KNOWLEDGE: UNDER CONSTRUCTION Bruner's Constructivist Theory

Republic of the Philippines Polytechnic University of the Philippines Quezon City Campus
Bachelor in Business Teacher Education Future Business Teachers Organization
KNOWLEDGE: UNDER CONSTRUCTION

Bruners Constructivist Theory
(TERM PAPER)
By: Ms. Judy Ann Paigma BBTE 3-1
Submitted to: Prof. Artemus Cruz
March 21, 2013
INTRODUCTION
Tell me and I forget. Show me and I remember. Involve me and I understand. (Lardizabal, 1996) This phrase explains the principle of Constructivist theory that was founded by an American Psychologist named Jerome Bruner. To elaborate, the process of learning is primary controlled by the learners and not by the teacher. Learning readily takes place when the teacher serves as the facilitator of learning and helps the learner explore and discover something around him. Constructivism is a view of learning based on the belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. It is said that constructivism is one of the best approach that a teacher can use as a teaching strategy. It creates a democratic classroom environment which emphasizes shared responsibility and decision-making among teachers and students. It allows the students to build their knowledge independently in such a way that there will be a collaborative learning to with their co-learners. It encourages students to use active techniques (experiments, real-world
problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
Lee Chua (2001) stressed that teachers are no longer the transmitter of knowledge but a facilitator of learning. The teacher makes sure she understands the students' preexisting
conceptions, and guides the activity to address them and then build on them.
Education believes that the mask of an effective teacher is not the ability to apply techniques but the ability of being reflective, thoughtful and inventive about teaching. All good teaching begins with an understanding of students learning. Teaching quality is the strongest prediction of student achievement. (Woolfolk, 2005).
Teaching is a creative - reflective process that can mold character, influence personality and transform lives. Teachers are mandated to stimulate intellectual growth in their students, to develop their pupils to their fullest potentials and to be able to live productive lives. (Bueno et al, 2012)
SIGNIFICANCE OF THE STUDY This research focuses with the work of Jerome S. Bruner about constructivism and its implication with the education. This research is significant to the following:
TEACHERS This research is relevant to them because this can serves as their basis in innovating new techniques, methods and strategies in teaching. This will help them to build a more interesting, creative and active classroom management that they can use to have a harmonious relationship with their students and at the same time, they will be able to provide a better quality education.
EDUCATION STUDENTS This study is also relevant to the education students because as a future educator, they must know the nature of how students construct learning. And this research can be their basis in choosing what techniques, methods, teaching strategies and forms of classroom management they can apply with their future class.
STATEMENT OF THE PROBLEM
The aim of the proponent in this research is to find answers to the following questions: 1. What does constructivist theory implies? 2. What are the attributes of a constructivist classroom? 3. What is the role of the students and the teacher in a classroom with constructivist setting? 4. What are the significances of Jerome Bruners theory with regards to education? 5. Is there any difference between the constructivist approach and the traditional form of instruction?
RELATED LITERATURES AND STUDIES
FOREIGN LITERATURE Bruners Theory as cited by (Rogers, 1994) learning is a social process, whereby students construct new concepts based on current knowledge. The student selects information, constructs hypothesis and make decision. With the aim of integrating new experiences into his existing mental construct. It is cognitive structures that provide meaning and organization to experience as and allow learners to transcend the boundaries of the information given. For him, learner independence, fostered through encouraging students to discover new principles of their own accord, was at the heart of education. Moreover, curriculum should be organized in a spiral manner so that students can build upon what they have already learned. In short, the principles of that permeate Bruners theory are the following (see Bruner 1973): a) instruction must be commensurate with the experience
