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  • Abstract Ovelyn Matanluk

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    This document proposes a new pedagogical model called the CSAAR model for teaching physical geography based on radical constructivism. The CSAAR model consists of four phases - Cognitive Scheme, Assimilation, Accommodation, and Reflection - with specific teacher and student roles in each phase. The researchers tested the model through action research with Malaysian secondary school students in physical geography classes, showing how it can implement project-based and peer-group learning. The CSAAR model was also found to be useful for curriculum development and producing textbooks, as well as developing teaching courses for distance learning programs.

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    Abstract Ovelyn Matanluk

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    This document proposes a new pedagogical model called the CSAAR model for teaching physical geography based on radical constructivism. The CSAAR model consists of four phases - Cognitive Scheme, Assimilation, Accommodation, and Reflection - with specific teacher and student roles in each phase. The researchers tested the model through action research with Malaysian secondary school students in physical geography classes, showing how it can implement project-based and peer-group learning. The CSAAR model was also found to be useful for curriculum development and producing textbooks, as well as developing teaching courses for distance learning programs.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    20 views1 page

    Abstract Ovelyn Matanluk

    Uploaded by

    Ovelyn Matanluk
    This document proposes a new pedagogical model called the CSAAR model for teaching physical geography based on radical constructivism. The CSAAR model consists of four phases - Cognitive Scheme, Assimilation, Accommodation, and Reflection - with specific teacher and student roles in each phase. The researchers tested the model through action research with Malaysian secondary school students in physical geography classes, showing how it can implement project-based and peer-group learning. The CSAAR model was also found to be useful for curriculum development and producing textbooks, as well as developing teaching courses for distance learning programs.

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    © All Rights Reserved
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    PEDAGOGY BASED ON RADICAL CONSTRUCTIVISM IN PHYSICAL GEOGRAPHY

    Ovelyn Matanluk, Baharom Mohammad (Ph.D) & Molod Imbug School of Education and Social Development, Universiti Malaysia Sabah, Malaysia.

    ABSTRACT

    This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during project-based activity and peer-group learning, and to propose a new frame for organizing the classroom interactions within a radical constructivist approach in physical geography. The CSAAR model consists in four general phases: Cognitive Scheme, Assimilation, Accommodation, Reflection, each phase has two sub phases that highlight specific roles for the teacher and the students. Researcher using action research in physical geography for student form six, show how the model can be implemented in school, making project-based and peer-group learning realistic in the classes. Beyond its initial purpose, the CSAAR model proved to be powerful tool in curriculum development, used in producing physical geography textbooks , as well as in developing teaching courses for a long-distance teacher-learning program. Keywords: Radical constructivism; pedagogy; project-based learning; peer-group learning; CSAAR Model

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