# data[].attributes.attachment_link.readable_text
The constructivist teaching approach is usually based on the constructivist learning theory developed by John Dewey and Jean Piaget. The approach requires that learners expand their knowledge through experiences, and therefore using influential based teaching techniques could improve their learning and be able to remember such concepts even in the future. All ideas are based on some prior knowledge and experiences, which then need to be introduced to learners. A constructivist approach is thus an ideal approach when teaching history lessons. The approach emphasizes social skills and collaboration, and therefore students are allowed to form groups to discuss some of the challenging topics.

Below are some of the top ways to successfully teach history using the constructivist approach.

Example of Methods for Constructivist Approach in History

* Research assignments

You could come up with some historical topics and assign the tasks to the learners to research and make reports on the findings. The constructivist approach calls for intellectual collaboration, and therefore you could divide the students into different groups in which they can comfortably handle the assignments. All students will be involved in active discussions on the given research topics upon which they will be able to represent their findings in the class. For instance, you could ask the students to research more on the formation of governments in different nations as they cite examples on every form of government formation in the different countries. The students will be able to do some comprehensive research on such a topic from the existing information on the given topic. They will then combine their opinions and draft a report on their findings. The discussions will be a great way to improve their memory on the given topic.

* Field trips

Taking your history students for a field trip exposes them to the real-world context of what they have been learning in class. The leaners will be able to relate the historical theories to what they see in the real world. The concepts will stick in their memories since they have a clear view of the exact things they have been learning in class. The field trips should also be accompanied by class discussions as the learners get to share their experiences on their findings during the field trips.

* Class discussions

The constructive approach emphasis on group learning. Therefore encouraging discussions in your classes should be a great way to improve learning and help students memorize all aspects taught in class. However, you need to ensure that all students are actively participating in the discussions. Some students may be lazy and will tend to leave all the tasks to a specific group of students as they relax to wait for the results. Let every student participate in the topic being discussed. All leaners should also be able to present the results after the findings on the research projects. This will not only make them active but improve their knowledge of the relevant research topics.

* Films

Films provide a visual context of a given topic. The illustrations are significant to help students remember every detail of the concept being elaborated. It brings a sense of experience amongst the students. Leaners tend to remember the contents taught in a visual approach quickly. Therefore getting some relevant video clips for the given subject could help improve the understanding of the given topic.

* Discovery Method

Experimentation techniques, such as deductive method and inductive method, involve learners performing some experiments' at an individual or group level and sharing their findings in class. This is also a great way to improve understanding of a given topic since students will be able to remember every detail of the given subject.

* Illustrations

You could as well use charts and diagrams to give descriptions on a given subject. Illustrations help leaners get a visual context of the given topic, which as well improves their knowledge on the subject.

* Random tests

You need to subject the leaners into some random tests to determine if they effectively captured all the concepts taught in class. The constructivist approach requires learners to be subjected to critical thinking to come up with answers to the given questions. Critical thinking makes them expand their knowledge on the given topic. This could also improve the active participation of lazy students in the class. Let the students sit for random short tests after every topic. The tests could also in open discussion where you ask every student in turns to orally discuss the given question in class. This technique will be effective in improving learner's concentration and focus in class.

* Engaging learners in the discussion

Learning some history on some given topics can be boring. Students may lose focus and direct their attention to different things. It is thus important to make the learning engaging in interactive as well. Let students give suggestions on given topics of discussions and also feel free to ask questions on areas they did not understand. This helps improve their participation in class, and they will be able to memorize such concepts and as well improve their history performances.

* Organize the topics in an orderly manner

Every topic should relate to the previous discussion. It should be able to expand the leaner's knowledge of the previous concepts taught in class. It is, therefore, important that organize your information in an orderly manner such that every topic is related to concepts in the previous lessons. You could as well come up with questions after every topic to evaluate the student's performances.

A constructivist approach is one of the most appropriate techniques in the education sector meant to improve learners' performances. Using the method for your history lessons is thus an excellent recommendation to enhance your learners' memory on the given topics and as well improve their grades. Let the teaching be engaging as students feel free to give their opinions and also ask questions on the challenging areas of study. Active participation of all students in the group discussions should also be emphasized to ensure that all learners are actively involved in handling the given assignments. You should also subject the students to some tests to evaluate their understanding and performances on particular topics.

# data[].attributes.attachment_link.title
How to Teach History in a Constructivist Approach?

# data[].attributes.attachment_link.description
The constructivist teaching approach is usually based on the constructivist learning theory developed by John Dewey and Jean Piaget. The approach requires that learners expand their knowledge through experiences, and therefore using influential based teaching techniques could improve their learning and be able to remember such concepts even in the future.

