Constructivist Learning in a Shop Class:

An exploration of Constructivist Epistemology and Methodology

By
Benjamin King
34501031

ETEC 530

Introduction (Tags: Epistemology, Constructivism as philosophy)

Constructivism is a unique educational theory as it is both an epistemological philosophy as well
as an educational methodology. (Fosnot, 2005) Using constructivism educators are able design
classroom learning environments that are deeper and more nuanced than in the past. The
Constructivist concept of knowledge is appealing as it is removes some of the burden of proof
required by previous epistemological theories. Constructivism as described by Piaget removes
the need for knowledge to represent an independent reality. Instead, Piaget believed that
knowledge was constructed by individuals, and is a mapping of actions and conceptual
operations that have proven viable. (198 of 6918) With this understanding of knowledge as a
guide we then must shift how we design our educational environments. Instead of spending time
lecturing students to ensure that all the necessary facts are are known, we need to provide
students the opportunities to create their own frameworks of knowledge. Attached to this brief
essay there is a lesson plan which attempts to model several constructivist methods and
philosophies. The three constructivist tenets that help guide this lesson plan are the ideas that,
learning is active, learning is unique to each student, and learning is a social experience.
Introduction of lesson Plan (Tags: Karplus Framework, Skill based learning, Flipped
classrooms)
The lesson to be explored comes from a high school technology education class. In this lesson
the goal is to provide a chance for students to the explore and master the skill of soldering. The
soldering lesson would not be given to students new to my class, as there would need to have
been some previous skill building, and training for this lesson to be effective. It should also be
noted that the students in this example are participating in a flipped classroom. A flipped
classroom is a learning model where the majority of the content is provided to the students prior
to the class time through the use of online videos, or other web based media. The goal of this
style of teaching is to decrease the time spent in class lecturing. Instead, in this model students
are able to arrive in class and start actively engaging in the experiences with the needed
background knowledge already provided. (Tomory & Watson, 2015)
The lesson framework is modelled after Karplus work. In this model students are not given
much information at the start of an activity. Instead, they are given time to explore and interact at
their own pace and using their own assumptions and understandings. After an initial exploration
phase the students are given more information with the teacher using explicit instruction. Finally,
the students are given time to use the new information to re apply their understanding to the
concept. Additionally, they are given time to cement their learning through practice and
repetition. (Sunal, n.d.) The overarching goal of this lesson is to take the three tenants of
constructivism stated in the introduction, and apply them to a hands on, project based classroom.

Learning is active (Tags: Adaptation, Constructivist learning)

The idea that learning should be active is not claiming that students should be literally moving
and physically interacting with the concepts in the lesson. Though that style of learning is
effective and can be quite engaging, it is not a true interpretation of what it means to be active in
ones learning. Through constructivism there is explicit move away from the traditional didactic
teaching practices of the past. (Nola, 1997) Though lecturing is an efficient method of
instruction, with the teacher being able to provide information quickly to a large number of
pupils, it does not guarantee that learning has occurred. Instead, the type of learning described
and endorsed by constructivism is non-linear and complex. (Fosnot, 2005) Students should
confront their existing beliefs by comparing them to new experiences and explanations. The
classrooms environments need to be dynamic and create situations where students come into
contact with new information and experiences. Then they can either adapt their understanding to
meet this new information, or the experience could reaffirm an existing belief. This style of
learning is not possible or effective in a passive, lecture based classroom. In the soldering lesson
plan the students actively apply their understandings gained through watching online
instructional videos, to the physical act of soldering in an authentic and active manner. The
student is not learning about soldering in an abstract and removed manner, instead they are
confronting their understanding in a situation that provides immediate feedback, allowing for
learning to occur.
Learning is unique to each student (tags: Schemas, Individual interpretation.)
As constructivism does not subscribe to the idea of there being an independent reality,
knowledge, and therefore learning, becomes a very individual experience. I am not speaking of
individual in the sense of alone and removed from others. Instead, I mean individual as in every
learner is arriving in classrooms with their own schemas and understandings. These individual
schemas mean that each student is interpreting their experience differently. (Fosnot, 2005) If we
follow the ideas of Piaget and other constructivist thinkers, learning occurs when an experience
is compared to previous understanding. Depending on what that previous understandings was the
new information will be interpreted differently. Teachers are therefore unable to completely
predict how a learning experience will be taken in by the students in the class. For some students
a portion of the lesson perceived to be less important could be new and cause disequilibrium,
while others will find nothing novel. This lesson allows for understandings to be surfaced and
dealt with on an individual level, through individual practice. Additionally, due to the immediate
physical and visual feedback provided by the act of making present in this lesson, students are
able to adjust their individual understandings in an effective manner (Von Glasersfeld, 2008)
Learning is social (Zone of Proximal Development, Cooperative learning)
Up to now we have been discussing the individual learner as they incorporate new experiences
and generate new understandings. This does not mean the classroom should be a solitary

