Page 332 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 332
ja Plazar
to assimilate, children cannot reconcile new experience and data with
their present understanding. Therefore, they need to change and adapt
their mental model to logically explain the experience. This process of
adaptation is called accommodation – the child’s thinking is adapted to
accommodate the dilemma (Abruscato and DeRosa 2010; Martin, Sex-
ton, and Gerlovich 2014).
– Assimilation and accommodation are not mutually exclusive. They often
complement each other in the learning process (Abruscato and DeRosa
2010).
A teacher, who accepts the constructivist philosophy, supports a differ-
ent view of science, regards the roles of teacher and learner very differently,
and selects and organizes teaching materials and the social learning envi-
ronment with particular care (Martin, Sexton, and Gerlovich 2014; Trundle
2010). A constructivist perspective emphasizes the active role of the learner,
in a physical, mental and social way. The constructivist teacher seeks ways
to challenge and stimulate mental connection: offer order to enhance the
active participation of learners in the learning process and encourage them
to construct their own understanding of reality, which arises from their ex-
perience. In a simplified way, an ancient Chinese proverb encapsulates the
intent of constructivism: ‘I hear and I forget, I see and I remember, I do and I
understand’ (Martin, Sexton, and Gerlovich 2014).
Inquiry-Based Learning
An important didactic approach, based on the principles of constructivism,
is the inquiry-based learning of which the beginners and supporters are
many theorists, such as Kolb, Piaget, Dewey, Lewin, Neil and others (Mar-
entič Požarnik 2000). The central idea of a guided inquiry approach is that
individuals learn best by their own experiences and are active agents in the
learning process. This strengthens children’s sense of ownership in their work
and enhances their motivation. With this approach, children usually work in
a small group, which promotes their collaboration skills, mutual respect and
tolerance and attitudes, inherent in the science education (Barell 2007; Ivanuš
Grmek, Čagran, and Sadek 2009; Trundle 2010; Alveirinho, Bento, and Nunes
2017). Furthermore, the inquiry-based approach maintains children’s curios-
ity and their permanent interest in knowledge, and further develops skills
which are needed for solving problems independently (Petek 2012).
Meaningful science activities, which are relevant to children’s daily lives,
allow children to make connections between present and new knowledge.
332
to assimilate, children cannot reconcile new experience and data with
their present understanding. Therefore, they need to change and adapt
their mental model to logically explain the experience. This process of
adaptation is called accommodation – the child’s thinking is adapted to
accommodate the dilemma (Abruscato and DeRosa 2010; Martin, Sex-
ton, and Gerlovich 2014).
– Assimilation and accommodation are not mutually exclusive. They often
complement each other in the learning process (Abruscato and DeRosa
2010).
A teacher, who accepts the constructivist philosophy, supports a differ-
ent view of science, regards the roles of teacher and learner very differently,
and selects and organizes teaching materials and the social learning envi-
ronment with particular care (Martin, Sexton, and Gerlovich 2014; Trundle
2010). A constructivist perspective emphasizes the active role of the learner,
in a physical, mental and social way. The constructivist teacher seeks ways
to challenge and stimulate mental connection: offer order to enhance the
active participation of learners in the learning process and encourage them
to construct their own understanding of reality, which arises from their ex-
perience. In a simplified way, an ancient Chinese proverb encapsulates the
intent of constructivism: ‘I hear and I forget, I see and I remember, I do and I
understand’ (Martin, Sexton, and Gerlovich 2014).
Inquiry-Based Learning
An important didactic approach, based on the principles of constructivism,
is the inquiry-based learning of which the beginners and supporters are
many theorists, such as Kolb, Piaget, Dewey, Lewin, Neil and others (Mar-
entič Požarnik 2000). The central idea of a guided inquiry approach is that
individuals learn best by their own experiences and are active agents in the
learning process. This strengthens children’s sense of ownership in their work
and enhances their motivation. With this approach, children usually work in
a small group, which promotes their collaboration skills, mutual respect and
tolerance and attitudes, inherent in the science education (Barell 2007; Ivanuš
Grmek, Čagran, and Sadek 2009; Trundle 2010; Alveirinho, Bento, and Nunes
2017). Furthermore, the inquiry-based approach maintains children’s curios-
ity and their permanent interest in knowledge, and further develops skills
which are needed for solving problems independently (Petek 2012).
Meaningful science activities, which are relevant to children’s daily lives,
allow children to make connections between present and new knowledge.
332
