Constructivism

Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework.

Planning a lesson from the constructivist’s point of view might seem an easy task at first… But eventually the teacher figures out how critical it is to keep the lesson student-centered but at the same time constantly guide and follow the students to keep them on the right track and ensure the effectiveness of the learning process. Planning a constructivist activity differs from other types of lesson planning because it needs to emphasize the role of the students in constructing their own understanding of the new concept under the supervision of the teacher. The students should be guided step by step to eventually synthesize their conclusions from what they already know and from what they observe and analyze in the course of the new lesson.

I have planned a lesson about the factors influencing the rate of dissolving a solute in a given solvent. The lesson will be explained in a laboratory session during which I will divide my class into groups of three and provide each group with the materials needed to perform the experiment. I will begin my lesson by stating: “We’ve been studying about solutions and their two basic components: solute and solvent; and today we are going to examine the factors that affect the rate of dissolving a solute in a given solvent. When we’re finished today, you’ll be able to list and explain the factors that speed up the dissolving of a solute in a given solvent.” I will then distribute to the students a handout that includes an introduction to the experiment, a list of the materials available for each group, the experimental procedure to be followed and some analysis questions to be answered after the performing the experiment. Here’s a copy of the handout:

Saint Joseph School Cornet Chahwan Middle School Division	Date	_________
	Group Score
Laboratory Sheet Grade 7

Name: ______________________________ Section: ____

Group: _______

Experiment Title: Factors Influencing the Rate of Dissolving

InIntroduction:

Yo

You certainly know that sugar (solute) dissolves in water (solvent). Do you also know why people stir tea after they have added sugar? Are there other factors that increase the rate at which a solute dissolves in a solvent?

Materials:

4 (250 ml) beakers labeled A, B, C and D

4 identical sugar cubes

1 stirring rod

Distilled water

Heating set up

Mortar and pestle

Chronometer

Procedure:

1. Pour the same quantity of water, at room temperature into each beaker.

2. Add a sugar cube into beaker A. Do not stir the mixture.

3. Add a sugar cube into beaker B. Stir the mixture well.

4. Pulverize one sugar cube with the mortar and pestle; add the ground sugar into beaker C. Do not stir the mixture.

5. Add a sugar cube into beaker D after heating the water up to boiling.

6. Observe the rate of dissolving of sugar in each of the f.

Analysis:

1. Did grinding sugar increase the surface area of contact between sugar and water? __________________________________________________________________ __________________________________________________________________

2. What is the effect of each of the following on the rate of dissolving sugar in water: a. stirring the mixture? b. grinding the sugar cube? c. heating the water? __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

After passing a copy of the handout to all the students, I will ask them to take 5 minutes to read the list of materials and check if anything is missing on their bench. After making sure that all the groups have all the necessary material, I will read the procedure aloud then ask them to start performing the experiments by following the handout step by step. Meanwhile, as they work, I will be walking among them, periodically making a comment or offering a few words of encouragement or answering any question they have. When all the groups complete the procedure, I will give them five minutes to answer the analysis questions after they make their careful observations. At the end of the five minutes, I will start a discussion with them during which one representative from every group will read the answers out loud and I will comment and eventually guide all the class to the accurate conclusion that will be synthesized from all their answers.