Upon completing the assessment tool, I determined that I align more with Cognitivism and Constructivism. I partially concur that multiple learning theories must be employed by educators to accommodate the diverse learning styles of our students; it would be detrimental to limit instruction to a single theoretical paradigm.
Through the integration of creativity, collaboration, and authentic work, I may foster an environment in which my students not only learn facts but also actively construct knowledge, relate it to their life, and acquire skills that will benefit them beyond the classroom.
Constructivism is widely embraced in our nursing education as an alternative to traditional learning, as knowledge cannot be separated from practice; such separation renders knowledge contextually irrelevant, resulting in inadequate learning outcomes.
During the learning process, our students are required to reflect on the material presented and formulate an interpretation. This interpretation is developed based on prior experiences, individual perspectives, and cultural context our student has. Subsequent to the interpretation, the students are anticipated to reflect on the newly acquired knowledge. Influenced by this philosophy, my role as educators is to facilitate my students learning by fostering a collaborative problem-solving environment in which students actively engage in their own education. Because I must believe the students has capacity to think independently and generate new concepts.
This constructivism underscores active engagement and learner-centered exploration; these fundamental principles are fully realized when instructors employ innovative, subject-specific strategies. Effective techniques include debate, group work, role-play, and workshops to enhance students' capacity to acquire knowledge, develop new meanings, and learn from each other within the academic setting.
Given the principles of constructivism, I must adopt a more experiential approach rather than the conventional lecture format. My classroom setting must foster each learner's cognitive development and promote continuous challenges.
In conclusion, constructivism is a learning theory that posits knowledge is most effectively acquired through action, reflection, and construction. Constructivism has constraints; nonetheless, it enables learners to attain elevated levels of knowledge that would otherwise be unattainable (Jonassen, 1993).
Reference:
Jonassen, D. H. (1992). Evaluating constructivistic learning. Constructivism and the technology of instruction: A conversation (pp. 137-148). Hillsdale, NJ: Lawrence Earlbaum Associates.