EFFECTIVENESS OF CONSTRUCTIVIST APPROACH IN TEACHING LEARNING HISTORY IN TERMS OF ACHIEVEMENT
Keywords:Constructivist Approach, Behaviourist Approach, Achievement, Teaching-learning of History, Constructivist Learning Environment
Constructivist paradigm describes the process of learning as meaning-making, in which individuals construct mental models that ground their understanding in a deeply personal and unique fashion. Constructivism places the learner at the centre stage. Learning becomes the focus rather than teaching. Learning implies constructing meaning and constructing a systems of meaning. The constructivist approach is relevant to all subjects of study but more particularly to study of History. Students' interest level in history is often hard to raise, as they tend to see these topics as outdated and distant from their personal interests and concerns. Hence, a need was felt to study the effectiveness of constructivist approach on the student teachers, who can, in turn, apply it in their classrooms. The effectiveness of Constructivist Approach was studied on Achievement, of the student teachers. 62 students of Kalka Institute for Research and Advanced Studies constituted the sample of the study. A quasi-experimental design was utilized. Students were randomly divided into experimental group and control group. The experimental group was taught using constructivist approach (Inquiry Guided Learning) while the control group was taught using the conventional approach (talk and chalk). The data was analysed quantitatively.
I. Bauersfeld, H. (1992). The structuring of the structures. In L. Steffe, & J. Gale (Eds.), Constructivism in education (pp. 137-144). Hillsdale: Erlbaum.
II. Bhaskar, K. And Sivakumar (2012) “Efficacy of Constructivist Approach on Science Process Skills Learning” Journal of Educational Research and Extension Volume 49(1), pp 1-9
III. Brooks, J.G., & Brooks, M.G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
IV. Bruner, J. (1996) The Culture of Education, London, Harvard University Press
V. Duffy, T. M. & Jonassen, D. H. (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. London.
VI. Gupta, D.L.P. (1953). An investigation into the present apathy towards teaching and learning of History in our schools. Ph.D. in Education, Bihar University. 1953. Abstract in M.B.Buch(Ed) A Survey of Research in Education, Baroda, CASE M.S. University, 1974, pp 281-282
VII. Harani, S (2008). Effectiveness of Constructivist Based Approach for Teaching Mathematics at Secondary Level, M.Phil Thesis, Annamalai University, Tamil Nadu.
VIII. Hoagland, Matthew A. (2000 Spring). Utilizing Constructivism in the History Classroom. Social studies Practicum, Bloomington. Retrieved Oct 22, 2005, fromhttp://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/24/2b/c6.pdf
IX. Muhanty, G. And Zubair, P.P.(2010). “A Comparative Study on Constructivist Model and Behaviorist Model of Teaching in Achievement of Mathematics” Journal of Educational Research and Extension Volume 49(2), Sri Ramakrishna Mission Vidyalaya College of Education, Coimbatore, 2012, pp 15-22
X. NCERT (2005), National Curriculum Framework for School Education, NCERT, New Delhi.
XI. Noel, K. (2000). ‘Experiencing the Theory’: Constructivism in a pre-service teacher preparation program. Teachers and Teaching, 6(2), 183-196.
XII. Oguz, A., (2008). The Effects of Constructivist Learning Activities on Trainee Teachers’ Academic Achievement and Attitudes. World Applied Sciences Journal, 4(6): 837-848.
XIII. Pradhan H.C & Mody A.K (2009). Constructivism Applied to Physics Teaching for Capacity Building Undergraduate Students, University News, Vol. 47, No.21, Association of Indian Universities, New Delhi.
XIV. Richardson, v. (Ed.),( 1997). Constructivist teacher education: Building a world of new understandings. London: Falmer.
XV. Rogers, C. R. (1983a). As a teacher, can I be myself? In Freedom to Learn for the 80’s. Charles E. Merrill Publishing Company, Ohio.
XVI. Sarpong and Kofi (1993). Why I like history : Ciskeian secondary school pupils' attitudes towards history. Master’s Thesis. Rhodes University, Grahamstown.
XVII. Yılmaz K. (2009). Primary School Teachers’ Views about Pupil Control Ideologies and Classroom Management Styles. Cypriot J. Educ. Sci. 4:157-167.
How to Cite
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.