# data[].attributes.attachment_link.description
Skip to search results Skip to search facet filtersSkip to text search formSkip to paginationRefine the Results↓ SubjectBiology 3 matches Education 1 match Environmental Science 4 matches Geoscience 5 ...

# data[].attributes.attachment_link.readable_text
Question

Is the theory of constructivism applied in today's history classroom and curriculum?

Answer

Constructivism is a broad theory with a variety of perspectives. However the basic tenet of constructivism is that learning is an active process where the learner constructs knowledge rather than acquiring it. The emergence of an inquiry-based approach to history education along with the new opportunities made possible by advances in technology have made constructivist approaches quite applicable in today's history classroom.

There is a growing emphasis in history education on students being able to construct and analyze historical arguments. Many state standards, such as California's History and Social Science Standards, call for students to be able to "construct and test hypotheses." Increasingly, both state standards and scholarship in history education are calling for students to analyze primary documents and assess various interpretations of the past.

Constructivism's focus on the learner constructing knowledge might lead one to ask: what then is the role of the teacher? While students learn from experience from the constructivist view, a main function of the teacher is to shape those experiences. In many cases it is necessary for the teacher to provide scaffolds for students to construct knowledge. For example, sending students to an archive for an hour might not be the most productive way for them to learn how to construct an historical argument. Rather, providing them with a set of modified primary sources can create the conditions where students can begin to develop their own interpretations of the past.

While students learn from experience from the constructivist view, a main function of the teacher is to shape those experiences.

Modeling how to construct an historical argument is also an important role of the history teacher. While an inquiry approach to history education is on the upswing, many students have been taught to simply recall facts. Modeling the complexity of constructing an historical interpretation based on evidence helps students develop their own historical interpretations.

Critics of constructivism fear that such an approach leads to completely subjective understandings of the past and fails to provide the common understandings of the past. Constructivists respond by saying that they are not proposing that students should discover just any ideas about the past, but rather that students develop the skills and dispositions to discern what to believe based on the available evidence.

Many constructivists also believe that students need to apply their understanding to concrete examples and point out that content standards can be mined for deeper concepts that in turn are exemplified by the several facts that are typically included in the content standards.

. . . students need to apply their understanding to concrete examples and point out that content standards can be mined for deeper concepts. . .

Technology facilitates constructivist's approaches in the history classroom. Technology now offers unprecedented access to historical records and has made the goals of constructivism more attainable. Doolittle and Hicks (2003) outline six strategies for using technology to advance the basic tenets of constructivism in the social studies classroom. Theses strategies include using technology as a tool for inquiry, accessing authentic materials, and fostering local and global social interaction. Each strategy is accompanied by several websites that serve as exemplars.

Finally we should note that no single theory or approach should define a teacher's practice. Students should inquire about the past, but history teachers still need to provide background materials for students. The theory of constructivism is not a prescription for how to teach, but rather provides a useful way for a teachers to think about their practice.

# data[].attributes.attachment_link.description
Question Is the theory of constructivism applied in today's history classroom and curriculum? Answer Constructivism is a broad theory with a variety of perspectives. However the basic tenet of constructivism is that learning is an active process where the learner constructs knowledge rather than acquiring it.

# data[].attributes.body
Students learn by serving in the community in a way that is related to course content. A historical/social studies approach would be to have students interview 10 elders in their area about a specific time period.

# data[].attributes.body
Especially in relation to recent events with COVID-19 I have seen limitless access become available to "field trip" simulations of historical sites and museums. This would give my students the opportunity to explore these sites from the classroom.

# data[].attributes.body
Cooperative learning is when students work together to reach content goals/mastery. This can take place using formal cooperative learning or informal or a combination of the two. A historical approach would be to have students work in groups to complete a historical timeline.

# data[].attributes.body
Information is presented in some format and then students summarize, question, clarify, and predict based on that information. By taking turns to do this students are better able to retain information.

# data[].attributes.body
Students strive to answer questions and on their quest for answers learning takes place. When students come up with their own questions their motivation levels are higher. A historical approach would be to have students come up with some historical questions they have at the beginning of the year and I will facilitate teaching how to use technology to research and find the answers to those questions.

# data[].attributes.body
Problem-based learning can overlap with project based learning. Problem-based learning is similar to the scientific method and allows students to explore areas of interest to them. Students attempt to solve real world problems and learn new information in order to solve the problem. An example of a historical problem would be having students choose a historical event that might have gone differently for the better and how that change would have come about, then relating their findings to how that affects today and the future.

# data[].attributes.body
Students learn through the act of doing a project, the project is not just completed at the end of a unit to show mastery, mastery is attained through the use of the project. Key points of PBL are real world connection, core to learning, structured collaboration, student driven, and multifaceted assessment. I historical application would be to have students do a project on a historical site that is in controversy as a national landmark.