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Секция 8. Педагогика
Linkov Alexander Yordanov, University of Plovdiv Paisii Hilendarski, Bulgaria Senior Assistant Professor PhD, The Faculty of Pedagogy
E-mail: [email protected]
Constructivism in the Field of Pedagogical Knowledge (when Interpreting Learning Styles)
Abstract: In the course of shaping the scientific concept related to the methods and nature of learning, the basic reference points were subject to the opinion that learning should primarily be seen in the contextual field of subject activity. If constructivism can be seen in its wholeness (outside the philosophical and psychological limits of interpretation), it is necessary to account for the fact that it has (fulfils) a number of principles which turn it into a dominant descriptor as regards the learning process.
Key words: learning styles, constructivism, applied knowledge.
Learning throughout life is a process of constant intentional acquisition of knowledge and skills; of being “open" to new ideas, solutions, skills and behaviour. It is the final result of modern information literacy and suggests opportunities for learning at any age and in diverse contexts — not only in traditional forms at institutions of education and training, but also in the workplace, at home and in one’s leisure time. The process of lifelong learning goes on three parallel levels — formal education and training, informal education, and individual learning.
Adriana Damyanova, in a very impressive way, interprets this so “modern" and at the same time controversial manifestation in the field of learning technology. According to her “constructivism claims to represent both a theory oflearning and epistemology" [2].
If at a certain stage of our deliberations, we choose to distinguish the meaning of these concepts, not only semantically, but mainly scientifically and dialectically, some interesting relations are likely to come up.
First of all, learning could clearly be analysed in the field of vocabulary. In English “learning" is viewed as a process of acquiring and securing of specific methods of action of the individual through their materialisation in the form of elements of personal experience (theoretical and applied knowledge, practical skills and habits) [9].
Some say that constructivism is the new educational paradigm. The constructivism approach supposes active participation on the part of students in the building of new knowledge on the basis of their individual personal experience under a teacher’s guidance. The formation of constructivism as a philosophical, social and pedagogical teaching is usually associated with the names of Piaget (1947), Vygotsky (1962) and Dewey (1991). However, constructivism has its opponents too, or at least people who do not tend to overestimate its possibilities (Meyer, 2009; Radev, 2009), especially as regards the so-called radical
constructivism, most commonly associated with the name of the late Ernst von Glasersfeld (2005) [8].
In the course of shaping the scientific concept related to the methods and nature of learning, the basic reference points were subject to the opinion that learning should primarily be seen in the contextual field of subject activity. A number of classic scholars, such as L. S. Vygotsky, A. N. Leontiev, P. Y. Galperin, V. V. Davidov, A. S. Hutorski, subscribe to this opinion in their works.
The narrow classification of the learning process as regards its application as a method of activity in one or another subject area requires it to be analysed as “a set of theoretical principles related to a range ofphenomena determined by actual reality" [10].
The existence of subject-object relation in the implementation of learning as a methodological postulate requires, in the course of interpretation, that it should be seen in two planes: on the one hand it must include “the specific activities of a student regarding the systematic and controlled management ofknowledge, practical skills and habits", and on the other hand it must nuance on a “system ofpractical methods, means, methods and tools for the implementation of planned activities in relation to the learning process" [11].
Should we go beyond the semantic field of the concept of epistemology, as a method of understanding reality (outside its sensory and ontological orientation), it is necessary to say that learning as a constructivist manifestation has its rational grounds for existence and development.
At this point, an interesting question arises — if a student, in the process of learning, is able (in the absence of clear criteria and distinguishing mechanisms for objectification and diagnosis ofhis/her social experience) to perceive the manner of “creating", “constructing", “designing" his/her own field of knowledge (cognition)
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as an epitemological thesis, then in what way should the quality of “veracity” be analysed as a final educational relation of this dynamics?
What must and what must a student not do in the process of “acquiring” (completion, addition) of available knowledge in the context of learning while observing the leading constructivist principles?
The self-realisation of a child in the educational process, as a main task of the new educational paradigm, is achieved through the development and enrichment of his/her “natural state” — the activity through which a student becomes a person who acts consciously, responsibly and freely in an educational context new to him/her. The productive activity of students is nurtured by the skillful regulation and satisfaction of their need for communication, selfexpression and new impressions. It is therefore necessary to continuously empower them to talk about their experiences, to stimulate them to listen to others with patience, to ask questions, to defend their position without offending others, to measure their own ideas by other people’s different ideas, to evaluate the achievements of their peers and self-assess their own [4].
Education, traditional in character, does not help the student to actually assess (evaluate) the world that surrounds him/her, but on the contrary — on the basis of erroneous normative acts and didactic systems, it isolates him/her from reality, thus slowing down the process of his/her active socialisation and formation of personal experience, so important to the whole process of continuous education and training.
The construction of such a model of learning (and learning as an act of personal fulfilment), taking into consideration only the interests of the individual and his/her available, brings to understanding the practical role of scientific knowledge.
If, from a certain perspective, constructivism can be seen in its wholeness (outside the philosophical and psychological limits of interpretation), it is necessary to account for the fact that it has (fulfils) a number of principles which turn it into a dominant descriptor as regards the learning process.
1. First and foremost is the important moment, associated with the effect of setting the goal, where the basic educational mainstay is related to the methodological fact that knowledge and practical skills should not be conveyed to the student in a ready, systematic form (similar to the scientific and thematic rubrics in textbooks and various didactic sources); it is
necessary to create pedagogical conditions for students to independently construct and create social and scientific knowledge, necessary for optimal studying (and learning).
2. Looking for and achieving high educational motivation activity (adaptability) of students in the process offormulation, search and development (solving) of research, innovative and strictly methodological learning tasks.
3. Design of the training content, which must be effectively based on scientific generalisation, the ability to build scientifically valid concepts, system applications and integrative skills.
4. Development of organisation skills, so that students are able to implement separate fragments of the lesson or lesson topic; to change, in a controlled way, the direction of the educational discussion within the bounds of the learning issue discussed; to propose and implement their own methods and forms of training; to actively participate in the exchange of thoughts and scientific information, both at the front and within the small groups formed [13].
Constructivism was introduced to the field of pedagogy by Jan Piaget, who posited that “knowledge is not passed, it is created.” After him, over different periods and with various persistence, Merryll, Wilson, Teslow and Osman-Gouchoux also worked within the bounds of constructivism [7].
Pedagogical science varies depending on the processes of localisation of the different types of educational interactions, which can be represented in the following modifications: destructive (disrupting); restructive (supporting); constructive (developing). Constructivist pedagogy creates theoretical and methodological justification of a specific innovation system (model) for general and vocational education, which realises the fundamental tenets and principles of the pedagogical philosophy of social and cognitive constructivism [5].
According to L. Vitanov, strategies that are based on learning are not precisely identified in pedagogy. They are termed seeking (inquiry); problem-based; partially exploratory, exploratory, heuristic (Bosrich, 1988; Jarolimek, 1989, Lerner, 1981; Babanski, 1989).
Seeking strategies provide students with greater independence. They are constantly stimulated to collect, process and analyse information [1, 13-15].
Plamen Radev defines learning as “one of the subjective sides of training”. Learning style is characterised by the following features, which can be
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presented within the following limits: uniqueness, the specifics of implementation of something — action, operation, function [6, 245].
I. Ivanov gives a much broader and reasoned definition of learning styles by orienting them to fashion, sport, art, the media and many academic disciplines [3].
In the complex educational reality, the role and place of a student, when implementing constructivist-based learning, is mainly determined by the “student’s profile”, who can be viewed as “an active individual — an active participant in the learning process” [2].
In this train of thought, an interesting question arises, related to the following — whether a change is possible in the individual learning style of a student if he/she is placed in different educational conditions and fulfils the process of learning within the limits of humanitarian subj ects; those that belong to the technical cycle and those which we generally call aesthetic. In this regard, it is not necessary to know in detail the model of individuality proposed by Florence and Tim LaHaye in order to discover that David Keirsey, with his theory of temperament, satisfies our scientific interest, related to the differentiation of learning styles on the basis of their consideration as personified behavioural acts of learning.
In a popular article, D. Keirsey formulates four types of temperament, which facilitate (but also hinder at certain moments and circumstances) the adaptation of a student to a learning style:
1. Dionysian temperament (in terms of types, it is also defined as actual-spontaneous; Golai, Keith:1998). Despite the complex associations that the name of this type evokes, all the people (behavioural subjects) who manifest themselves as markedly independent and spontaneous belong to this group. They fulfil the vivacious and behavioural creed “here and now”, deriving their self-dignity from the ability to act quickly and with precision.
2. Epimethean temperament (in terms of types, it is also defined as actual-routine; Golai, Keith:1998). When it is realised in the socium, the greatest motivator of this type of individuality is duty. Their basic concern is to fulfil their obligations. They tend to achieve this by ascertaining, maintaining and managing (reorganising) a significant model of behaviour and organisation. This type does everything in moderation, being predictable and conservative at the same time.
3. Promethean temperament (in terms of types, it is also defined as conceptually focused; Golai, Keith:1998). Promethean types aim at being competent. They achieve this by acquiring knowledge and exercising
great patience and persistence to postpone an action until a rational, pragmatic and carefully considered conclusion is drawn. They attach little importance to their emotions and desires.
