Can Dewey, Skinner and Piaget Co-Exist? (original) (raw)
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Constructivism has emerged as one of the greatest influences on the practice of education in the last twenty-five years. Teachers have embraced constructivist-based pedagogy with an enthusiasm that is rare in these days of quick fixes and a shopping mall approach to school improvement (Powell, Farrar & Cohen, 1985). For many teachers, the focus on constructing meaning in the teaching-learning process resonates with prior beliefs because constructivist-based instruction firmly places educational priorities on students' learning. Constructivism in Education The recent interest in constructivism in education follows an almost religious dedication to behaviorist pedagogy by administrators and educational psychologists in the United States (Duit & Treagust, 1998; Jenkins, 2000). Constructivism's success may be due in part to the frustrations that educators experienced with behaviorist educational practices. Beginning in the 1960s, behaviorism swept from the arena of psychology into education with an air of authority that was startling. Schooling became structured around the premise that if teachers provided the correct stimuli, then students would not only learn, but their learning could be measured through observations of student behaviors. The behaviorist movement led to a long series of strategies for schools such as management by objective, outcome-based education, and teacher performance evaluation systems. Behaviorism in schools placed the responsibility for learning directly on the shoulders of teachers. Teachers were led to believe that if learning was not occurring, then it was their responsibility to restructure the environment, determine the most appropriate reinforcement to promote the desired student behavior, or provide a negative reinforcement to extinguish unwanted behaviors. After years of implementation, behaviorism fell short of producing positive effects within the complex context of the classroom and left teachers feeling shortchanged and cheated by a system that placed the guilt for students' failure to learn in their hands. We experienced the impact of behaviorism while working as teachers in public schools when all teachers were required to participate in two behaviorist-based programs: Effective Teacher Training and the Teacher Performance Appraisal System. The first program was a series of behaviors that teachers were expected to perform in the classroom. Although the Effective Teacher Training program was based on research of effective practices (e.g. wait time of at least 4 seconds between asking questions during class discussions raises achievement), the program failed to take into account the complexity of student cognition and the dynamics of modern classrooms. The Teacher Performance Appraisal System was an evaluation system that principals used to evaluate teachers. A principal would observe a teacher during instruction while checking off a series of behaviors that demonstrated effective teaching (e.g. teacher movement around the room). Like Effective Teacher Training, the teacher evaluation program was based on discrete studies of effective teaching practices, but
The impact of constructivism on education: Language, discourse and meaning
American Communication Journal, 2002
Printer-friendly PDF version Constructivism has emerged as one of the greatest influences on the practice of education in the last twentyfive years. Teachers have embraced constructivist-based pedagogy with an enthusiasm that is rare in these days of quick fixes and a shopping mall approach to school improvement (Powell, Farrar & Cohen, 1985). For many teachers, the focus on constructing meaning in the teaching-learning process resonates with prior beliefs because constructivist-based instruction firmly places educational priorities on students' learning. Constructivism in Education The recent interest in constructivism in education follows an almost religious dedication to behaviorist pedagogy by administrators and educational psychologists in the United States (Duit & Treagust, 1998; Jenkins, 2000). Constructivism's success may be due in part to the frustrations that educators experienced with behaviorist educational practices. Beginning in the 1960s, behaviorism swept from the arena of psychology into education with an air of authority that was startling. Schooling became structured around the premise that if teachers provided the correct stimuli, then students would not only learn, but their learning could be measured through observations of student behaviors. The behaviorist movement led to a long series of strategies for schools such as management by objective, outcome-based education, and teacher performance evaluation systems. Behaviorism in schools placed the responsibility for learning directly on the shoulders of teachers. Teachers were led to believe that if learning was not occurring, then it was their responsibility to restructure the environment, determine the most appropriate reinforcement to promote the desired student behavior, or provide a negative reinforcement to extinguish unwanted behaviors. After years of implementation, behaviorism fell short of producing positive effects within the complex context of the classroom and left teachers feeling shortchanged and cheated by a system that placed the guilt for students' failure to learn in their hands. We experienced the impact of behaviorism while working as teachers in public schools when all teachers were required to participate in two behaviorist-based programs: Effective Teacher Training and the Teacher Performance Appraisal System. The first program was a series of behaviors that teachers were expected to perform in the classroom. Although the Effective Teacher Training program was based on research of effective practices (e.g. wait time of at least 4 seconds between asking questions during class discussions raises achievement), the program failed to take into account the complexity of student cognition and the dynamics of modern classrooms. The Teacher Performance Appraisal System was an evaluation system that principals used to evaluate teachers. A principal would observe a teacher during instruction while checking off a series of behaviors that demonstrated effective teaching (e.g. teacher movement around the room). Like Effective Teacher Training, the teacher evaluation program was based on discrete studies of effective teaching practices, but
Constructivism in Education: Exploring the Contributions of Piaget, Vygotsky, and Bruner
International journal of science and research, 2023
Constructivism is an important learning theory that educators employ to help students acquire knowledge. Constructivism is based on the concept that individuals actively construct or create their own knowledge and that their learning experiences determine the nature of reality. Learners use their prior knowledge as a foundation and build upon it as they acquire new information. The teacher acts as a guide in the learning process; therefore, constructivism supports student-centred learning. In a constructivist classroom, learning is viewed as constructed, active, reflective, collaborative, inquiry-based, and evolving. The psychological theory of constructivism originates from the rapidly expanding field of cognitive science, primarily from the constructivist perspectives of Jean Piaget, the socio-historical work of Lev Vygotsky, and the constructivist account of discovery learning by Jerome Bruner. This article discusses constructivism and the contributions of Piaget, Bruner, and Vygotsky to its development.
