Developing an independent stance on a specific issue and gaining a deep understanding of the subject are crucial components of learning. However, the efficacy of the described processes may vary extensively depending on the kind of teaching strategy used by educators. It is believed that, based on the notion of cognitive constructivism, young students require the guidance of teachers in order to understand the structures based on which knowledge is built and, thus, gain the intrinsic understanding of it.
Arguably, when provided with enough useful tools for independent learning, students can transition to the environment where they engage in self-directed learning, while teachers only provide lecture material. Nevertheless, even in the specified case, students still need guidance and assessment from teachers so that the concept of situated cognition could be implemented in the classroom(Eggen & Kauchak, 2020, p. 392). However, even with the specified strategy in mind, an educator has to offer students more than lectures, namely, setting an example of how scientific inquiry is performed and how different areas of knowledge can be connected (Eggen & Kauchak, 2020, p. 389). Moreover, there will always be a threat of students misconstruing the information provided by a lecturer and, thus, developing a wrong understanding of a specific idea, which will build up to become a major impediment toward successful learning.
Overall, when teachers resort solely to lecturing, learners are likely to develop their own understanding nonetheless, yet this understanding will likely contain errors or may be entirely false. It is important for educators to establish control tools in order to identify problems in learners’ grasp of the topic and introduce appropriate measures when needed. Therefore, reducing the extent of educators’ efforts to the mere reading of lectures would be wrong. Instead, the role of teachers in shaping students’ ability to develop their academic identity has to be reinforced. Thus, students will receive the support needed to gain appropriate skills and knowledge.
Eggen, P. & Kauchak, D. (2020). Using educational psychology in teaching. (11th ed.) Boston: Pearson Prentice Hall.