4. Apollonian temperament (in terms of types, it is also defined as conceptually global; Golai, Keith:1998). The purpose of life for the Apollonian type is the search for his/her unique identity and function. They are motivated to be different or leave memories of themselves. The Apollonian type is highly sociable and endowed with leadership skills [14, 82].
On this basis and systematics of individual learning styles (as a specific constructivist relation), there are various learning styles applied to foreign language learning, for example. When it comes to foreign language learning, the individual style of learning (behaviour) manifests itself strongly and dominantly. In the course of studying, some students like to listen and speak, whereas others prefer to work on educational texts or to adopt new knowledge only in a dynamic, visual way (method).
It is not only in the process of foreign language learning that students prefer to apply combined learning styles. Above all, they do so when they plan learning within the bounds of humanitarian subjects (history, geography). There is a worldwide practice to create and apply psycho-diagnostic methods, facilitating parents and educators in the identification and development (changing or combining different styles is not meant here) of children and students’ individual learning styles within the limits of constant manifestation.
It is a method known as VARK, a guide to learning styles (created by Neil D. Fleming), which is a questionnaire that outlines the profile of the user’s preferred learning styles. This test is not explicitly aimed at learning a language ([VARK-LEARN Limited.neil.fleming@ vark-learn.com.).
Methods like this are no exception now even in countries, such as Kazakhstan, which implement novelties in the area of pedagogical and educational practice with difficulty. In this Asian country, with the help of Cambridge University and the financial support of AOO “Nazarbayev Intellectual Schools”, a strict system for preparation of teaching staff (many of which have significant teaching experience) has been established. This is done on the basis of the main theses and practical advantages of the constructivist theory of learning, which as a basic concept requires the teacher to organise students’ knowledge in such a way as to help them perceive it, actively and lastingly, within the scope of application of a certain learning style [12].
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In 1999, Tom Cobb (Thomas Cobb) from Universite du Quebec a Montreal wrote in a popular article of his about the great significance of the constructivist idea to the formation of an active social position when studying linguistically oriented subjects. The role of constructivism in training has been proven in Maths teaching, for example, based on the plurality of educational options when constructing learning algorithm levels in the course of reduced Maths and Geometry preparation [15, 15-31].
Gerard De Zeeuw attaches great importance to the research which is related to the scientific expansion of knowledge, associated with this pedagogical paradigm so new to science (often going beyond the areas of strict pedagogical knowledge and practice) [16, 77-98].
J. Garrison, in an article devoted to constructivism, and John Dewey share that the disputes about constructivism and its effective role in educational practice are quite dynamic and are connected with analysing the extent of possible changes in the many normative and methodological prerogatives which build its tools. In this regard, a “redefinition" of the term “stability” is needed, as a kind of reference measure of available capacity of knowledge [17, 543-554].
A group of four scientists (Gijbels, D., van der Watering, G., Dochy, F. & van der Bossche, P.) have devoted many articles, publications and research reports on the place and role of constructivism in world educational practice. Some of them are thematically related to “the possible effects of problem-based learning, based on a
systematic meta-analysis”; the influence of constructivism on the learning environment within the limits ofpos-sible application of a complex approach; the relationship between PBL and the conventional learning approach; the constructivist learning environment and the possibilities to change the perceptions of students in the course of their subject evaluation [18, 213-226].
B. Karakostas of National and Kapodistrian University ofAthens, within the sphere of his specialised scientific teaching knowledge and interests, associated with the philosophy of the theory of science and technology, attaches great importance to classical philosophy when considering the development of the model of constructivism [19, 607-629].
I will conclude with an opinion quote, expressing the complexity of the problem and its great methodological significance to educational practice in the field of specialised education.
“On the one hand, it could be said that constructivism relies on interaction — students learn from each other and work in groups, better — in small groups. On the other hand, constructivism is not an abstract philosophy and relies on work in the real world. Students learn what they already know to some degree. They enrich their knowledge, making it more precise, according to what they see and through discussions. Finally, constructivism places emphasis on the benefits oflearning — students have the opportunity to put forward their own solutions and hypotheses of the real problems under discussion” [8].
References:
1. Vitanov L. Productive Strategies of Teaching Technics and Technologies in the Early Stages of Secondary School. S. Veda - Slovena, 1999.
2. Constructivism - New Educational Paradigm. Electronic resource. iternet.bg/publish3/adamianova/konstruk-tivizmyt.htm.
3. Ivanov, I. Learning Styles. Electronic resource. www.ivanpivanov.com/uploads/sources/117_Stilove-na-uchene.pdf.
4. Constructivism and the Idea of “Active Learning”. Electronic resource. http://www.kaminata.net/konstruktiv-izmat-i-ideyata-aktivno-uchene-t56630.html.
