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SSC 102 Activity No 5 Lesson 4

The document discusses teaching social studies using constructivism. It provides screenshots and photos of students presenting on the constructivist theory in teaching social studies. It then asks questions about the implications of constructivism for social studies classes, weaknesses of constructivism in education, and hindering factors of constructivism. An individual then provides insights on constructivism, defining it and describing the three main types: cognitive, social, and radical constructivism.

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Ana Marie Nasole
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38 views3 pages

SSC 102 Activity No 5 Lesson 4

The document discusses teaching social studies using constructivism. It provides screenshots and photos of students presenting on the constructivist theory in teaching social studies. It then asks questions about the implications of constructivism for social studies classes, weaknesses of constructivism in education, and hindering factors of constructivism. An individual then provides insights on constructivism, defining it and describing the three main types: cognitive, social, and radical constructivism.

Uploaded by

Ana Marie Nasole
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

Province of Cebu
Municipality of Cordova
CORDOVA PUBLIC COLLEGE
Gabi, Cordova, Cebu
TEACHING SOCIAL STUDIES IN ELEMENTARY GRADE (HISTORY AND
GOVERNMENT)
Name: ANA MARIE A. NASOLE Course and Year and Section: BEED 2B

Date : 2/29/2024

ACTIVITY NO. 5 –INSIGHTS OF LESSON 4


I. SCREENSHOT /PHOTO: for LESSON 4
Who are the reporters in these Lessons? What are the topics
presented? ( Attached photos while they are presenting)

Please attached here your 2 photos, your individual and group photos /
screenshots

Lesson 4 : Constructivist Theory in Teaching Social Studies

REPORTERS: TRASMIL, DAISY ROSE AND TRIGOSA, JESSICA


II. ANSWER THE FOLLOWING QUESTIONS:
1. What are the implications of constructivism to social studies class?

- Solving problems is the primary task of a constructivist classroom. Inquiry


methods are used by students to pose questions, research a subject, and
gather information from a range of sources. Students come to conclusions
as they investigate the subject, and as they learn more, they go back to
those conclusions. Constructivist philosophy has the following
consequences: Students learn best when they are actively involved in
their education as opposed to just passively absorbing data. Since
learning takes place in a social setting when teachers and students
collaborate to expand knowledge, learning is by its very nature a social
process. Students will be able to observe a range of viewpoints and get a
deeper understanding of the topics they are studying by expressing their
ideas. Using primary sources is a key component of the constructivist
social studies curriculum. Learner-centered, active education is therefore
the hallmark of a successful constructivist classroom. In a classroom like
this, the instructor gives the students experiences that let them make
predictions, ask questions, suggest hypotheses, investigate, explore,
envision, and create.

2. What is a weakness of constructivism in education?

- Contextualizing learning can hinder learners by, at least initially, making it


more difficult for them to develop abstractions and apply knowledge and
abilities to new contexts. This is one of constructivism's main drawbacks.
Put another way, uncertainty is common throughout the early stages. and
even annoyance. Other than that, the subjective character of
interpretations and the absence of empirical data are Weaknesses.
Constructivist learning has been criticized most for being unstructured.
While constructivist learning emphasizes a more relaxed approach to
support students in taking an active role in their own learning, other
students require highly regulated and ordered learning environments in
order to flourish.

3. What are the hindering factors of constructivism?

- Constructivism has its share of difficulties. Time management, equity, and


classroom management are all problems. Many schools might not have
the resources necessary to give children hands-on learning opportunities,
or they might not have enough time for small group rotations and
interventions during a typical school day. According to Jaworski (1994),
who cited my research, constructivism is 'post-epistemological' in that it
makes no mention of the'status' of knowledge, i.e., whether a proposition
is true or untrue. Because there is only the student's conception, a teacher
cannot "challenge" a student's "mis-conception." The study found that the
design and organization of national exams, truancy, huge class sizes, and
a lack of teaching and learning resources all prevent instructors from
using constructivism to teach and learn science in the classroom. Hard
data supporting the effectiveness of constructivist methodologies is
scarce. Critics claim constructivists have absolved themselves of
responsibility for their kids' academic success by refusing to accept
testing and other outside standards of evaluation.
III. INDIVIDUAL INSIGHTS OF THE TOPIC: ( 4-5 STATEMENTS)

- First and foremost, would like to define the constructivism first as what
I’ve gathered earlier to the report of my two classmates. So,
constructivism is predicated on the notion that individuals actively
create their own knowledge and that your experiences as a student
shape reality. In essence, students build on their prior knowledge by
applying new information they have learned to it. Constructivism is an
approach to teaching and learning that is learner-centric and contextual.
According to this method, learning takes place in a social setting, and
children should be allowed the greatest amount of flexibility to create
their own knowledge in that setting. According to the constructivism
idea, students actively create knowledge rather than merely absorbing it.
People create their own representations of the world and absorb new
information into their previous knowledge as they observe it and think
back on it. I’ve learned also that there are three types of constructivism,
the first one is cognitive constructivism, the learning is the process by
which individuals create meaning from their experiences. The behaviorist
and cognitivist paradigms' objectivist presumptions were drastically
altered by this. The foundation of cognitive constructivism is the idea
that instruction should be tailored to the cognitive development of each
individual student. The four main stages of development—sensorimotor,
preoperational, concrete operational, and formal operational—are
recognized as having been identified by Piaget. The second is social
constructivism school of thought comes next; it holds that social
interactions within a community are the source of knowledge. Students
rely on others to provide the foundation and learning materials they
need. Support is necessary for them to build their expertise. With the
presence of peers and societal influence, social constructivism and
cognitive constructivism are closely related. According to social
constructivism, effective instruction and learning primarily depend on
student comprehension of the topic being discussed and on
interpersonal interaction. Lastly, Radical constructivism is relatively
different from social and cognitive constructivism. It focuses on the
notion that students and the knowledge they construct do not tell things
that are real, only help people to live and work in their environment. The
basic idea is that knowledge is developed, not discovered. The stuff we
discuss on the table is just interpretations of knowledge, which makes it
difficult for us to know the truth. In overall, I’ve gained a lot of
knowledge and understanding about this topic and I hope I could get
some more to the next topics.

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