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Psychology Applied to Teaching,
Eleventh Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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Thought Questions
Chapter 10: Constructivist Learning Theory, Problem Solving, And Transfer
- Constructivists argue that students are active processors of social and cognitive information. 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 leaving students to tackle the task on their own?
- What potential benefits does utilizing problem solving in the classroom have 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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