Constructivism is one of the most effective methods of inquiry and creation. The fact is that by denying the institutions of ideas, inspirations, and ethereal meanings, this approach allows us to focus a great deal of attention on facts and logical connections (Bhatia, 2018). Since the key task of schoolchildren and students is to cognize, process, and interpret scientific information, these individuals should adhere to constructivism (Bhatia, 2018). This can be explained by the fact that, in this case, the information they receive will be objective, without a focus on ideology or facts that are insignificant to science.
A great example is the study of history. If era of Napoleon is analyzed, it can be studied using the constructivist method, that is, to compare facts and build logical chains of decisions and their consequences (Scheurman & Evans, 2018). In this way, the student will get an objective view of the Napoleonic wars, victories and failures, without wasting attention on trying to explain certain actions with ideas (Scheurman & Evans, 2018). It is important to emphasize here that constructivism is an approach, not a theory. The main difference is that this approach can be applied in practice, has its own methodology, and can be adapted to any field of study. Theory, by its very nature, is not so flexible and applied. In other words, by using constructivist methods of cognition, the student helps himself in finding and analyzing information (Scheurman & Evans, 2018). This breaks the stereotype that self-help necessarily comes out of anarchy, since it is constructivism, whose methodology the individual has preferred, that simplifies the information he or she receives for subsequent interpretation.
Among the peculiar markers that speak to the constructivist about the importance or applicability of facts, a group of social facts must be distinguished. Social facts are images of action, ways of thinking and feeling that exist outside the individual (that is, objectively) and have a normative and coercive force in relation to him (Steele & Gould & Kessler, 2019). In other words, they are those sensual and ideological parameters that constructivism does not exclude, unlike subjective facts. This is why the constructivist must take into account such facts as the Zulu worshipping pagan gods, for example, since this thinking is objective (Steele & Gould & Kessler, 2019). Nevertheless, joint research and cognition are important in the constructivist approach. This can be explained by the fact that sensitivity to the influence of different cultural traditions includes openness to alternative interpretations of the partners being studied (Hayes & Betrucci & James, 2018). To help create this methodology, attempts are needed to dismantle the research hierarchy and to replace the traditional autonomy of the researcher with forms aimed at collaboration, a more obvious form of exploring cooperative action, using different means to achieve the goals set.
References
Bhatia, P. (2018). Conquering constructivism. Educreation Publishing.
Hayes, J., Betrucci, M. E., and James, P. (Ed.). (2018). Constructivism reconsidered. Past, present, and future. University of Michigan Press.
Scheurman, G., and Evans, R. W. (Ed.). (2018). Constructivism and the new social studies. A collection of classic inquiry lessons. Information Age Publishing, Incorporated.
Steele, B. J., Gould, H. D, Kessler, O. (Ed.). (2019). Tactical constructivism, method, and international relations. Taylor & Francis.