5. Scientific Library of Theses and Abstracts disserCat http://www.dissercat.com/content/pedagogo-psikhologicheskie-usloviya-povysheniya-uspevaemosti-uchashchikhsya-na-osnove-teorii#ixzz335G61atc.
6. Radev. P. General School Didactics. Plovdiv. Plovdiv University “Paisii Hilendarski” Press, 2005.
7. Tihomirova, Е. What is constructivism. Electronic resource learningtime.blogspot.ru/2010/06/blog-post_15.html.
8. Toshev. B. V. Constructivism - Theory and Practice. http://khimiya.org/pdfs/KHIMIYA_21_3_REVIEWS.pdf.
9. Learning. NES. National Encyclopedic Service. http://vocabulary.ru/dictionary/30/word/uchenie.
10. Learning, this is ... My Dictionary. http://my-dictionary.ru/word/36268/uchenie/.
11. Learning. Electronic resource http://www.classes.ru/all-russian/russian-dictionary-encycl-term-58645.htm.
12. Quote by Kollegi - Pedagogical Journal of Kazakhstan. Electronic resource. http://collegy.ucoz.ru/publ/95-1-0-11233.
13. Choshanov, M. Process of Continuous Construction and Reorganisation. Electronic resource. http://testolog. narod.ru/Other13.html.
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14. David Keirsey and Marilyn Bates, Please Understand Me: Character and Temperament Types (Del Mar, CA: Prometheus Nemesis, 1982.
15. Cobb, T (1999). Applying constructivism: a test for the learner-as-scientist. Educ.Technol: Research & Development, 47.
16. De Zeeuw, G. (2001). Constructivism: A ‘next’ area of scientific development. Foundations of Science, 6.
17. Garrison, J. (1997). An alternative of von Glasersfeld’s subjectivism in science education: Deweyan social constructivism. Science & Education, 6.
18. Gijbels, D., van der Watering, G., Dochy, F. & van der Bossche, P. (2006). New learning environments and constructivism: the students’ perspective. Instructional Science, 34.
19. Karakostas, V. & Hadzidaki, P. (2005). Realism vs. constructivism in contemporary physics: the impact of the debate on the understanding of quantum theory and its instructional process. Science & Education, 14.
Nasirov Polat Isakovich, Nukus State Pedagogical Institute,
assistant-teacher E-mail: [email protected]
To studying the history of athletics in the Republic of Karakalpakstan
Abstract: This paper discusses the history of the materials of athletics in the Republic of Karakalpakstan. Keywords: history, athletics, sports, physical education, national sports.
Насыров Полат Исакович, Нукусский государственный педагогический институт, ассистент-преподаватель
E-mail: [email protected]
К изучению истории легкой атлетики в Республике Каракалпакстан
Аннотация: В статье рассматриваются материалы истории развития легкой атлетики в Республике Каракалпакстан.
Ключевые слова: история, легкая атлетика, виды спорта, физическое воспитание, национальные спортивные игры.
Основной целью осуществляемых в Узбекистане реформ в сфере образования является воспитание всесторонне развитого, совершенного молодого поколения. Реформы в образовании являются очередным этапом развития общества.
В соответствии с Законом Республики Узбекистан «Об образовании» и «Национальной программой по подготовке кадров» в сфере физического воспитания и спорта в высших учебных заведениях рекомендованы наряду с основными задачами такие задачи, как профилактика заболеваний посредством физических упражнений, укрепление здоровья, самоконтроль при выполнении упражнений; вовлечение учащихся к активным занятиям спортом, повышение их физической активности, оказание помощи им в становлении всесторонне развитым человеком, изучение достигнутых успехов на практике; изучение в семье, школе, лицеях, колледжах и высших учебных заведениях, нацио-
нальных видов спорта, восстановление забытых видов спорта.
Основными целями физического воспитания в образовательных учреждениях, являются укрепление здоровья, физическое развитие, ознакомление молодежи с теорией и основами физического воспитания, передать им специальные знания по использованию основных средств и привитие практических навыков, изучение ими основных элементов спортивной техники, развитие у них духа гуманизма, патриотизма и интернационализма, подготовка свободно мыслящей, всесторонне развитой личности, готовой принять правильное решение при возникновении различных непредвиденных ситуациях. Вопросам физического воспитания и спорта, особенно детского спорта правительством Узбекистана в последнее время уделяется большое внимание. Ныне для желающих заниматься спортом и физической культурой созданы все необходимые условия.
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