Name: Jhoanne G.

Mahinay – BEED – 2B

Experience

Prove that Araling Panlipunan key stage standards 1 and 2 espouse constructivism as an
educational philosophy.

Key Stages Standard Analysis / Recommendation

K–3
Naipamamalas ang panimulang pag – unawa
at pagpapahayag sa sarili, pamilya, at
komunidad, at sa mga batayang konsepto ng
pagpapatuloy at pagbabago, distansya at
direksyon gamit ang mga kasanayan tungo sa
malalim na pag – unawa tungkol sa sarili at
kapaligirang piskal at sosyo – kultural, bilang
kasapi ng sariling komunidad at ng mas
malawak na lipunan.
4–6
Naipamamalas ang mga kakayahan bilang
batang produktibo, mapanagutan at
makabansang mamamayang Pilipino gamit
ang kasanayan sa pagsasaliksik, pagsisiyasat,
mapanuring pag – iisip, matalinong
pagpapasya, pagkamalikhain,
pakikipagkapawa, likas – kayang paggamit ng
pinagkukunang – yaman at
pakikipagtalastasan at pag – unawa sa mga
batayang konsepto ng heograpiya,
kasaysayan, ekonomiya, pamamahala, sibika
at kultura tungo sa pagpapanday ng maunlad
na kinabukasan para sa bansa.
In this paragraph it talks about the society
and how we interact to the society. In my
analysis about this k – 3 standard, it tackle
about how people socialize each one and
deep understanding of every culture and
beliefs of every person in the community.
This paragraph it tackle about the
characteristics of being a good person
especially to the teenagers which is known
“kabataan ang pag – asa ng bayan”. In
addition The Grade level standards of Araling
Panlipunan make more specific the key stage
standards of Araling Panlipunan as a course.
With specific content per grade level, the
outcomes of Araling Panlipunan as a whole
become more specific, too.

Assess

Exercise I: Thesis – Proof Statement

Try to complete the matrix below.

Topic Thesis ( Argument) Proof (At least 2) Conclusion

Constructivist Constructivist Pedagogy
Pedagogy By: VIRGINIA RICHARDSON
University of Michigan
- The first issue
recommends more of a Therefore I conclude
research focus on that constructivist
student learning in pedagogy it is a theory
classrooms that engage of learning based on
in constructivist the idea that humans
pedagogy. construct their own
- The second leads to knowledge through
the suggestion of theory direct experience, as
development that opposed to being
provides an taught concepts in the
understanding and abstract. A
descriptions of more constructivist teacher
and less effective believes that in order
constructivist teaching. to learn, students
need as many hands-
on experiences with
objects, skills, and
people as possible.

This study source was downloaded by 100000854250422 from CourseHero.com on 11-26-2022 05:07:54 GMT -06:00

https://www.coursehero.com/file/74422575/Social-Studies-Module-3-Mahinaydocx/
 Social
Constructivism Constructivism and Social "Constructivism is the Therefore I conclude
Constructivism philosophical and that social
scientific position that constructivism it is a
knowledge arises sociological theory of
through a process of knowledge according
active construction." to which human
(Mascolol & Fischer, development is
2005) socially situated and
knowledge is
"As long as there were constructed through
people asking each interaction with
other questions, we others. While social
have had constructivist constructionism
classrooms. focuses on the
Constructivism, the artifacts that are
study of learning, is created through the
about how we all make social interactions of a
sense of our world, and group, social
that really hasn’t constructivism focuses
changed." on an individual's
(Brooks, 1999) learning that takes
place because of his
or her interactions in a
group.

Radical -Radical constructivism

Constructivism Constructivism and Online represents the opposite Therefore I conclude
Education end of the constructivist that radical
continuum from constructivism it is the
Peter E. Doolittle, Virginia cognitive idea that all learning
Tech constructivism. Radical must be constructed,
constructivism fully and there is no utility
pdoo@vt.edu embraces the first three or meaning in
epistemological tenets, instruction that is
that is, that knowledge teacher or textbook
acquisition is an driven. Radical
adaptive process that constructivism is often
results from active referred to in
cognizing by the reference to
individual learner, mathematics, but it
rendering an can be difficult to
experientially based understand and enact.
mind, not a mind that
reflects some external
reality. (Larochelle,
Bednarz, & Garrison,
1998).

- Reality is unknowable
since our experience
with external forms is
mediated by our senses,
and our senses are not
adept at rendering an
accurate representation
of these external forms

This study source was downloaded by 100000854250422 from CourseHero.com on 11-26-2022 05:07:54 GMT -06:00

https://www.coursehero.com/file/74422575/Social-Studies-Module-3-Mahinaydocx/
 (e.g., objects, social
interactions).

Exercise II: Five – Minute Paper

What was the most useful or the most meaningful thing you learned in lesson 1?
Expound on your answer.

Answer:

The most meaningful thing I learned in lesson is about constructivist which is it has 3
topics, the constructivist pedagogy, social constructivism and radical constructivism.
Constructivist pedagogy it is a theory of learning based on the idea that humans construct their
own knowledge through direct experience, as opposed to being taught concepts in the abstract.
Social constructionism focuses on the artifacts that are created through the social interactions of
a group, social constructivism focuses on an individual's learning that takes place because of his
or her interactions in a group. And last Radical constructivism is often referred to in reference to
mathematics, but it can be difficult to understand and enact.

Challenge

Answer the following questions. Substantial your point by providing relevant facts / data.

1. Enumerate and explain the basic tenets of constructivist as an educational philosophy.

Answer:

The basic tenets of constructivist are knowledge is not passively accumulated, but rather
is the result of active cognizing by the individual. Cognition is an adaptive process that functions
to make an individual’s behavior more viable given a particular environment, cognition
organizes and makes sense of one’s experience, and is not a process to render an accurate
representation of reality and knowing has roots in both biological / neurological construction
and social, cultural, and language – based interactions. These basic tenets as educational
philosophy is a knowledge that is constructed and not transmitted. Prior knowledge impacts the
learning process. Initial understanding is local not global.

2. What are the implication of constructivism to social studies class?

Answer:

The implication of constructivism to social studies class it focuses to tends to shift from
the teacher to the students. The classroom is no longer a place where the teacher (“expert”)
pours knowledge into passive students, who wait like empty vessels to be filled. In the
constructivist model, the students are urged to be actively involved in their own process of
learning. In addition the constructivist classroom, both teacher and students think of knowledge
as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch
and explore that view not as inert factoids to be memorized. Therefore the impact of
constructivism in the social studies class is to imply by sharing ideas and thought to each one,
students will be able to see variety of perspective and constructs a wider knowledge to explore
and try to solve in the reality.

This study source was downloaded by 100000854250422 from CourseHero.com on 11-26-2022 05:07:54 GMT -06:00

https://www.coursehero.com/file/74422575/Social-Studies-Module-3-Mahinaydocx/

Powered by TCPDF (www.tcpdf.org)