From Behaviorism to Constructivism in Teaching-Learning Process
Journal of Education & Social Sciences, 2021
This paper critically examine behaviorism, a dominant philosophical orientation in existing mainstream educational institutions of Pakistan. It begins with the evolution of behaviorist paradigm and its adaptation in educational setup. Then, discuss on the elements of behaviorism and its scope in teaching methodologies, acquisition of skills, and lifelong learning processes. Then, the paper presents salient features of philosophical underpinning of constructivist paradigm (Psychological constructivism and Social constructivism) its implication in education, teaching, learning, assessment and curriculum design. While comparing both paradigms, the paper discusses how constructivism surpasses in episteme and, may help teachers to introduce new knowledge, on the basis on learners' prior knowledge and beliefs. With this, the paper concludes with the challenges in the way of paradigm shift and recommends both educators and teacher educators to take-up these challenges for initiating reforms in education.
The two theories of learning discussed are Behaviorism and Constructivism. Skinner and Watson, the two major developers of the behaviorist school of thought sought to prove that behavior could be predicted and controlled (Skinner, 1974). They studied how learning is affected by changes in the environment. The constructivists viewed learning as a search for meaning. Piaget and Vygotsky described elements that helped predict what children understand at different stages (Rummel, 2008). Details of both theories illuminate the differences and connections between the behavioral and constructivist theories in relationship to how children learn and how their behavior is affected. How curriculum and instruction work with these theories to promote learning and how educators view learning with respect to both theories are also reviewed.
Teacher Education: Need of Paradigm shift from Behaviorism to Constructivism
2011
Constructivism is relatively a new paradigm which exerts major theoretical influence on the present Education system. It is effective way of teaching and learning. Though the constructivism is a buzzword in the field of Education, our Teacher Education programme is still very much influenced by Behaviorism. Hence, there should be revitalization of whole Teacher Education programme and giving real thrust on constructivism.
Constructivist Strategies for Teaching Educational Psychology
1996
The conceptual connections between aspects of critical thinking described by the Reflective Judgment Model, a theory of adult intellectual development, and a larger set of psychological principles derived from constructivist theories of learning are highlighted. In spite of parallels between these conceptual schemes, as well as the practical implications each has for secondary and higher education, there is still a dearth of literature dealing specifically with how to translate such theories into sound teaching strategies involving young adults. This limitation is addressed by describing introductory activities for units in human development and motivation in an undergraduate educational psychology course. The activities are evaluated using criteria associated with constructivist learning theory in general and with the Reflective Judgment Model in particular. Finally, it is argued that elements of the activities are generalizable to other levels, such as high school and graduate school, to other courses in teacher education, and to other domains of knowledge such as the humanities and physical sciences. Four appendixes present materials used as topics in the classes. (Contains 1 table and 27 references.) (Author/SLD)
A Positive Constructivist: An Internal Debate on Opposing Educational Philosophies
Teaching and Learning, 2014
The purpose of this paper is to reconcile the academic tensions the author experiences between two opposing philosophical epistemologies: positivism and constructivism. The history and epistemological implications of positivism and constructivism are examined. The author debates the use of each philosophy within the context of educational research, linking positivism with quantitative research and constructivism with qualitative research. Teaching practices are examined through the lens of each philosophy. Constructivism is connected to the work of Dewey, Vygotsky, and Piaget, and the use of positivism in educational research is examined in education.