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Pedagogical Practice Rooted in Positivist Assumptions

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Pedagogical Practice Rooted in Positivist Assumptions

The constructivist approach is predicated on the notion that students actively participate

in their educational process and that knowledge is gained through experiences. Each person

considers their experience and combines new ideas with their past knowledge as events unfold.

Students create schemas to arrange their newly acquired knowledge. The learning theories of

Vygotsky, Piaget, Dewey, Gagne, and Bruner all used this approach.

Every child who enters the classroom has a distinct life perspective that they have

developed as a result of their distinct experiences. This will affect how well they learn. The

beginning of a student's learning journey is crucial if the constructivist theory's underlying tenet

is true, which argues that students learn new information on the foundation of what they

currently know. For instructors, learning theories are just as significant as credentials; it's crucial

to know what influences your students' learning processes. If a teacher listens to the students,

they will listen to their educator.

The learning in constructivist classrooms is more focused on the students' interests and

inquiries. By adopting group activities, fostering collaborative conversation, and facilitating

interactive experiences, teachers direct learning. Using the lessons provided, the students extend

their past knowledge and brosden their horizons. Negotiation and dialogue are also essential

elements of good learning (Burgstahler, 2020). Dialogue and feedback might make the leaning

process much easier and less stressful.

Universal design in learning concentrates on people's different characteristics in the

layout of all informal and formal learning products and environments, even though physical

facilities, courses, innovation, and student support are frequently created for the average student.

In addition to providing accessible design for individuals with disabilities, UDE strives to make
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all facets of the school process more accessible for students, staff, instructors, administrators, and

visitors with a wide range of characteristics, such as those regarding race, gender, and ethnicity,

age, social position, disability, and learning preference (Burgstahler, 2020). Openness is a key

for the teachers and students. Teachers and students need trust. Implementation of this technique

should ease education both for the teachers and students.

References

Burgstahler, S. (Ed.) (2020) Creating an Inclusive Learning Opportunities in Higher Education:

A Universal Design Toolkit. Cambridge, MA: Harvard Education Press

Kurt, D. S. (2021, February 21). Constructivist learning theory. Educational Technology.

Retrieved September 28, 2022, from https://educationaltechnology.net/constructivist-

learning-theory/