There are certain misconceptions an

There are certain misconceptions and myths that have evolved concerning constructivist
instructional practices. They stem primarily from misinterpretations of underlying principles of
learning posited by constructivism. In this section, misconceptions and myths will be identified,
analyzed and countered.
Constructivism posits that learners construct their own reality based upon their individual
perceptions of prior experiences. Thus, each person’s knowledge is a function of his or her prior
experiences, how they are perceived and how they are organized. Once organized into complex




While more research is certainly needed on constructivist methods of teaching, there is
growing evidence of the efficacy of well-implemented programs (Bereiter & Scardamalia, 1987;
Carpenter & Fennema, 1992; Duffy & Roehler, 1986; Neal, Smith, & Johnson, 1990). In their
Cognitively Guided Instruction (CGI) mathematics program (Carpenter & Fennema, 1992),
elementary school teachers are given extensive training in constructivist methods (complex problems,
modeling, group problem solving, careful teacher questioning and teaching of metacognitive
strategies) and have found increases in higher-level thinking skills as well as solid achievement in
traditional computational skills. Constructivist approaches to mathematics emphasize the use of real
problems for students to solve intuitively (Fuson, 1992; Lampert, 1986). Once students have
achieved a sound conceptual understanding, they are then taught the formal abstract representations
of the discovered mathematical processes.
Constructivism has been widely embraced by science teachers as well as teachers of

Results (Indonesian) 1:

Ada beberapa kesalahpahaman dan mitos yang berkembang mengenai konstruktivis praktek-praktek instruksional. Mereka berasal terutama dari salah tafsir prinsip untuk belajar mengemukakan oleh Konstruktivisme. Dalam bagian ini, kesalahpahaman dan mitos akan diidentifikasi, dianalisis dan balas. Konstruktivisme berpendapat bahwa pelajar membangun realitas mereka sendiri berdasarkan individu persepsi tentang pengalaman sebelumnya. Dengan demikian, setiap orang pengetahuan adalah fungsi sebelum nya pengalaman, bagaimana mereka dianggap dan bagaimana mereka diatur. Setelah disusun dalam kompleks Sementara penelitian lebih lanjut tentu diperlukan konstruktivis metode pengajaran, ada tumbuh Bukti kemanjuran baik dilaksanakan program (Bereiter & Scardamalia, 1987; Tukang kayu & Fennema, 1992; Duffy & Roehler, 1986; Neal, Smith, & Johnson, 1990). Di mereka Kognitif dipandu instruksi (CGI) program matematika (Carpenter & Fennema, 1992), Guru SD diberikan pelatihan ekstensif dalam metode konstruktivis (masalah yang kompleks, pemodelan, kelompok memecahkan masalah, guru berhati-hati mempertanyakan dan ajaran metakognitif strategi) dan telah menemukan peningkatan dalam kemampuan berpikir tingkat yang lebih tinggi juga sebagai pencapaian di keterampilan komputasi tradisional. Konstruktivis pendekatan matematika menekankan penggunaan nyata masalah bagi siswa untuk memecahkan intuitif (Fuson, 1992; Lampert, 1986). Setelah siswa memiliki mencapai suara konseptual pemahaman, mereka kemudian diajarkan representasi abstrak formal proses matematika yang ditemukan. Konstruktivisme luas telah dianut oleh ilmu guru serta guru