The constructivist approach allows students to actively participate in constructing their learning. Two strands of the constructivist learning are: inquiry and project based; students can investigate their understanding and the information they retrieve. This will engage and prompt discussions with peers to collaborate ideas, creating higher ordered thinking skills (such as question formulation and evaluation). Research suggests that instruction based on the constructivist theory can increase learning for all students (Eggen and Kauchak, 2010). A constructivist would define learning as “an active contexualised process of constructing knowledge, rather than acquiring it” (Learning-Theories, 2013). This learning theory would be a vital asset to teach the 21st century learner.
Inquiry based learning is formulating questions and finding information to answer those questions (Edutechwiki, 2010). Students are the leaders of their own learning as they discover, investigate and understand the world around them. The Teacher librarian (TL) is there to scaffold and guide their learning, but it is essentially a student centred learning theory. Furthermore, whilst schools need a balanced form of instruction, “inquiry learning across the school curriculum is becoming a widely recommended approach” (Collins et al, 2008, p.2). The Australian Curriculum supports inquiry based learning through having key inquiry questions tailored to the learning outcomes. The Australian curriculum is a pedagogical initiative detailing learning outcomes and guidelines for classrooms, however, the teacher decides its implementation. Through using inquiry based learning the curriculum will engage, encourage, activate and invite students to think seriously and deeply over a sustained period of time (Ayers, 2001). The TL is the keeper of information, and the inquiry based approach enables a rich and stimulating learning environment for all students to explore, investigate and enquire (Brady & Kennedy, 2010).
Project-based learning has a strong focus on technology. Project-based learning can be defined as “real-world problems that capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem solving context” (David, 2008, p.80). Compared to inquiry learning, project-based derives from students researching a topic as a whole; this can be time consuming for both the teacher, TL and the students. Project-based learning supports the Australian curriculum, requiring students to use higher order thinking skills, use technology to present ideas, and working collaborative to co-construct ideas. TL’s can support project-based learning through providing collaborative access to a range of digital technology and information resources. The students will build their knowledge from each other, the teacher will scaffold and guide their learning, not inject it (Fetherston, 2006). Project-based learning encourages students to think critically, respect the views of others, question and retrieve information, create powerful presentations and use digital technology.
In conclusion, the role of a TL when the constructivist approach is implemented is a scaffolder and guide to the students learning. Furthermore, this will allow the students to work independently or co-operatively with their peers to extend their understanding. Inquiry based learning gives students the opportunity to ask questions, discuss, research and critically analyse information. Project-based learning focuses on a topic the students must cover, from this they develop their higher order thinking skills, ability to collaborate, questioning and research skills, and ability to effectively use digital technology to present their project. The constructivist approach supports the Australian Curriculum through structuring inquiry based questions which meet the learning outcomes and provide students with a basis to start their research. Therefore, the constructivist approach in conjunction with the curriculum can effectively increase student learning.
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/
Ayers, W. (2001). To Teach: The journey of a teacher. (2nded.). New York: Teachers College Press.
Brady, L., & Kennedy, K. (2010).Curriculum construction (4th ed.). Frenchs Forest, NSW: Pearson.
Collins, T., Gaved, M., Mulholland, P., Kerawalla, C., Twiner, A., Scanlon, E., Jones, A., Littleton, K., Conole, G., & Blake, C. (2008). Supporting location-based inquiry learning across school, field and home contexts. In: Proceedings of the MLearn 2008 Conference, 7 - 10 October 2008, Ironbridge Gorge, Shropshire, UK.
David, J.L. (2008). Project-Based Learning. Educational Leadership, 65(5), pp. 80-81
Edutechwiki. (2010). Inquiry based learning. Retrieved from http://edutechwiki.unige.ch/en/Inquiry-based_learning
Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on Classrooms. (8th Ed.). French’s Forest: Pearson.
Fetherston, J. (2006). Becoming an effective teacher. Thomson, South Melbourne: VIC.
Learning-theories. (2013). Constructivism. Retrieved from http://www.learning-theories.com/constructivism.html