experience. Instead learning can and does come through the interaction with others. (Fosnot,
2005) Research has shown the benefits of the creation of knowledge through Mutual help, open
communication, and exchange of needed resources. (Denton, 2012. p. 36) In the lesson plan the
students are grouped according to previous knowledge levels and skill levels. This means that
the students are able to share their knowledge and learn from those who have more experience.
This idea models the Zone of Proximal Development model posited by Vygotsky. In ZPD The
students gain understanding through guidance or mimicry of those with a higher level of
expertise. (Fosnot, 2005) This expert can be anyone from a teacher to a fellow student. This
sharing of ideas goes beyond the classroom in this lesson, with students posting their progress
and reflections to public blogs. Here the students are able to share their own learning while also
reflecting on their peers perspectives and experiences. This has been shown to be an effective
learning strategy. (Staarman, Krol, & Meijdeen, 2005)
Conclusion
The Constructivist theory is more than simply a teaching methodology. At its core constructivism
is also an epistemological theory. Knowledge according to some constructivist thinkers is not a
reflection of an independent reality rather it is a collection of our own understandings and
experiences. With this concept of knowledge and through exploring not only what it means to
know but also how we come to know new learning environments arise. As is exemplified in
the attached lesson plan, constructivist learning comes with three requirements; That the learning
is active, that we understand each student is unique, and finally that learning is social.

Lesson Plan

Lesson title: Soldering

Purpose:
The purpose of this lesson is to introduce soldering as a process used to join two pieces of metal.
By the end the lesson students will be able to solder two pieces of copper together and will be
able to demonstrate an understanding of safe practices surrounding soldering and its uses and
purpose.
Overview:
The lesson will take place over the course of one 80-minute class. Prior to arriving in the class
the students will have spent time familiarizing themselves with the process of soldering through
viewing the recommended videos online. The class will be divided into three sections based
loosely on Karpluss work. (Sunal, N.d.) To start students will be meeting with the teacher to
complete a small safety quiz. Once the students have completed the safety quiz they will begin
to practice their new skill within their demonstration groups. When the students are feeling they
have reached a level of mastery that they deem appropriate, they will have a student take a photo
of the final product. This photo will be posted to their blogs where they will reflect on their
experience and share their difficulties and successes.
Materials:
To complete the lesson, the following material will be needed:
- YouTube video on soldering
https://www.youtube.com/watch?v=m_w7KXHCewU
https://www.youtube.com/watch?v=eIWYQ2_SCb0
-

Propane torches
Sample pieces for students to physically interact with
Practice pieces (enough for each student to fail at least once, some reuse is possible)
Safety glasses
Leather gloves
Time allotment
5min: attendance and gathering the class
10min: Have the students complete a quick safety quiz on soldering. using information provided
in the previously completed video the night before. Collect the quizzes
7min: Break up students into work groups based upon skills levels and previous experience,
Ensuring there is appropriate knowledge bases in every group. Hand out the completed sample
work as references.
20 min: The students in their work groups begin exploring the process of soldering.

Be sure to circulate during this time. The goal is not necessarily to intervene in any way
rather, to ensure engagement and safety. Ask questions like how are you finding the process? Is
it working? Why, Why not? What are you going to try next?
10 min: Have the students stop their experimentation and have them gather at the front of the
class for a more formalized demo.
During the soldering demos students will be shown the safe lighting of a propane torch,
how to heat the copper evenly, and how to apply solder between to pieces of copper to creating
and overlapping joint. Be sure to show how the heat of copper can be seen through changes in
color and that it is important to move the propane torch back and forth to avoid over warping the
pieces.
Remainder of class: The students can now return to their groups and using their new
information return to practicing. Once the students feel they have reached a high level of
competence they can take a photo to be posted to their blog.
Assessment: Throughout the class students will be formatively assessed on how their practice
pieces are coming along. If any commonality in error are noticed these will be corrected as a
group. It will be understood by the students and the teacher that this skill will take time to
master and it is continuous process of improvement. Additionally, the students blog posts will be
reviewed both for their evidence of learning and any additional intervention needed to increase
their soldering skills.

Works Referenced
Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and
cloud computing. TechTrends, 56(4), 34-41.
http://ezproxy.library.ubc.ca/login?url=http://link.springer.com/article/10.1007%2Fs11528-0120585-1
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice, 2nd Ed. Teachers
College Press. Amazon Kindle.
Norton, A., & D'Ambrosio, B. S.. (2008). ZPC and ZPD: Zones of Teaching and Learning.
Journal for Research in Mathematics Education, 39(3), 220246.
http://doi.org.ezproxy.library.ubc.ca/10.2307/30034969
Pritchard, D. (2014). What is this thing called knowledge? (3rd ed.). New York, NY:Routledge.
Sunal, D. W (n.d.) The Learning Cycle: A Comparison of Models of Strategies for Conceptual
Reconstruction: A Review of the Literature. Retrieved October 9, 2010, from
http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm
Staarman, J. K., Krol, K., & Meijden, H. v. d. (2005). Peer interaction in three collaborative
learning environments. Journal of Classroom Interaction, 40(1), 29.
Tomory, A., & Watson, S. L. (2015). Flipped classrooms for advanced science courses. Journal
of Science Education and Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8
Von Glasersfeld, E. (2008). Learning as a Constructivist Activity. AntiMatters, 2(3), 33-49.
Retrieved from: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf