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SEMESTER: B. ED HONOURS 5TH SEMESTER

DEPARTMENT: TEACHERS EDUCATION DEPARTMENT

COURSE: EDUCATIONAL PSYCHOLOGY

TEACHER: MISS MAHERA SHOAIB

ASSISSGNMENT SUBMISSION DATE: 15 MAY 2025

ASSISSGNMENT SUBMISSION DAY: THURSDAY

TOPIC NAME : HOW WE USE CONSTRUCTIVE APPROACH IN CLASSROOM AND WHAT ARE THE IMPACTS
OF CONSTRUCTIVE APPROACH ON STUDENTS PERFORMANCE ?

GROUP NO # 03

GROUP MEMBERS NAMES:

1)AREEBA ASIF

2)ASMA MEHWISH

3)BAREERA NOTEAZI

4)NILOFAR KHAN

5)SANA KHADIM
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S.NO TOPIC PG.NO

1 HISTORY OF CONSTRUCTIVE APPROACH IN CLASSROOM SANA KHADIM

2 IMPACTS OF CONSTRUCTIVE APPROACH ON STUDENT PERFORMANCE

ASMA MEHWISH

3 HOW WE USE CONSTRUCTIVE APPROACH IN CLASSROOM BAREERA NOTEAZI

4 USES OF CONSTRUCTIVE APPROACH IN CLASSROOM NILOFAR KHAN

5 MERITS AND DEMERITS OF CONSTRUCTIVE APPROACH IN

CLASSROOM AREEBA ASIF

6 CONCLUSION

7 REFERENCE
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A)According to educational psychology what is the history of constructive approach in

classroom
The constructivist approach in classroom teaching has its roots in educational psychology
and has evolved significantly over time. Here's a concise overview of its history and
development:

1) Philosophical Roots (18th–19th Century)

Jean-Jacques Rousseau (1712–1778)
In Émile, he emphasized learning through experience and discovery, laying early groundwork for
learner-centered education.
2)Johann Heinrich Pestalozzi (1746–1827) and Friedrich Froebel (1782–1852):

Advocated hands-on learning and the importance of child development in education.

2). Psychological Foundations (Late 19th–20th Century)

John Dewey (1859–1952)

Father of progressive education.

Emphasized "learning by doing" and the role of experience in learning.

Believed education should be democratic and rooted in real-life problems.

Jean Piaget (1896–1980)

A developmental psychologist who introduced cognitive constructivism.

Proposed that children actively construct knowledge through stages (sensorimotor,

preoperational, concrete operational, formal operational).

Learning occurs through assimilation and accommodation of new information.

Lev Vygotsky (1896–1934)

Developed social constructivism.

Emphasized the role of social interaction and culture in learning.

Introduced concepts like the Zone of Proximal Development (ZPD) and scaffolding—where a
learner can achieve more with guidance.

3. Constructivism in Modern Education (Late 20th Century–Present)

(1915–2016):

Promoted discovery learning and spiral curriculum. Supported the idea that learners construct
new ideas based on existing knowledge.

Educational Psychology and Curriculum Reforms

By the 1980s and 1990s, constructivist theories began shaping curriculum design, classroom
practices, and assessment methods.

21st Century Learning:

Emphasis on student-centered learning, collaboration, project-based learning, and use of

technology—all influenced by constructivist ideas.
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Core Characteristics of the Constructivist Classroom

Active learning

Student-centered instruction

Real-world relevance

Collaborative learning

Scaffolding and differentiated instruction

Reflective thinking and metacognition

B) According to educational psychology describe in detail how we use constructive approach in

classroom and what are the impacts of constructive approach on student performance explain with
example ?

In educational psychology, the constructivist approach is based on the theory that learners
actively construct their own understanding and knowledge of the world through experiences and
reflecting on those experiences. This approach contrasts with traditional teaching methods,
where information is passively received from the teacher.

Using the Constructivist Approach in the Classroom

To apply the constructivist approach in a classroom setting, teachers focus on student-centered

learning. This involves creating an environment where students are encouraged to explore, ask
questions, and derive meaning from their activities.

Key Strategies:

1)Active Learning:

Teachers encourage students to engage in hands-on activities, experiments, problem-solving

tasks, and group discussions.

Example:

In a science class, instead of lecturing about plant growth, the teacher asks students to plant
seeds, observe changes, and record their findings.

2)Collaborative Learning:

Students work in groups or pairs to solve problems, discuss topics, and build knowledge
collectively.

Example:

In social studies, students could collaborate to create a project on community helpers,

conducting interviews or surveys.

3)Scaffolding:

Teachers provide temporary support to help students reach higher levels of understanding,
gradually reducing help as students become more capable.

