International Journal of Applied Knowledge Management (ISSN: 1746-8167) Volume 1 Issue 1
National Institute of Education
Nanyang Technological University, Singapore
In attempting a paradigm shift away from traditional didactic teacher-centered learning environments, many reform-minded schools and academic institutions have designed curricula based upon constructivist principles of learning. However some educators with unfounded zest have interpreted this to literally mean that no prerequisite knowledge needs to be disseminated to learners at the onset of a lesson unit. Rather learners are left to construct, through their own independent endeavours, all forms of knowledge without giving due consideration to learners’ foundation knowledge bases and prior learning experiences. This has resulted in much confusion with many learners feeling frustrated in the course of learning and terminal learning objectives not being fully realized. In this paper, I have articulated a constructivist-powered framework that illuminates on the curricula design of teaching different types of knowledge within any scientific discipline and the instructional sequencing necessary for facilitating the construction of these categories of knowledge.