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Psychology Applied to Teaching
, Tenth Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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| | SPAN CLASS="textbookinteriorsubhead">Thought Questions
Chapter 9: Constructivist Learning Theory, Problem Solving, and Transfer
- Constructivists argue that emphasis should be placed on
social and cognitive aspects of learning. How does this compare with traditional
approaches to education that view the student as a passive receiver of information?
What extra challenges need to be addressed when implementing a constructivist
approach? What is the teacher's role in such an approach?
- Scaffolding is a constructivist technique for helping
students to get closer to accomplishing certain tasks on their own. What
are some examples of scaffolding based on your own experiences? What are
the advantages of scaffolding as opposed to assisting students throughout
the task or leaving students to tackle the task on their own from the outset?
- What value does an emphasis on problem solving have in
the classroom for you and your students? What are the drawbacks of incorporating
problem-solving activities into your teaching? How might problem solving
be incorporated into various academic disciplines?
- Constructivists consider "meaningfulness" to
be a key ingredient for learning in general and problem solving in particular.
From the perspective of a student, discuss the importance of "meaningfulness"
in reference to your own learning. From a teacher's perspective, how can
you make learning "meaningful" for your students?
- Considering the various forms of transfer, which ones
will you most likely address as a teacher in your area of study? For what
contexts will transfer be most important for your students? Looking back
on the main ideas of constructivism and problem solving, what strategies
can you use to facilitate student transfer of learning?
- What risks are involved in letting students use technology
to facilitate their learning? Give examples of when this might be beneficial?
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