Example

A teacher guiding a student through a difficult math problem by asking leading questions rather
than giving the answer.
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4)Real-world Contexts:

Learning is connected to real-life situations, making it more meaningful.

Example

In a language class, students might role-play ordering food in a restaurant to practice

conversational skills.

5)Student Choice and Voice:

Students are allowed to choose topics or methods for learning based on their interests.

Example

In a literature class, students may choose different books to read and present them in their own
creative way.

Impacts of the Constructivist Approach on Student Performance

1)Understanding and Retention:

Students learn by doing and reflecting, which strengthens deep understanding.

They retain knowledge longer because it is connected to their own experiences.

2)Critical Thinking:

Constructivist classrooms challenge students to analyze, synthesize, and evaluate rather than
memorize.

Example:

In a debate on environmental issues, students must research, form opinions, and defend their
views.

3)Increased Motivation and Engagement:

When students are active participants, they feel a sense of ownership over their learning.

Example:

A student researching a self-chosen topic is more motivated to learn than one assigned a generic
worksheet.

4)Development of Social and Communication Skills:

Working in groups helps students learn teamwork, communication, and empathy.

Example:

A group project on designing a classroom garden fosters collaboration and sharing of

responsibilities.

Greater Adaptability and Problem-solving Ability:

Students become independent learners who can adapt their knowledge to new situations.

Example:

A student who learns coding by solving real-world problems can apply those skills in different
tech areas.
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Example Scenario

Traditional vs. Constructivist in a History Lesson:

Traditional Approach:

The teacher lectures on the causes of World War I while students take notes

Constructivist Approach:

Students are divided into groups, each exploring different causes using online resources, role-
playing historical figures in a mock debate, and presenting findings.

Outcome:

In the constructivist group, students are more engaged, better understand the complexity of
historical events, and can explain causes in their own words, showing deeper comprehension

C)According to educational psychology how we use constructive approach in classroom ?

In educational psychology, the constructivist approach is rooted in the idea that learners
actively construct their own understanding and knowledge of the world through experiences
and reflecting on those experiences. In the classroom, this approach shifts the role of the teacher
from being a "giver of knowledge" to a facilitator or guide.

Here’s how the constructivist approach is applied in the classroom:

1. Active Learning

Students engage in hands-on tasks, experiments, projects, or discussions.

Example:

Instead of lecturing on ecosystems, students explore a local habitat, collect data, and present
their findings.

2. Problem-Based Learning

Real-world problems are presented without predefined solutions.

Students collaborate, research, and come up with solutions.

Example:

"How can we reduce plastic waste in our school?"

3. Scaffolding

Teachers provide support at the beginning of a learning task and gradually reduce help as
students become more competent (based on Vygotsky's Zone of Proximal Development).

Example:

Modeling how to solve a math problem and then letting students attempt similar ones with hints.

4. Collaborative Learning

Students work in groups to construct understanding together.

Encourages discussion, argumentation, and multiple perspectives.

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Example:

Group debates or peer teaching.

5. Use of Prior Knowledge

Students connect new information to what they already know.

Teachers activate prior knowledge through questioning or mind maps.

6. Reflective Thinking

Students are encouraged to reflect on what they learned and how they learned it.

Journaling, self-assessments, and class discussions help develop metacognition.

7. Student-Centered Teaching

Students take more responsibility for their own learning.

Teachers provide choices in topics, methods of assessment, or learning activities.

D) According to educational psychology what are the uses of constructive approach in

classroom ?

In educational psychology, the constructivist approach refers to a learning theory based on the
idea that learners actively construct their own understanding and knowledge of the world through
experience and reflection.

This approach, derived from the work of theorists like Jean Piaget, Lev Vygotsky, and Jerome
Bruner, has several key uses and applications in the classroom, including:

1. Active Learning

Students are actively involved in the learning process rather than passively receiving
information.

Teachers act as facilitators rather than mere transmitters of knowledge.

2. Encourages Critical Thinking and Problem Solving

Learners engage in inquiry, exploration, and evaluation of concepts.

This helps develop deeper understanding and higher-order thinking skills.

3. Builds on Prior Knowledge

Teachers assess and connect with what students already know.

New learning is constructed by relating it to existing cognitive structures.

4. Promotes Collaborative Learning

Group work and peer discussion are encouraged.

Social interaction helps learners to clarify and refine their ideas (Vygotsky’s social
constructivism).

5. Contextual Learning

Knowledge is presented in real-life or meaningful contexts.

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Helps students see the relevance and application of what they learn.

6. Encourages Learner Autonomy and Motivation

Students take ownership of their learning.

Motivation increases when students feel empowered to explore topics of interest.

7. Emphasizes Process Over Product

Focus is on how students arrive at answers rather than just the answers themselves.