that makes students willing and able to learn. b) Instruction must be structured so that if can be easily understood by the student (spiral organization) and c) instruction should be designed to facilitate extrapolation (going beyond the information given) Hoover (2003) stated that constructivism has important implication for teaching. First teaching cannot be viewed as the transmission of knowledge, from enlightened to unenlightened. Constructivist teacher do not take the role of the Sage of the stage. Rather, teachers cut as guides on the side who provides students with opportunities to test the adequacy of their current understandings. Second, if learning is based on prior knowledge, then teacher must note that knowledge and provide learning environments that exploit. Inconsistencies between learners current understanding and the new experience before them. This challenges teacher; for they cannot assume before that all children understand something in the same way. Further, is students must apply their current understanding, to the forefront. Teacher can ensure that learning experiences incorporate with problems that are important to teacher and the educational system. Teacher can also encourage group interaction, where the interplay among participants helps individual students become explicit about their own understanding by comparing it to that of their peers. Fourth, if new knowledge is activity built, and then time is needed to build in. Ample time facilitates student reflection about new experiences how those experiences line up against
current understanding, and how a different understanding might provide students with an improved (not correct) view of the world. Constructivism is a post-structuralist psychological theory (Doll, 1993) one that construes learning as an interpretive recursive building process by active learners interactions with the physical and social world. It is a psychological theory of learning that describes how structures and deeper conceptual understanding come about, rather than one that simply characterizes that structures and stages of thought or one that isolates behaviors learner through reinforcement the challenge for educations is to determine what this new paradigm brings to the practice of teaching. Bruner (1961) proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system. Bruner believe that the most effective way to develop a coding system is to discover it rather than being told it by the teacher. The concept of discovery learning implies that students construct their own knowledge for themselves or also known as a constructivist approach. In a constructivist classroom, students are encouraged to use prior experiences to help them form and reform interpretations. This may be illustrated by reference to a personal response approach to literature, a constructivist strategy first articulated by Rosenblatt (1978) A Constructivist Classroom is a Student-Centered Classroom. The student-centeredness of a constructivist classroom is clearly apparent in a reader response approach to literature.
Recognizing the significance of the unique experiences that each reader brings to the reading of a selection of literature, the teacher in a response-centered approach seeks to explore the transaction between the student and the text to promote or extract a meaningful response (Rosenblatt, 1978). From a constructivist perspective, where the student is perceived as meaning-maker, teacher-centered, text-centered and skills-oriented approaches to literature instruction are replaced by more student-centered approaches where processes of understanding are emphasized. In a discussion of language arts instruction based on constructivist theories of language use and language development, Applebee (1993) Cook (1992) explains why negotiating the curriculum with students is important. Learners will work harder and better, and what they learn will mean more to them if they are discovering their own ideas, asking their own questions, and fighting hard to answer them for themselves. They must be educational decision makers. Out of negotiation comes a sense of ownership in learners for the work they are to do, and therefore a commitment to it.
LOCAL LITERATURE Jerome Bruner was the first proponent of Constructivism. The major theme in his theory is that learning is an active process in which learner construct new ideas or concepts based on their current or past knowledge. He gave important concepts in the development of
representation. The spiral curriculum and discovery learning which are all in line with the constructivism approach (Lucas and Corpus, 2007) Barsaga (2001) described constructivist theory as cognitive and socially oriented. Cognitive orientation gives emphasis on the exploration of the learners to discover knowledge or concepts. While social orientation stressed the collaborative efforts of groups of learners as source of learning There are three stages in Bruners theory of intellectual development enactiv e where the students learns about the world through action of objects; iconic where learning occurs through using models and pictures; and symbolic which describes the capacity to think an abstract term. His underlying principle of teaching and learning is that a combination of concrete, pictorial. The symbolic activities will lead to move effective learning that is, start with concrete experience, then move to picture and finally use symbolic representation (Vega and Prieto, 2006) In spiral curriculum, teachers must revisit the curriculum by teaching, the same content in different ways depending on students development levels. This means that certain topics
initially taught in the lower grades or ears are tackled on a much deeper level. Accordingly, there are four concerns which are basic to any learning situation for learning to take place. These are understanding the basic and logical relationship between and among the components of a subject and even with other subjects; readiness, that is bring down
