Enhancing Science Learning through a Constructivist Pedagogy
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Abstract
This study aims to analyze the application of constructivist learning theory in science education is a learning theory guiding education, emphasizing learner-initiated, developmentally appropriate learning with facilitators. It focuses on modifying mental models for novel experiences and encourages hands-on learning and the constructivist approach, involving teachers as facilitators, encourages learners to construct their own knowledge through active engagement and challenging traditional methods, enhancing learning outcomes. Important concepts emerging from this study highlight that constructivism emphasizes learning as an active process in which learners build knowledge through exploration and engagement. By participating in hands-on activities and exchanging ideas with peers and teachers, students develop deeper understanding and critical thinking skills. This approach also promotes collaboration, creativity, and problem-solving, preparing learners for lifelong learning and real-world application of knowledge.
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References
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