Supports development of metacognitive skills (thinking about one’s own thinking).

8. Differentiated Instruction

Teachers can tailor activities to suit different learning styles and levels.

Supports inclusive education by addressing individual learning needs.

9. Assessment for Learning

Continuous formative assessment is used to guide instruction.

Portfolios, projects, and performance tasks align well with this approach

E)According to educational psychology what are the merits and demerits of constructive approach in
classroom ?

In educational psychology, the constructivist approach to teaching emphasizes the active role of
students in constructing their own understanding and knowledge through experiences, problem-
solving, and critical thinking. Here are the merits and demerits of the constructivist approach in
the classroom:

Merits of the Constructivist Approach

1)Promotes Deep Learning:

Constructivism encourages students to build upon their prior knowledge, leading to deeper and
more meaningful learning experiences.

Students actively engage with material, which helps them understand concepts at a deeper level
rather than simply memorizing facts.

2)Critical Thinking and Problem-Solving:

Students are often presented with real-world problems that require analysis and critical thinking,
fostering problem-solving skills.

This approach develops students’ ability to think critically, make decisions, and apply knowledge
in varied situations.

3)Fosters Student-Centered Learning:

The teacher acts more as a guide or facilitator, and students are encouraged to take charge of
their own learning.

It accommodates diverse learning styles, promoting autonomy and intrinsic motivation to learn.

4)Develops Collaborative Skills:

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Constructivism often includes group work and collaborative projects, enhancing social
interaction and teamwork among students.

Working in groups helps students learn from their peers, share ideas, and develop
communication skills.

5)Encourages Creativity and Innovation:

Students are given opportunities to explore, experiment, and think outside the box, which
nurtures creativity and innovation.

The approach supports inquiry-based learning, where students are encouraged to ask questions
and explore solutions.

6)Promotes Lifelong Learning:

The skills and methods learned through constructivist teaching—such as self-directed learning
and inquiry—prepare students for lifelong learning.

It empowers students to seek knowledge independently even after their formal education.

Demerits of the Constructivist Approach

1)Time-Consuming:

The constructivist approach often requires a significant amount of time for exploration,
discussion, and individual reflection, which might not be feasible within the constraints of a
traditional classroom schedule.

Students may need more time to grasp certain concepts through this approach.

2)Requires Skilled Teachers:

Teachers must be well-trained in facilitating student-centered learning and creating meaningful

learning environments. Not all educators may have the required skills or experience to apply
constructivist principles effectively.

Teachers need to be flexible and prepared to deal with various learning paces and styles.

3)Potential for Cognitive Overload:

If not properly structured, the amount of independence and responsibility placed on students can
lead to cognitive overload, where students might feel overwhelmed and unable to manage the
learning process.

Some students may struggle without direct instruction and guidance, especially in complex
subjects

4)Not Suitable for All Students:

Some students, particularly those who prefer structure and clear instructions, may find the
constructivist approach challenging and may not thrive in an open-ended environment.

Students with learning disabilities or those who need more explicit guidance might find it
difficult to learn without direct teacher input.

5)Difficult to Assess:

Measuring learning in a constructivist classroom can be difficult, as the approach often involves
project-based and qualitative assessment, which might not align with traditional testing methods.
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Standardized tests may not fully capture the learning outcomes of students in a constructivist
setting.

6)Resource-Intensive:

The approach may require significant resources, including materials, technology, and time for
planning and facilitating activities. Schools with limited resources may find it difficult to
implement constructivist methods effectively.

Conclusion:

While the constructivist approach has many benefits in fostering active learning, critical
thinking, and creativity, it also comes with challenges, such as time constraints, the need for
skilled teachers, and potential difficulties in assessment. When applied effectively, however, it
can lead to meaningful, long-lasting learning experiences for students.

REFERENCE:

https://chatgpt.com
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RESEARCH WORK ( OBSERVATION )

We went to (Government Girls college and school) for observation. We observed grade (1_ 3). First we

went in grade (1) to check the environment of the classroom. The wall of the classroom was well

decorated with chart papers related to the subjects of the students. The worst thing of the classroom

were fan are not properly worked. That's why students were not focus properly during the lesson.

Now I am going to tell you the teacher way of teaching. There are 3 teachers in classroom. when

they came into the classroom they started to taught student an English subject. First, they

motivate students to listen careful and understand their lesson. Their board maintenance

was good. They engaged students through different activities like board activities group activities and

used flashcards. In the end teachers assessed students by questioning to them. But the bad thing that

our group members observed was students were not properly focused during the lesson. They make

noise and create disturbance during the lesson. The teachers try to stop student but they didn't

maintain the discipline of the classroom.