the simplicity which maybe intrinsic (describe to learn because it is important to the learner or extrinsic ( in the form of praise, reward or punishment); and independence; that is, learner must be trained to be independent and self-sufficient to solve own problems because time will come when they will be left alone to do all these things (Calderon, 2004) Discovery learning refers to obtaining knowledge for oneself. In is an instructional approach that provides students with data and requires them to process this information into meaningful abstraction. Teacher plans and arranges activities and students are led to find answers or solutions to the problem by themselves. Students follow a step-by-step procedure until they discover their own means and conclusions (Lucas and Corpus, 2007; Vega and Prieto, 2006) Lee Chua (2001) stressed that teachers are no longer the transmitter of knowledge but a facilitator of learning. The teacher makes sure she understands the students' preexisting
conceptions, and guides the activity to address them and then build on them.
Bernardo (2004) , a cognitive psychologist and education psychologist, express his belief in the great opportunity of a constructivist teacher has in the teaching-learning process. Thus, a constructivist teacher is a teacher who is concerned about the students, learning. Teacher who is willing to go out on his way to try to understand his students. Teacher who find ways by which
he/she can still bring students to become aware of their prior knowledge. He provides the learners with the life-like learning activities. Salansanan (2001), emphasizes that learning should be an active process, where there is a complete imvolvement of students in pursuing information out of learning situation. There is also connection between the prior knowledge on past experience of the students and learning is facilitated by the teacher when the students are exposed. Learning is facilitated by the teacher when students were given the opportunities to take part in a teaching-learning process. She further asserted that learning is social process. Where the students are free to have dialogues with their classmates, argue and express their own ideas freely. 2002 basic Education curriculum (BEC) states that the ideal teacher is the facilitator of learning process not just transmitter of knowledge.
FOREIGN STUDIES A constructivist teacher offers his or her students options and choices in their work. Rejecting the common practice of telling students what to do, he or she engages their trust and invites them to participate in a constructivist process that allows them to be involved in decisions about their learning.
Students actively involved in their own learning are a vital reality in a constructivists classroom. Students may participate in the construction of the curriculum by negotiating the themes that will be the focus of their work along with the selection of literature from a predetermined range of literature. Students may also participate in the design of their assignments, although the parameters for these may be established by their teacher. Finally, students may have some involvement in the way their assignments are evaluated. The essence of constructivist theory is the idea that learner must individually discover and transform complex information if they are to make it their own (Slavin, 1994). Constuctivism is made up of a number of assumptions, among others, it holds that: We do not learn from experience but from our reflection on experiences Learning is how a person interprets the world. Learning is an active process where meaning is developed for the basis of ones own experience The growth of knowledge evolves through social interactions where multiple perspectives are shared and our own perspective change through collaborative learning, for an example in cooperative learning; and learning should be situated in realistic setting, and testing should be integrated with the task and not the separate activity (Merrill, 1992).
A democratic classroom environment emphasizes shared responsibility and decisionmaking. It is generally accepted that practices which typify democratic classrooms include acknowledgement of the importance of human experience in learning; accommodation of small groups, individuals, and, occasionally, the whole class in instruction; creation of an environment that supports the active involvement of students in collaborative and empowering activities such as the exchange of ideas and opinions, and responsibility for making decisions about learning and for generating flexible rules; and teacher focus on students' learning rather than on teacher performance (Lester and Onore, 1990) Lester and Onore (1990) suggest that the attitudes, values, and beliefs of a teacher, specifically those related to the belief of student as constructor of knowledge, make it possible to create a democratic environment. A democratic classroom is self-regulating. Rather than overtly controlling the students, a constructivist teacher structures the classroom so that students and teacher can share in the control of their environment. Students are directly involved in all matters that occur in the classroom that affect their being there as learners and as people. Slavin (1994) reviewed of the studies of instructional programs that encourage and rewarded students for their cooperation in these programs. Students were motivated to work in small group to learn academic content. This is called cooperative learning.
