Constructivist Paradigm

The method of teaching in which students are ‘told’ everything, activities are ‘explained’ and teachers teach the children everything, is very familiar and convenient for the teachers. But we have seen over the years that this cannot take all students to new heights of learning. Students will reach the higher levels of learning only if teachers follow an approach of continuous learning, planning learning activities and sharing knowledge with the students as a co-learner, co-researcher and a facilitator.

What teachers should do is to arrange the facilities for the children to acquire knowledge by themselves and develop their creativity by involving in learning activities out of interest.

On the approach to education, NCERT observes that we need a  shift from the traditional learning atmosphere to a climate of values that encourages exploration, problem solving and decision making and from the prescriptive classroom teaching to participatory, decentralised interactive group learning’. (National Curriculum frame work for school education, NCERT, 2000, page 16.)

We have to follow a method in subjet that would make this possible.  The contents of Computer Applications in Std XI is fixed in such a way that this method is unavoidable. The discussions in the class room take place with the active participation of the students. They learn through individual work, co-operative group work, interaction with different materials and find solutions themselves for the problems posed to them. They evaluate themselves and directly apply the learned skills in new and challenging situations. This process helps the students to create knowledge by themselves upto their optimal level. The teachers have to give only scaffolding to go upto their ZPD (Zone of Proximal Development).

Modern teaching philosophy respects teachers who give students a curriculum that stimulates thinking, freedom to select study methods and an opportunity to develop their own perspectives. They give more importance to the process than to the content. The above detailed approach is that of constructivism. Computer Applications also has to be approached on the basis of this pedagogy. The constructivist pedagogy promotes various processes like:

• 1. Discovery learning

• 2. Inquiry learning  

• 3. Co-operative learning

• 4. Collaborative learning  

• 5. Interactive learning

• 6. Problem based learning 

• 7. Activity-oriented learning

• 8. Project based learning

The above processes help teachers to make teaching learner-centred, locally specific and life-related. Possibilities for using the above techniques according to learning situation have to be tried out in the classroom. A set of such activities are given in the concerned chapters of this Sourcebook.

1,2.  Inquiry and Discovery Learning

In inquiry and discovery learning, students learn as per the discriptions in the textbook and instructions/guidance of the teacher, finding out facts by themselves through various activities and comparing his/her own findings with others or those in the Internet. Discussing with another student about some features that he/she discovered, and the ways he/she used or the logic used while preparing a program, can also be considered as discoveries. While finding out each source of knowledge, the confidence and authenticity of the student develops.

3. Co-operative Learning

The maximum possibility for co-operative learning exists in group learning activities. A group using the same computer/tools or doing project activities together will help in co-operative learning. The student gets convinced about his/her own abilities and inabilities and to appreciate others, and to improve himself/herself. Co-operative and collective learning become possible and the students experience their advantages through sharing of experiences, seminars, projects and other group activities.

4. Collaborative Learning

Another method based on constructivist theory is ‘collaborative learning’. When all students together, or in small groups, carry out activities, they are able to solve problems and meaningfully complete learning better than when they do it individually. This finding is the basic principle of collaborative learning. Computer Application is a subject that gives ample possibilities for this kind of learning. This is a method that emphasises group thinking and collective knowledge. This requires changes in the roles of students and teachers and in how they interact.

In a class, where collaborative learning takes place

• teachers and students mutually exchange knowledge.  

• teachers share some authority and responsibility with the learners.  

• teachers act as links between students and learning.

• students will be divided into mixed groups.

• The teacher’s role in collaborative learning is as follows:

• Facilitates the activities of each child (facilitating).

• Shows necessary models (modelling).

• Gives training in certain areas (coaching).

• Students also have some responsibilities in collaborative learning. A student in a collaborative class,

• decides own learning target at each stage.

• takes up the responsibility for own study and completes it in a time-bound manner.

•   evaluates own learning. At the same time, evaluates the performance of the group also.

• improves own learning, helps others.

In short it recognises the intrinsic talents of the learner; emphasises the thinking process; gives importance and opportunity for mutual interaction; accepts the role of society and culture in personality development; gives importance to discussion in learning; gives opportunity for self assessment and mutual assessment; encourages self learning. The teacher only prepares a scaffolding for learning. The rest has to be built up by students themselves. The teacher acts as an intermediary of learning. She/He finds experiences that are most suitable for learning and prepares them. She/He accepts the learner’s grasping power, self determination ability and learning strategies.

5.  Interactive Learning

Shy students who withdraw into themselves in the classroom can be seen to take part with confidence in quizz and group discussions in Computer Applications classes, especially when working in small groups. Discussion stimulates logical thinking, inquisitiveness and recognition. When a member of a group suggests an action, other members of the group are stimulated to look for a better or more logical way. Each student accepts the challenge to re-examine his/her own rationality by presenting different points of view and debating with others. Discussion need not necessarily be oral. It could be through leaflets, posters, reports, email, chatting and mail groups or through publications. IT thus provides opportunity for different kinds of interactions.

6. Activity Oriented Learning

Knowledge leads to activity and activity leads to new knowledge. This is a complementary process. Learning becomes practical, target-oriented and adaptable to different environments only when we learn through activities. Product or result, is a natural consequence of any activity. Therefore, the learning process of Computer Application is activity oriented and product based. Through laboratory work, students acquire skills like ability to  develop programs and debug source code; to achieve speed and precision; and to acquire  values like co-operation, sharing mentality, self correction and mutual help. They acquire a number of life skills through doing projects, seminars, assignments and practicals. Out of these activities, project itself gives opportunity for a number of subsidiary activities. Continuous evaluation strengthens activity based learning.

Activity based learning continuously increases experiences and inquiry. When each new practical experience is added to earlier experiences, new understanding and knowledge are created. A properly planned learning activity:

• Ensures the participation of all students

• Guides the students to think actively and to develop logical conclusions.

• Provides opportunities for self co-operative and/or collaborative works.

• Uses and develops mental abilities of the students.

• Creates interest for self-learning and self-evaluation and peer-evaluation.

•   Provides opportunities for various interactions with peers, learning-materials and teachers.

• Provides chances for any student to succeed and to proceed up to his maximum level.

• Provides chances for teacher to support, guide and enrich the students.

• Raises challenges for enquiry, discovery and further learning.

The teachers’ success lies in designing such learning activities and giving them to the students. This sourcebook will be really helpful to you in this regard.