Constructivist teaching methods

In the constructivism classroom, the role of the teacher is to promote and promote the discussion. Like this

Not only for testing, but also for student observation, student work, and student observation.

Opinions of others To make these problems effective, teachers should pay attention to this.

Teachers "kill" the skills they teach, and these skills will cause curiosity.

Clark, 2006, p. 78). Specifically, they are saying that teachers often design independent guided guidance

In contrast, Kirschner et al. (2006) Write constitutiveistic teaching methods as "teaching without instruction." We provide more structured learning activities for learners with little prior knowledge. Mr. Slezak pointed out that constructivism is "an example of a fashionable but perfectly problematic doctrine and is of little use for practical education and teacher education." Kirschner et al. It is pointed out that a highly supported constructivist approach like problem-based learning or question type learning is invalid by summarizing many learning theories (discovery, problem base, empirical and question-based learning) . Kirschner et al. We will explain several research contributing to problem-based learning and provide some guidance and support to learners.

Jong Suk Kim discovered that using a constructivistic teaching method for a 6th grade student can achieve better results than traditional teaching methods. The study also found that students prefer compositionally-oriented methods rather than traditional methods. However, Mr. Kim discovered that there is no difference between students' self-concepts and learning strategies among students taught in constructivism and traditional methods. Doğru and Kalender compare the science curriculum using a traditional teacher-centered approach and a student-centered constructivist approach. In the first student's grade test after the course, there was no big difference between the traditional approach and the constructivist approach. However, in the follow-up evaluation after 15 days, students studying in a constructivistic way showed better knowledge retention than students learned in a traditional way.