A constructivist classroom is, in fact, highly organized. Students are given a lot of choices within the classroom, but those choices may be contained within parameters. Students are able to negotiate themes, but must abide by the range of literature that their curriculum prescribes. Students may design their own assignments, but the assignments must accommodate curriculum variables. Constructivist teachers develop skills and abilities to empower students and to make them feel competent and significant. Perhaps some of what a constructivist teacher does is intuitive. Constructivist teaching also requires intelligence, creativity, patience, responsiveness, and the ability to live with ambiguity permitting one to spontaneously abandon a plan in order to accommodate specific individual or classroom situations. And while the job of being a constructivist teacher is demanding, its value is evident in the impact on students' learning and personal development. A constructivist student-centered approach places more focus on students learning than on teachers teaching. A traditional perspective focuses more on teaching. From a constructivist view, knowing occurs by a process of construction by the knower. Lindfors (1984) advises that how we teach should originate from how students learn.
LOCAL STUDIES
Onquit (2006) stated that Constructivist teaching which involves the use of individual or group practical activities, games and manipulative devices should be used as teaching strategies to raise the cognitive learning level of the students. She also suggested that Teachers should adopt different teaching strategies like constructivist teaching which involves extensive student participation in the development of student knowledge and or concepts formulation used varied structural materials/aid, like activity sheets and instructional model for more creative class participation and develop values of cooperation, commitment and sense of responsibility among the students. According to her, a constructivist teacher should provide interesting, meaningful and pleasurable activities like games, puzzles and decoders where students are provided with opportunities to have dialogues with their classmates and with the teacher. Constructivist
teaching which involves the use of individual or group practical activities, games and manipulative devices should be used as teaching strategies to raise the cognitive learning level of the students. Onquit (2006) explained that students should be provided with opportunities for active involvement and participation in the teaching-learning process in the form of group activities, games and puzzles for better learning outcome. She stated that Cooperative learning must be
used together with constructivist instruction to promote harmonious working relationships among students and between the teacher and the students. Role of the student in a constructivist classroom The expectation within a constructivist learning environment is that the students plays a more active role in, and accepts more responsibility for their own learning. Students in a constructivist classroom are expected as an independent thinker. Student who can developed questions and identifies issues. The one who gathers and analyze to create own answers.
Student who becomes problem solver. The one who reaches beyond factual answers. Student who connects and summarizes concepts by analyzing, predicting, justifying, and defending ideas, and a student who discusses with the teacher and with other students. He also reflects on ideas and either changes or reinforces them. He Shares own ideas and listens to the ideas of others. The one who tests hypotheses and engages in experiences that challenge hypotheses and encourage discussion. He involved in real-world situations from which they can generate
abstract concepts. Student who uses raw data and primary sources. And the one who have access to manipulatives and interactive materials (Gerlita, 1997). According with the study of Rabara (2010), constructivism is beneficial in terms of education because of the following reasons: Children learn more, and enjoy learning more when they are actively involved, rather than passive listeners.
Education works best when it concentrates on thinking and understanding, rather than on rote memorization. Constructivism concentrates on learning how to think and understand.
Constructivist learning is transferable. In constructivist classrooms, students create organizing principles that they can take with them to other learning settings.
Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well.
Constructivist assessment engages the students' initiatives and personal investments in their journals, research reports, physical models, and artistic representations. Engaging the creative instincts develops students' abilities to express knowledge through a variety of ways. The students are also more likely to retain and transfer the new knowledge to real life.
By grounding learning activities in an authentic, real-world context, constructivism stimulates and engages students. Students in constructivist classrooms learn to question things and to apply their natural curiousity to the world.
DISCUSSION
