Supporting Constructivist Knowledge-Building by Teaching for "Relevance"

• In Event: Constructivist Theory, Research, and Practice: Perspectives and Insights From Preschool Through Adulthood

Abstract

This paper is based on a longitudinal study of 20 elementary (K-8) teachers, especially in their thirteenth year of teaching. All placed strong emphasis on teaching for relevance, giving a variety of reasons: e.g., student engagement; depth of real world understanding; and personal life development. They also described feasible strategies for teaching for relevance, despite current “cover and test” pressures. Some focused more on real-world understanding than way-of-life development. In this paper we discuss the need for a balance between these two types of relevance; and the importance of relevance of both kinds in providing a basis for students to construct knowledge that is useful across the whole of their life.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto/OISE

• Yiola Cleovoulou, University of Toronto

• Mira Gambhir, Branksome Hall

• Saewan Koh, University of Toronto

• Belinda Monique Longe, Toronto District School Board

• Shelley Murphy, OISE/University of Toronto

• Elizabeth Rosales, University of Toronto - OISE

• Kirsten Tenebaum, OISE/University of Toronto