Usage of Constructivist Approach for Critical Thinking
DOI:
https://doi.org/10.31305/rrijm.2022.v07.i09.010Keywords:
constructivist approach, critical thinking skill, active participant, interactive relationship, facilitator of learningAbstract
This paper is purposely designed to review on various factors related to the constructivist approach. A better understanding of the teaching methods and approaches by experienced teachers enhance critical thinking skills of students. In modern teaching emphasis is paid on the critical thinking and is the most prominent dimension of constructivist learning. The criteria used for learning in constructivism allows students to deepen their knowledge beyond rote memorization, making them to comprehend the content and turn them as an active participant rather than a mere observer. The usage of constructivist approach in teaching results in developing interactive relationship between the learner, the task and the teacher. Here, a teacher act as a facilitator of learning keeping in mind that students are not deprived of learning rather, they add to their experience through discovering knowledge on their own. Finally, it gets clear that students learn better in thinking and understanding when left free to discover knowledge in the guidance of a trained teacher so they arise from rote memorization develops love towards learning.
References
Hannafin, M., S. Land & K. Oliver, 1999, Open learning environments: foundations, methods and models, New Jersey
Jonassen, D. 1999, designing constructivist learning environments, Mahwah, New Jersey
Piaget, J., 1971, Psychology and epistemology: towards a theory of knowledge, New York
https://saskschoolboards.ca>uploads>constructivist-teaching-and-learning
https://www.researchgate.net>3458----using-constructivist-teaching-strategies-to-enhance-academic
Demetriou, A., Shayer, M., & Efklides, A., 1992, Neo-Piagetian theories of cognitive development: implications and applications to education, London: Routledge
Paas, Fred G., 1992, Training strategies for attaining transfer of problem-solving skill in statistics: A Cognitive-load approach, journal of educational psychology, 84(4): 429-434. Doi: 10.1037/0022-0663.84.4.429
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).