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Constructivist Learning Theory: The Contribution to Foreign Language Learning and Teaching

Published date: Apr 19 2018

Journal Title: KnE Social Sciences

Issue title: The 1st Annual International Conference on Language and Literature (AICLL)

Pages: 87–95

DOI: 10.18502/kss.v3i4.1921

Authors:
Abstract:

This study deals with John Dewey’s constructivism. Dewey’s theory in Jia (2010) is the main idea or theory of conducting this study. The idea of using constructivism theory is not a new theory in educational teaching and learning in Indonesia. The Dewey’s theory states that constructivism can build individual and social knowledge and it is then the result of this study. The essence contained in constructivism theory is the meaning of a learning process. Dewey in Jia (2010) claims that knowledge is uncertain. Knowledge must be applied because it is an interpretation of reality. Case study is the approach used in this study to ensure the validity of the research result (Kothari. 2004). Thus, the purposes of this study are: (1) to shed the light on the schools of constructivism, and (2) to clarify the principles of constructivism in general and language teaching in particular as its contributions in the classroom activities. The result shows that constructivism contribute positive impact on educational progress as to improve students ability because constructivism opens the learner’s curiosity about something new. Students can also build their knowledge to create, and design something related to their needs.

 

Keywords: constructivism, language learning, language teaching, constructivism principles

References:

[1] Aljohani, M. (2017). Principles of “Constructivism” in Foreign Language Teaching. Journal of Literature and Art Studies, January 2017, Vol. 7, No. 1, 97-107/2018.02.01


[2] Amineh, R.J and Asl, H.D. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages. Vol. 1(1), pp. 9-16, 30 April, 2015/ 2018.02.01


[3] Brooks. J.G. and Brooks, M.G. (1993). In Search of Understanding: the Case for Constructivist Classrooms. Alexandria, VA: American Society for Curriculum Development.


[4] Giridharan, B. (2012). Engendering Constructivist Learning in Tertiary Teaching. USChina Education Review A 8 (2012) 733-739. Earlier title: US-China Education Review, ISSN 1548-6613/2018.02.01


[5] Jia, Qiong. (2010). A Brief Study on the Implication of Constructivism Teaching Theory. International Education Studies Vol 3, No 2, ISSN 1913-9020 (Print), ISSN 1913- 9039 (Online)


[6] Korpershoek. et.al. (2014). Effective classroom management strategies and classroom management programs for educational practice. Rijksuniversiteit, Grote Rozenstraat 3, 9712 TG Groningen


[7] Kothari, C. R. (2004). Research Methodology: Methods and Techniques, (Second Edition), New Age International Publishers.


[8] Marlowe, et.al. (2014). Sustaining Change Through Inquiry-Based Professional Development. International Academic Conference, Istanbul ISBN 978-80-87927-00-7, IISES/ 2018.02.01 on Classroom Teaching Reform in Basic Education. International Education Studies. Vol. 3, No. 2/ 2018.02.01


[9] Tam, M. (2000). Constrcutivism, instructional design, and technology: Implications for transforming distance education. http://www.ifets.info/journals/3_2/ tam.html. 2018.02.01

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