A Constructivist Model (Constructivist Instructional Framework),

A Constructivist Model (Instructional Framework)*

Other Constructivist Models and Frameworks

Situation, Groupings, Bridge, Questions, Exhibit, and Reflections: (Gagnon, Jr. G. W. ve M. Collay, 2001)

Initiating – Constructing – Utilizing (Stephens & Brown, 2000)

Learning Cycle Model: Discovery, Concept Introduction, and Concept Application

5E Model: Engage, Explore, Explain, Elaborate, and Evaluate (Bybee, 1997)

7E Model: Elicit, Engage, Explore, Explain, Elaborate, and Evaluate, Extend (Eisenkraft. A , 2003)

Analysis – Design – Evaluation

My Constructivist Model (Instructional Framework) that I use in my classes.

Stages	Description	Participants	Work	Theoreticians
Context & Metaphor	(creating rich and real contexts for learning, and creating metaphors to make the content concrete.	Teacher - Learners		Honebein (1996), Jonassen, Gagne, Brooks&Brooks (1999)
Posing Problems & Questions	Posing real problems on which students work and asking directive, thoughtful, open-ended questions, and encouraging students to create/ask questions to each other. Use of technology.	Teacher -Learners Learner - Content - Technology	Individual, Collaboration	Vygotsky, Wilson & Cole, Jonassen, Gagne, Bloom
Discussion	peer or group work, interaction to reveal previous knowledge, "classify," "analyze," "predict," and "create." Content Analysis, social interaction, think and act like experts.	Learners Learner - Content	Collaboration	Vygotsky Cunningham, Duffy and Perry
Consolidation	combination of what the peers/groups created through collaboration and cooperation on the board or any hyper environment. Examplifying the multiple perspective and reality.	Learners	Collaboration	Vygotsky
Concept Introduction & Contradiction	Introducing a new concept, bringing a new solution and a new perspective to the problem, scaffolding, activating the formal and abstract schemata, creating clash between old and new knowledge.	Teacher -Learners - Technology	Individual	Piaget, Bruner, Bybee
Links	in two levels; 1st creating links between prior knowledge and new knowledge, 2nd: creating links beyond school context (construction of knowledge) process of enculturation, anchored instruction.	Learners Learner - Content	Individual, Collaboration	Piaget, Bruner, von Glasersfeld, Ausubel, Gagne, Jonassen
Utilizing	Thoughtful process in which students must use their minds as sculpting tools to chisel and refine concepts and ideas so that they are useful and relevant, projects, real outcomes.	Learners Learner – Content Learner - Technology	Individual, Collaboration	Stephens & Brown, 2000 Jonassen, Bruner, Vygotsky
Reflection	Reflection on learning process, self-reflexive process.	Learners	Individual	Jonassen
Evaluation & Extention	Evaluating the learning process by both teacher and students, goal-free, context dependent, process-oriented.	Teacher -Learners Learner – New Content Learner - Technology	Individual Collaboration	Jonassen, Duffy and Cunningham, Rogers

Ó 2007 by Tuncer CAN

*Subject to change and evolve as new data comes from both the field and classes.

Reference

Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251-259.

Bloom, Benjamin. (Ed.). (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: David McKay.

Brooks, Jacqueline Grennon and Brooks, Martin G. (1993). The case for constructivist classrooms. Alexandria, VA: ASCD

Brookfield, Stephen. (1986) Understanding and facilitating adult learning. San Francisco: Jossey-Bass.

Bruner, Jerome. (1986) Actual minds, possible worlds. Cambridge, MA: Harvard University.

Bybee, R. W. (1997) Achieving Scientific Literacy. Portsmouth, N.H, Heinemann

Dewey, John (1964) John Dewey on education: Selected writings. Chicago: University of Chicago Press.

Duffy, T. and others.: 1992 Constructivism and the technology of instruction : a conversation, Hillsdale, N.J. : Lawrence Erlbaum Associates Publishers

Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Eds.), Handbook of Research for

Educational Communications and Technology (pp. 170- 198). New York: Simon & Shuster Macmillan.

Eisenkraft, A. (2003) Expanding the 5E Model. “The Science Teacher” Vol. 70, No. 6 pp. 57-59. National Science Teacher Association (NSTA), Arlington, VA.

Gagne, Robert. (1970) The conditions of learning. New York: Holt, Rinehart, and Winston.

Gagnon, Jr. G. W. ve M. Collay.(2001) “Designing for learning: Six Elements in Constructivist Classrooms” Corwin Press, Inc, Thousand Oaks, CA, USA. http://www.prainbow.com/cld/cldp.html 06 Haziran 2005

http://edutechwiki.unige.ch/en/Constructivism

Honebein (1996) : “Seven Goals for the Design of Constructivist Learning” , (Çevrimiçi) http://cter.ed.uiuc.edu/JimL_Courses/edpsy490i/su01/readings/honebein.htm 4 Haziran 2004

Jonassen D. H. (2003): “Learning to solve problems with technology : a constructivist perspective” Upper Saddle River, N.J. : Merrill,.

Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.

Piaget, Jean. (1977) Equilibration of cognitive structures. New York: Viking Press.

Piaget, J. (1973): “To Understand is to Invent”, Grossman, New York, USA (Çevrimiçi) http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm 5 Haziran 2004

Schmuck, Richard. & Schmuck, Pat. (1988) Group processes in the classroom. Dubuque, IA: W. C. Brown.

von Glasersfeld, E. (1996): “Radical Constructivism: A way of Knowing and Learning” The Falmer Press, London, UK

von Glasserfield, E. (1995). A constructivist approach to teaching. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3-16). Hillsdale, NJ: Lawrence Erlbaum

Vygotsky, Lev. (1986) Thought and Language. Cambridge, MA: MIT Press. (Original work published in 1962)

Wilson, B. G. (1996) “Constructivist learning environments : case studies in instructional design”, Englewood Cliffs, N.J. : Educational Technology Publications

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