Developing Module on Constructivist Learning Strategies to Promote Students' Independence and Performance

By Rufii, Rufii | International Journal of Education, January 1, 2015 | Go to article overview

Developing Module on Constructivist Learning Strategies to Promote Students' Independence and Performance


Rufii, Rufii, International Journal of Education


Abstract

Constructivist learning strategies addresses learner's characteristics in addition to learner's active participation and connection to his or her knowledge and experience in learning process. The use of learning module supports the learning. The present article was to describe the development of learning module on the basis of constructivist learning theories for the Research Methodology course of the Elementary School Teacher Education Department. It includes (a) the description of the earlier teacher-centered learning in the course, (b) analysis of student and lecturer needs, (c) analysis of student characteristics, (d) identification of common goals, (e) identification of specific learning purposes, (f) development of constructivist learning strategies, and (g) development of prototype products. The data collection techniques used in this study included: (a) document studies, (b) questionnaire, and (c) observation. The collected data were then analyzed using descriptive statistics for quantitative and qualitative data. The result revealed that the use of the constructivist learning strategies, and the learning module became a necessity. The module to be developed included: (a) lecturer's guidance, (b) learning module, (c) students' worksheet. The content was illustrated in the prototype products.

Keywords: module, research methodology course, constructivist, students' independence, performance

1. Introduction

Learning Research Methodology is in general still dependent on lecturers or often called the traditional learning approach. It is teacher-centered and causes learners' passive acceptance of knowledge and information. Consequently, it can lead to various problems such as: (a) lecturers are too dominating most of the learning activities and (b) learning acquisition can be very limited due to much reliance on information by lecturers (Mahony, 2003). Applying the traditional approach to learning is not necessarily wrong. But ideally a good learning process puts a lecturer as a learning manager. In this instance, he or she does not merely transmit knowledge to learners, but he or she arrange and leads them to attain successful learning, for instance by motivating them to be responsible for meeting their own needs, being knowledgeable of learners' individual characteristics and all methods of teaching, believing in their ability, willing to take risks, and acting as a facilitator and resource person.

Kemp (1985) has stated that the design of the learning will be more effective if more attention is given to individual learners than to the group as a whole. A print module can be designed to be used for that purpose. According to Winkel (1991), the module can be used to study independently or individually because the module contains objectives, instruction sheet, reading materials, answer keys, and evaluation tools. Modules can be used as an alternative form of presentation of materials used in learning, including learning Research Methodology.

A learning module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. Referring to the constructivist learning strategy, the module can aid learners construct what they learn and understand, and facilitate their active participation in the process. The module can be in form of and can be learned on one's own. It also has a specific theme and is 'self contained' and 'self-directed'. It provides students with information necessary to acquire and assess and knowledge and skills prescribed. The module requires students to actively interact with the learning material, not just passively read the material alone. Students are asked to do various learning activities and obtain feedback on what they are doing. Some kind of evaluation strategies that exist in the module tells the student whether they achieve complete mastery of the material and what to do if they cannot achieve the required mastery (Dick & Carey, 2001). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Developing Module on Constructivist Learning Strategies to Promote Students' Independence and Performance
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.