1. What does constructivist theory implies? Constructivism is a broad conceptual framework with numerous perspectives, and Bruners is only one. Jerome Seymour Bruner is an American psychologist who has made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to general philosophy of education. Bruners theoretical framework is based on the theme that learner construct new ideas or concepts based upon exiting knowledge. Constructivism is basically a theory about how people learn. according to constructivist theory, learning is an active process in which, people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Constructivism has four principles: learning, in an important way, depends on what we already know; new ideas occur as we adapt and change our old ideas; learning involves inventing ideas rather than mechanically accumulating facts; meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which conflict with our old ideas.
The essence of constructivist theory is the idea that learner must individually discover and transform complex information if they are to make it their own.
2. What are the attributes of a constructivist classroom? The classroom needs to be seen community of discourse engage in activity, reflection and conversation. The learners are responsible for defending, providing, justifying and communicating their ideas to the classroom community. Ideas are accepted as truths are their ideas to the classroom community. Ideas are accepted as truth only as they make sense to the community and thus rise to the level of taken-as-shared. (Fosnot 1989) Constructivist class room can found as a democratic environment that provides meaningful learning experiences for autonomous learners. A democratic classroom environment emphasizes shared responsibility and decision-making. It is generally accepted that practices which typify democratic classrooms include acknowledgement of the importance of human experience in learning; accommodation of small groups, individuals, and, occasionally, the whole class in instruction; creation of an environment that supports the active involvement of students in collaborative and empowering activities such as the exchange of ideas and opinions, and responsibility for making decisions about learning and for generating flexible rules; and teacher focus on students' learning rather than on teacher performance.
Constructivist classrooms are structured so that learners are immersed in experiences within which they may engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection. Students are encouraged to use prior
experiences to help them form and reform interpretations. constructivist classroom unites teachers and students in a common purpose. It is interactive in nature. Authentic student-student and student-teacher dialogue is very important in a constructivist classroom. There is a cooperative learning used together with constructivist instruction to promote harmonious working relationships among students and between the teacher and the students. There is a collaborative effort between the students and teacher or students and teacher active participation in the formulation of knowledge.
3. What is the role of the students and the teacher in classroom setting with constructivist approach? The role of the teacher in a constructivist classroom should not be to teach information by rote learning, but instead to facilitate the learning process. They are best describe as "guide on the side" which is a student-centered approach where the teachers role is like a coach who facilitates the student's learning. The coach may transfer knowledge to players regarding
techniques and strategies, but the players are expected to develop those skills through practice and experience.
A good Constructivist teacher will design lessons that helps student discover the relationship between bits of information. A Constructivist teacher plans and arranges activities and students are led to find answers or solutions to the problem by themselves. . In a similar way, a constructivist teacher creates situations in which he or she is able to challenge the assumptions upon which traditional teaching and learning are based. Students follow a step-by-step
procedure until they discover their own means and conclusions. A constructivist teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Since a constructivism focuses on the learner or it is a student-centered, students in a constructivist classroom, perceived to play a more active role in, and accepts more responsibility for their own learning.an independent educational decision makers. Students in a constructivist classroom are expected as an independent thinker. Students actively involved in their own learning are a vital reality in a constructivists classroom. They are the one who developed questions and identifies issues. The one who gathers and analyze to create own answers. Student who becomes problem solver. The one who reaches beyond factual answers. Student in a constructivist classroom is the one who connects and summarizes concepts by analyzing, predicting, justifying, and defending ideas, and a student who discusses with the teacher and with other students. They are the constructor of their own understanding and knowledge using their prior knowledge or past experiences.
4. What are the significance of Jerome Bruners theory with regards to education? Constructivism serves a very special role in education because it can be a good basis of an effective teaching strategy that a teacher can imply with his or her classroom. Using
