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CONSTRUCTIVIST CONSTRUCTIVIST APPROACH IN INSRUCTIONAPPROACH IN INSRUCTION

CONSTRUCTIVIST CONSTRUCTIVIST APPROACH IN INSRUCTIONAPPROACH IN INSRUCTION

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DISCOVERY LEARNING

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MEANING:• Called minimal guided approach.• A learning method that encourages students to ask

questions and formulate their own tentative answers, andto deduce general principles from practical examples or

experiences.• A learning situation in which the principal content ofwhat is to be learned is not given but must beindependently discovered by the student.

• making the student an active participant in his learning.

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ADVANTAGES:• Supports active engagement of the student in the

learning process• Fosters curiosity• Enables the development of lifelong learning skills• Personalizes the learning experience• Provides high motivation because students have the

opportunity to experiment• Builds on the student's prior knowledge and

understanding• Develop positive social skills

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DISADVANTAGE:• Confuses the student if no initial

framework is available

• Inefficient and time consuming• Leads to student frustration

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3 LEVEL OF DISCOVERY

LEARNING:1. Guided discovery - Carefully guided

2. Modified discovery - Moderate amount

of guided3. Open discovery – very casually supervised

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DISCOVERY LEARNING

STATEGIES:1. Selecting the problem

2. Proposing Possible Solutions

3. Collecting of Data4. Data Analysis and Interpretation

5. Testing Conclusions

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APPLICATION:

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CONSTRUCTIVIST APPROACHTO PROBLEM SOLVING SKILLS

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MEANINGS:• Based on the belief that students

construct their own knowledge andunderstanding.

• The basis for learning is the set of allprior experience and the derivedknowledge and understanding.

• As students learn, they constantly engagein the process of revising their priorlearning based on new experience.

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ADVANTAGE:• specific, formalized, and "ritualized" way to

approach problem solving

• help students to solve problems in their

disciplines• to abstract the generic process from its

specific applications

• to appreciate the need to practice specific skills

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DISADVATAGE:• not comfortable to all student because

student learning styles and thinking styleare different

• evidence that some thinking styles(gender)- females organize and relate datamore efficiently than males

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PROBLEM SOLVING MODEL ‘ POLYA

MODEL’ LEVEL STEPS INVOLVE SKILLS

1 Understand the problem Reading, identifying,

understanding, observing and

clarifying the problem2 Devising a plan Thinking critically and

curatively to find the

appropriate solving strategy

3 Carrying out the plan Solving the problems4 Looking back Evaluating the effectiveness

of the problem solving

strategy and also using other

strategies

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APPLICATION:QUESTIONS: Obtain an expression, in terms of the

component values shown, for the current flowing throughresistor R5 in the circuit shown below. (Hint: this can bedone by nodal analysis, but this is not the most efficient

method.)

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CONCLUSION