Joanne May Esparas BEED 2-A Social Studies Activity 5

1.) Define constructivism and explain how it applies to teaching social studies.

Constructivism is an approach to learning in which learners are provided anopportunity to

construct their own ideas of what is being learnt by buildinginternal connections or
relationships among the ideas and facts being taught. Social constructivism focuses on the
collaborative nature of learning. Knowledge develops from how people interact with each
other, their culture, and society at large. Students rely on others to help create their building
blocks, and learning from others helps them construct their own knowledge and reality.

2.) What is the role of the teacher in a constructivist classroom, and how does it differ from a
traditional classroom?

In the constructivist classroom, the teacher's role is to prompt and facilitate discussion.
Thus, the teacher's main focus should be on guiding students by asking questions that will
lead them to develop their own conclusions on the subject.

In a constructivist classroom, the teacher facilitates and guides students' learning, and students t
ake an active role in their education rather than simply receiving it.
On the other hand, a traditional classroom focuses more on teacher-centered, direct instruction.
The majority of the learning activities are directed and controlled by the teacher because studen
ts are passive learners.

3.) Describe a classroom activity that incorporates constructivist principles into teaching social
studies.

The main activity in a constructivist classroom is solving problems. Students use inquiry
methods to ask questions, investigate a topic, and use a variety of resources to find solutions
and answers. As students explore the topic, they draw conclusions, and, as exploration
continues, they revisit those conclusions. Exploration of questions leads to more questions.

4.) What are some common misconceptions about constructivism in teaching social studies, and
how can teachers address them?

These false beliefs include the notions that constructivism is the only method of teaching an
d learning that works, that using constructivism equates to discovery learning, and that usin
g constructivism always results in higher test scores for students.

5.) Explain the concept of scaffolding in a constructivist classroom, and give an example of how
it can be used in teaching social studies.

In the classroom, scaffolding is a process by which a teacher provides students with a

temporary framework for learning. When scaffolding is done correctly, students are
encouraged to develop their own creativity, motivation, and resourcefulness. As students
gather knowledge and increase their skills on their own, fundamentals of the framework are
dismantled. At the completion of the lesson, the scaffolding is removed altogether; students
no longer need it.

SCAFFOLDING STRATEGIES

Teach mini lessons

Use explicit instructions
Use thing-alouds to model or demonstrate
Describe concepts in multiple ways
Break large task into smaller steps
Slow down
Incorporate visual aids
 Activate prior knowldege
Give student talk time
Give students time to practice
During lessons, check for understanding
Use graphic organizers
Coach student to help each other
Set clear expectations
Use technology

6.)How can technology be used to support a constructivist approach to teaching social studies?

The
use of technology in the constructivist classroom will help teachers engage students more a
ctively, foster teamwork, and foster the growth of more sophisticated thinking abilities.
According to constructivists, technology should be used by students as a tool to investigate 
potential solutions to problems and learn new information.

7.) Discuss the importance of student-centered learning in a constructivist classroom and how
it relates to teaching social studies.

Learner-
centered, active instruction is the foundation of a productive constructivist classroom.
In such a setting, the instructor offers the students opportunities to hypothesize, predict, ma
nipulate objects, pose questions, research, investigate, imagine, and invent.
Facilitating this process is the teacher's responsibility. In student-centered social studies
classrooms, students continually seek answers to questions set by teachers, develop their
own questions as they read, and apply their growing inquiry skills of observing, analyzing,
seeking answers, and communicating to models of civic spaces.

8.) What is the role of inquiry-based learning in a constructivist classroom, and how does it
relate to teaching social studies?

Constructivist learning, together with inquiry-based learning (IBL) in schools, enables

students to think more critically and employ critical thinking in addressing and solving, for
In inquiry-
example, discrimination and discriminatory practices in schools and societies.
based social studies, students learn through investigation, similar to the
kinds of investigation that happen in experiment-based science classes.
Investigations start with a question that students explore as they learn.
Then, they gather evidence from different sources to help them answer
the question.

9.) Explain how the use of primary sources can support a constructivist approach to teaching
social studies.

Through the use of primary sources, students can virtually enter the minds of historical figu
res. By examining how these individuals thought, they can then reflect on their own thinking
, which is related to constructivism.

10.) How can assessment be used in a constructivist classroom to evaluate student learning in
social studies?

Constructivist approach to assessment is a formative rather than a summative. Its purpose

is to improve the quality of student learning, not to provide evidence for evaluating or
grading students. Assessment have to respond to the particular needs and characteristics of
the teachers, students and science content.