constructivist strategies, teachers became more effective. They are able to promote communication and create flexibility so that the needs of all students can be met. In the most general sense, it usually helps to encourage students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. Constructivism helps the students to learn more, and enjoy learning more when they are actively involved, rather than passive listeners. Through constructivism, education works best because it concentrates on thinking and understanding, rather than on rote memorization. Constructivism concentrates on learning how to think and understand. The principle of constructivism helps the students to create organizing principles independently,that they can take with them to other learning settings. Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well. Constructivist assessment engages the students' initiatives and personal investments in their journals, research reports, physical models, and artistic representations. Engaging the creative instincts develops students' abilities to express knowledge through a variety of ways. The students are also more likely to retain and transfer the new knowledge to real life. By grounding learning activities in an authentic, real-world context, constructivism
stimulates and engages students. Students in constructivist classrooms learn to question things and to apply their natural curiousity to the world.
5. Is there any difference between the constructivist approach and the traditional form of instruction? We can see a lot of difference between the traditional form instruction and constructivism approach. Constructivist classroom has a democratic and interactive teaching learning process, unlike in traditional instruction in which students only listens with what the teacher says. In a traditional classroom, an invisible and imposing, at times, impenetrable, barrier between student and teacher exists through power and practice. In a constructivist classroom, by contrast, the teacher and the student share responsibility and decision making and demonstrate mutual respect. The democratic and interactive process of a constructivist classroom allows students to be active and autonomous learners. A constructivist student-centered approach places more focus on students learning than on teachers teaching. A traditional perspective focuses more on teaching. From a constructivist view, knowing occurs by a process of construction by the knower. Constructivist classroom believe on this principle: The "guide on the side" describes the
student-centered approach where the teachers role is like a coach who facilitates the student's learning. The coach may transfer knowledge to players regarding techniques and strategies, but the players are expected to develop those skills through practice and experience. While the "sage on the stage" refers to the traditional teacher-centered approach. In a teacher-centered course, the teachers expertise is the center of the course. The students role is to assimilate the knowledge by listening, watching, reading, and studying. CONCLUSION
Jerome Bruner is one of best known and influential psychologist in the 20th century who was also the first proponent of constructivism. Based on the related literature and studies, many researchers agreed that Bruner's theory on constructivism covers the idea of learning as an active process wherein those learning are able to form new ideas based on what their current knowledge is as well as their past knowledge. The learner, often a child, will take pieces of their past knowledge and experiences and organize them to make sense of what they know, then base further concepts and solve additional problems based upon a combination of what they already processed and what they think should be processed next. Constructivist believe that learning originate with premise that, by reflecting on experiences, students construct their own understanding of the world they live in (Smith, 2003; Sitverthorn, 1999)
Constructivism has a great implication with our education. It can be used as an approach or teaching strategy to enhance students cognitive level, in which teachers serves as students facilitator. The "guide on the side" describes the student-centered approach where the teachers role is like a coach who facilitates the student's learning. To elaborate, a coach may transfer knowledge to players regarding techniques and strategies, but the players are expected to develop those skills through practice and experience, the same principle as in constructivism. Constructivist teachers encourage and accept student autonomy and initiative. They use raw data and primary sources, along with manipulative, interactive and physical materials. Often times they use cognitive terminology such as classify, analyze, predict, and create. They allow student responses to drive lessons, shift instructional strategies, and alter content. They inquire about students understandings of concepts before sharing their own understandings of those concepts. Constructivist teacher encourage students to engage in dialogue, both with the teacher and with one another. They encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. students initial responses. They seek elaboration of
They engage students in experiences that might engender
