The objectives of this essay are to critically reflect on constructivist principles and how they relate to teaching and learning in science. This paper will firstly begin by analysing and justifying the lesson plan for supporting the children’s learning relating to these principles. The paper will then discuss Schulman’s (1987) 5 areas of subject knowledge; Subject content knowledge, Pedagogical content knowledge, Curriculum knowledge, general pedagogical knowledge and the knowledge of learners.
One of the most significant current discussions and one which is ongoing with the ever changing government and educational reforms are the ways in which children learn. Many theorists have argued that constructivist methods are best used when helping children to learn. In the last years, constructivism as an approach in education has a central position in didactical literature. The number of scientific articles and books on constructivism as a theory and as an approach in education is huge. Constructivist views about learning have gained acceptance among educators as a viable framework for understanding learning and developing models of effective teaching. In 1987 Lee Shulman published a paper in which he discussed the five areas of subject knowledge. Shulman categorised teacher’s knowledge base into the areas: content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge and the knowledge of learners. This paper will briefly analyse the areas put forward by Shulman which will link to constructivist principles and the given lesson plan. Constructivism is a theory of learning that will allow a teacher to understand the process of learning. A constructivist teacher ‘must be able to recognise, as well as stimulate, children’s interests.’ (De Vries et al 2002:21). In addition, like De Vries, Jean Piaget (1928) believed that ‘children have an innate capacity that helps them make sense of the work and that cognitive...