Educational Psychology – Constructivism – Applying Constructivist Perspectives. - Academia Essay Writers

Educational Psychology – Constructivism – Applying Constructivist Perspectives.

Educational Psychology – Constructivism – Applying Constructivist Perspectives.

Educational Psychology – Constructivism – Applying Constructivist Perspectives.


  Application Exercise

Applying Constructivist Perspectives

Mr.​ Swope’s high school biology students are learning to use a dichotomous key to identify fish. As you observe his​ teaching, think about his applications of constructivist principles.

Applying Constructivist Perspectives

Use the link below to view the video:

1. Using what you know about constructivist​ principles, explain why you think Mr. Swope asks students to work in groups as they learn to use the dichotomous key.

2. Using a constructivist​ perspective, explain why Mr. Swope does not give students answers to their questions right away.


Your response should demonstrate a clear grasp of the concept/s and you should support and validate your opinion.   You need not reference these responses (like we did in the discussion board) but you should use the proper names of theories and theorists and appropriate terminology. 

Must be one full page.

  • attachmentApplyingConstructivistPerspectives1.doc
  • attachmentRubricDetailAE.pdf


Applying Constructivist Perspectives

Demetrius Evans

N.C. A &T State University- Graduate program

EDPR 600

Dr. Debra Davidson

April 8, 2021

Applying Constructivist Perspectives

In the biology field, classification is instrumental in ensuring positive developments. With the discovery of new species daily, techniques have to be established to identify and classify them. The dichotomous key is one crucial tool used to assist in the identification of organisms. Mr. Swope’s high school biological students can get the required information regarding the fish they are studying. The main issue surrounding the constructivist principle used by Mr. Swope revolves around the fact that they can appreciate the lesson’s knowledge. The main reason is that the students can be the ones at the center of the learning process (Pearson CMG, 2021). They can learn about the different issues revolving around the fish when understanding their characteristics (Charmaz, 2017). The constructivist principles revolve around the fact that knowledge may only exist in the mind of human beings.

This means that it cannot be matched with any world reality. Learners are instrumental in trying to accommodate their learning process. This is made possible through them having to develop their mental model associated with their real-world from the perceptions they have developed over time regarding that world. Mr. Swope uses real examples, such as asking about the memories of students regarding the fish. The dichotomous key is seen as a tool that has always existed in the lives of the students (Pearson CMG, 2021). Hence, the method makes them know that they have come around it severally, meaning that this is not the first time they do so. With such a notion, it becomes easier for the students to know the dichotomous key features and their relation to identifying the fish. This is one way they can be able to do not give students answers to their questions right away.


Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative inquiry23(1), 34-45.

Pearson CMG. (2021). Mr. Swope’s Teaching. Pearson CMG Official Website.

Not sure what you mean here. Let’s make sure you are attending to the components of constructivist theory. for example: Mr. Swope is using cooperative learning strategies. According to​ Vygotsky, knowledge is constructed through social interactions and social tools. By discussing their ideas and forming a group​ answer, students hear how others are thinking. All students get opportunities to​ speak, share their​ thinking, and articulate their ideas. The social interactions help students construct their own knowledge.

Yes, authentic examples are good for scaffolding. There is so much more going on here. Mr. Swope encourages students to be active participants in their own learning. By looking up the definitions and doing research to develop understanding of​ terms, students take an active role in their learning. Mr. Swope uses scaffolding to help students reach their learning goals. He states that he probes and pushes students to make them construct their own knowledge.

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