A Constructivist Slant to Reflective Practice

INTRODUCTION

Kinsella (2006) identifies a link between constructivism and Schon's theory of reflective practice. Kinsella suggests that this well known approach to reflection is strongly influenced by philosopher Nelson Goodman and also shaped by the work of Kelly, Piaget and von Glaserfeld. She also recommends that those interested in understanding Schon's work should examine constructivism as it relates to reflective practice. Kinsella also highlights the difficulty in pinning down a specific definition of constructivism and cites Noddings (1990) in laying out three widely accepted characteristics of the constructivist approach to learning.

+ all knowledge is constructed, at least in part, through a process of reflection

+ there exist cognitive structures that are activated in the process of construction and

+ cognitive structures are under continual development

                                                                                                                                             (p.279)

CONNECTIONS TO PRACTICE

 I recently facilitated a professional development workshop targeted at high school science teachers. At the foundation of my presentation was the need to allow students to explore the world around them, make observations, examine data and facts. These experiences would then lead them to ask questions and the answers to these questions should come from a structured process of scientific inquiry. An overview of my workshop is given here: Using Apps to Teach Real Science

I noted a very profound statement made by one of the participants:

'Learning does not happen through experiences but by the reflection which follows'

The statement resonated with me because it immediately connected to the perspective of Kinsella (2006) . While Kinsella examined how reflection is grounded in constructivism I was considering how constructvist approaches to learning would be incomplete without reflection by the learner.

I constructed this simple example:

A battery operated device is fitted with a new battery and its not working. The teacher has deliberately connected the battery the wrong way and asks students reasons for the problem. One student says that the battery is dead. The teacher then asks the students to remove the battery and test it. Tests reveal that the battery is working at full power. The teacher asks for more suggestions to solve the problem and then another student suggests reversing the connections.

This example fits in well with  Noddings (1990) given above and I propose that when learning occurs in this way it is more deep rooted and it is much better than being told how to install a battery by the teacher.

Kinsella (2006) cites Schon and sums it up succintly:

'constructive activity gives coherence to more or less indeterminate situations....individuals test their frames through a web of moves, consequences and implications'

CONCLUSION

My own reflection leads me to conclude that constructivist approaches to learning come with built in reflection and reflection is inherently connected to the idea of constructing one's own meaning of the world. In this way the disconnect between objectivism which is based on  unwavering facts (Schon cited in Keller 2006) and reflection is very evident.

REFERENCES 

Kinsella, E.A (2006). Constructivist underpinnings in Donald Schon's theory of reflective practice: Echoes of Nelson Goodman. Reflective Practice, 7(3), 277-286.