CONSTRUCTIVIST INSTRUCTION IN SCIENCE EDUCATION [ READ ]
KIBIWOT K. MUREI, DICKSON KIMELI RUTTO
Knowledge is not passively received either through the senses or by way of communication, but it is actively built by cognising subject (Ernst Von Glasersfeld). Hickey et al (2001), explains that the trend in educational reforms is to teach from a constructivist perspective. Thus teachers should focus more on this approach during instruction. Martin et al (1997), observes that rather than putting fully formed knowledge into the learners’ minds, teachers should guide them in constructing knowledge through scientifically valid approaches. As such in all systems of education, science teaching and learning should involve constructivism. Basing on these ob-servations this article is aimed at exploring detailed information about constructivist instruction; its approach-es, processes, methods and the roles it plays in science instruction & science education in general.
KIBIWOT K. MUREI, DICKSON KIMELI RUTTO
Knowledge is not passively received either through the senses or by way of communication, but it is actively built by cognising subject (Ernst Von Glasersfeld). Hickey et al (2001), explains that the trend in educational reforms is to teach from a constructivist perspective. Thus teachers should focus more on this approach during instruction. Martin et al (1997), observes that rather than putting fully formed knowledge into the learners’ minds, teachers should guide them in constructing knowledge through scientifically valid approaches. As such in all systems of education, science teaching and learning should involve constructivism. Basing on these ob-servations this article is aimed at exploring detailed information about constructivist instruction; its approach-es, processes, methods and the roles it plays in science instruction & science education in general.