contradictions to their initial hypotheses and then encourage discussion. Constructivist class room has a significant different to the traditional form of instruction because Constructivim believe on this principle: The "guide on the side" that describes the
student-centered approach where the teachers role is like a coach who facilitates the student's learning. The coach may transfer knowledge to players regarding techniques and strategies, but the players are expected to develop those skills through practice and experience. While the "sage on the stage" refers to the traditional teacher-centered approach. In a teacher-centered course, the teachers expertise is the center of the course. The students role is to assimilate the knowledge by listening, watching, reading, and studying.
RECOMMENDATIONS This research suggests to use constructivist teaching as a teaching strategy to enhance the students cognitive learning level. It encourages active and meaningful learning and promotes responsibility and autonomy. Constructivist teaching is useful in achieving desirable educational goals for student that is why it is important for teachers to grow professionally towards a constructivist practice. Teachers should adopt different teaching strategies like constructivist teaching which involves extensive student participation in the development of student knowledge and or concepts formulation used varied structural materials/aid, like activity sheets and instructional model for more creative class participation and develop values of cooperation, commitment and sense of responsibility among the students.
This research suggests that teachers need to be provided with opportunities, resources, support, encouragement and recognition in their professional development. They need to know that their efforts are being supported by their colleagues, administrators and school boards. University instructors in colleges of education need to model constructivist practices and provide supportive assistance to pre-service and in-service teachers as they grapple with these practices in their internships and practicums. Transactional and constructivist practices may be modeled, and constructivist activities and strategies may be presented to teachers in teachers in-services and workshops. A discussion of the implications of such practices for teachers and students need to be included in these inservices. BIBLIOGRAPHY Aken, V. (2004). Updating the : Winsconsins Center For Education Research (WCER) Applebee, A.N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. Urbana, Il: National Council of Teachers of English. Astillero, G. (2010) A Constructivist based instructional Material and students performance in educational technology BArsaga, E (2001) Global Trends in Education. Philippine journal of Education, Volume LXXX Bernardo, A (2004) Constructivism, Curriculum, and the challenges in transforming science Edcuation in the Philippines, Learning Edge, the Official Academic Journal of De La Salle College of Saint Benilde Calderon, J. F (2004) Curriculum and Curriculum development, Ermita Manila: Educational Publishing House.
Cook, J. (1992). Negotiating the curriculum: Programming for learning. Lee Chua, Q. (2001). The third International Mathematics and Sciences Study. Philippine journal of Education, Volume LXXX Lester, N.B. & Onore, C.S. (1990). Learning Change: One school district meets language across the curriculum. Portsmith, NH: Boynton/Cook Publishers. Lindfors, J. (1984). How children learn or how teachers teach? A profound confusion. Language Arts, 61 (6), 600-606. Lucas MR. D and Corpus. B.B. (2007); Facilitating Learning: A Metacognitive Process. Metro Manila: Lorimar Publishing Corp. Onquit, I. (2006). Constructivist Teaching Mathematics learning in the Secondary Level Page, R. (2004), Dealing with our childrensMath issues Rabara, E. (2010). Psychosocial Classroom Environment And Learning Outmcomes Of
Chemistry Students In Palma Public Highschools, Cotabato Province Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, Il: Southern Illinois University Press. Sianday, G. (1997) Gowins vee constructivism strategy: effects on achievement in Biology among Sophomore High School students of Ateneo de Zamboanga Smith, K. (1993). Becoming the "guide" on the side. Educational Leadership, 51(2), 35- 37. Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press. Vega, V. A and Prieto, N. G 2006, Facilitating Learning, Mandaluyong City; Books Atpb. Publishing Corp.
INTERNET: Cognitive Versus Behavioral Psychology, By Fred T. Hofstter http:www.udel.edu/fth/pbs/webmodel.
Constructivist Teaching and Learning http://www.saskschoolboards.ca/research/instruction/97-07.htm ROLE OF THE STUDENT IN THE CONSTRUCTIVIST CLASSROOM http://drofilm1.edublogs.org/artifacts-2/mind-map-role-of-the-studen-in-the-constructivistclassroom-etec-512/

KNOWLEDGE: UNDER CONSTRUCTION Bruner's Constructivist Theory

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Republic of the Philippines Polytechnic University of the Philippines Quezon City Campus

Bachelor in Business Teacher Education Future Business Teachers Organization

KNOWLEDGE: UNDER CONSTRUCTION

By: Ms. Judy Ann Paigma BBTE 3-1

Submitted to: Prof. Artemus Cruz

March 21, 2013

STATEMENT OF THE PROBLEM

RELATED LITERATURES AND STUDIES

They engage students in experiences that might engender

INTERNET: Cognitive Versus Behavioral Psychology, By Fred T. Hofstter http:www.udel.edu/fth/pbs/webmodel.

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