EDM 325 – Teaching Social Studies in the Elementary Grades

(Philippine History and Government)

Week 2: Lesson 1

Learning Outcomes:
a. Analyze Constructivism as an educational philosophy
b. Examine the implications of Constructivism in the Social Studies Curriculum

Lesson Proper:
Generation Z or post-millennial comprise a significant number of Filipino learners. The
said generation was born and grew up with technology thus, they are called digital natives.
This context poses a challenge to educators around the world more specifically on their
effectiveness and efficiency in engaging learners to acquire the necessary knowledge, skills an
attitude of Social Studies curriculum.

This brings us to the discussion of constructivism as an essential educational philosophy and

its role in the effective delivery of any discipline or learning area, this case, the Social Studies
program.

Constructivism has become the parlance of educators, teachers, education policy-

makers and curriculum specialists for the last three decades. Much has been said about this
educational philosophy,, including the impact of its implementation on the lives of both
teachers and the learners.

For one, constructivism changed the landscape of classroom instruction. It presented

multiple challenges in developing learning standards, designing instructional models, deciding
appropriate pedagogical approaches and determining assessment tools and processes.

Interestingly, however, constructivism was so prominent that many practitioners

overused and misused it. Various misinterpretations regarding its classroom application
surfaced. As such, it is good to be clear on the basic ideas that it espouses.

Constructivism is a theory of learning that has roots in both philosophy and psychology.
The essential core of constructivism is that learners actively construct their own knowledge
and meaning from their experiences ( Fosnot, 1996; Steffe & Gale, 1995)

This core has roots that extend back to many years and many philosophies including
Dewey (1938),Hegel (1807/1949), Kant (1781/1946) and Vico(1725/1968). Philosophically, this
essence relies on an epistemology that stresses subjectivism and relativism, the concept that
while reality may exist separate from experience, it can only be known through experience,
resulting in a personally unique reality. Von Glasersfeld (1984, 1990) proposed three essential
epistemological tenets of constructivism to which a fourth has been added in light of recent
writings.

Please access contents of the lesson proper in your textbook.

a. The tenets of Constructivism – pages 40-41
b. Types of Constructivism – pages 41-42
c. Constructivist Pedagogy – pages 43-44
Assessment:
Activity 1: Answer the question below on a clean sheet of paper.
What are the implications of constructivism to social studies class?

Activity 2: Thesis-Proof Statement: Try to complete the matrix below by answering it on a

separate clean sheet of paper. Take the matrix below as your guide in answering.
TOPIC THESIS (Argument) PROOF (At least 2) CONCLUSION
Constructivist
Pedagogy
Social Constructivism
Radical
Constructivism

Reference:
1. Andes, B.Y., Esmeralda, E.L., Padernal, R.S. (2020). A Course Module for Teaching
Social Studies in the Elementary Grades (Philippine History and Government). Rex Book Store:
Manila, Philippines.