirement, the teacher
can make use of various ways. Making relevant
questions about the lesson to raise students’
curiosity may be a helpful way. Another way is
showing the issue to students and encourage them
to find the solution or the answer (Bruner, 1996).
After that, the teacher needs to make some hints
for students to go into the appropriate direction.
Giving students a special gift if they can answer the
questioncorrectlyalsoisagoodwayinthisscenario.
In a constructivist classroom, learners should
bear in mind that group discussion is a practical
method for sharing ideas and reaching the
consensus; nevertheless, if they only listen to
6.2. Exploring
After the first successful stage of engagement, the
teacher has to make students explore new things
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or concepts which they do not know before, which
paves the ways for the thinking process (Ernest,
1995). In this case, the instructor should appreciate
the way that students research and define all new
ideas at home. In fact, this step is the gist of the
approach where a student opens up divergent
thinking process towards the various dimensions of
the concept. This step is the key towards invoking
creativity among students.
ideas of the lesson. He can provide more statements
and details where necessary to make students
understand the problem clearly. This helps students
have more general views on the issue and realize
what they need to add in their ideas; therefore, the
content of the lesson will go into learners’ mind
actively and naturally.
6.5. Evaluating
Still, the period of exploring does not mean that
the teacher does not need to involve in students’
learning process. It is better for the teacher to tell
studentswheretheyshouldfocusandexploreinstead
of spending time on researching irrelevant themes.
At the end of the constructivist teaching process,
the teacher has to give comments on what and how
students do in the class. It is crucial to evaluate
both individuals and groups to have the objective
assessment (Fosnot, 1996). The final mark is
partly based on the way that students self-research,
present, discuss, and explain their ideas.
6.3. Explaining
After exploration, the constructive approach leads
to explanation where the sky is the limit and
students partake in giving creative explanations to
their creative thoughts and their relevance. Here
the teacher is also involved in the process and he
guides students on a fixed line (Ernest, 1995).
Additionally, the teacher should also point
out strengths and weaknesses of both individuals
and groups to help them have better soft skills.
However, he or she needs to bear in mind that
the constructivist teaching appreciates motivation
rather than criticism; hence, to some extent, the
teacher should encourage learners through their
effort. This aims at improving students’ studying
spirit and helps them have more impetus to do
better in next lessons.
In this stage, students not only present and
explain their opinions to the class but also in
a group discussion. This means they have to
clarify their ideas through previous and current
experiences and persuade others (Fosnot, 1996).
Undoubtedly, in the group discussion, learners will
face arguments from other participants. However,
this will be certainly necessary as it makes
students ensure and confirm their answers. If
students’explanation is not persuasive enough, the
teacher and others can provide more information
and evidence. Obviously, this makes the learning
process more effective.
7. CONCLUSION
By and large, the constructivist teaching has
been seen as one of effective methods in the past
few years. It encourages the way that students
gain knowledge through self-research, group
discussion, and presentation. Instead of absorbing
information passively as in a conventional teaching
style, students in a constructivist classroom
are active learners. In other words, the focus
changes from the teacher to students. As a result,
learners’ curiosity and initiatives are appreciated
to help them construct knowledge based on their
understanding. In this model, the teacher plays
the role as a hard-working observer who needs to
raise intriguing questions to draw pupils’attention,
6.4. Elaborating
This stage is mainly related to the teacher’s
responsibility. After listening to students’
presentation and explanation and observe group
discussion, the instructor needs to clarify main
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