Great! Interesting to hear about the importance of traditional methods of education. I do like the teaching style of Socrates :) You mentioned how the constructivist approach was shown to be 'not-beneficial'. I was wondering how a beneficial education was defined. I do think different people need to receive different types of education. I understand that a constructivist approach doesn't work for every student, however perhaps for (a minority of) students where it does work, I expect it to work very well.
Hi Quentin! Thanks for your question. The constructivist approach was shown to be not beneficial for students' learning when used purely by itself. From one study I read, apparently constructivism is the most useful when used with the 70/30 approach - 70% behaviourist (direct instruction) and 30% constructivist afterwards. I see the constructivist approach as being very useful for practicing material learnt, but first the basics must be understood well enough. My class were given a PURE constructivist activity in which we were given hardly any information and had to figure out the answer (this is how pure constructivism works). We ended up very confused and our teacher had to give us some hints (direct instruction) to help us out.
Great! Interesting to hear about the importance of traditional methods of education. I do like the teaching style of Socrates :)
You mentioned how the constructivist approach was shown to be 'not-beneficial'. I was wondering how a beneficial education was defined.
I do think different people need to receive different types of education. I understand that a constructivist approach doesn't work for every student, however perhaps for (a minority of) students where it does work, I expect it to work very well.
Hi Quentin! Thanks for your question. The constructivist approach was shown to be not beneficial for students' learning when used purely by itself. From one study I read, apparently constructivism is the most useful when used with the 70/30 approach - 70% behaviourist (direct instruction) and 30% constructivist afterwards. I see the constructivist approach as being very useful for practicing material learnt, but first the basics must be understood well enough. My class were given a PURE constructivist activity in which we were given hardly any information and had to figure out the answer (this is how pure constructivism works). We ended up very confused and our teacher had to give us some hints (direct instruction) to help us out.