Constructivism Case Study Analysis

1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?


In both lessons the teacher had something in mind that she wanted measured. Lesson one the class measured the whale and lesson two the boat. In both lessons students were excited to see the length of the whale or where excited to figure out the length. The differences in the two lessons are more visible by in the second lesson students were using problem-based learning to find the length of the ship. In the first lesson were unable to define features of measurement after they played around the idea of measurement for three days they were able to define the need to have set rules for measurement.

2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.

In the second lesson was a good demonstration of constructivism. The drawbacks that the students spent so much time trying to solve the problem and when they felt they had solved the problem they arrived with incorrect answers repeatedly or naive theories about measurement. On the other hand the benefits to constructivism create a more lasting imprint (they remember what they learned) and it allows for higher order thinking. Students are critically thinking to solve a difficult problem. In my opinion, the benefits out way the cost because it demands students to dig deep and look for answers. They can't always just be spoon feed the material. They remember material better when they aren't just always handed to them.

3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.

The lesson allows for critical thinking because the students are expected to find the solution. They weren't just given the answer. For example when Tom raised his hand and said, "Mrs. Hendry, I know it can't be three feet because the nurse just measured me last week and said that I was four feet, and this boat is much bigger than me!" and when "The children decided that it was necessary for Mark to make sure that he began exactly at the beginning of the boat and did not leave any gaps in between his palms and his fingers as he placed them on the tape." Students were critically thinking in these situations to correct misinformed material. Critical thinking is defined as the process of systematically examining available information and coming up with conclusions that are based on evidence.

4. Would the constructivist activity be considered an authentic activity? Why or why not?

Yes the constructivist activity would be considered an authentic activity because it is a real world activity/experience. The Mayflower was a real ship, there are ships today, and people need to know ship sizes all the time for different reasons.