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Conceptual frameworks 1

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Constructivism: A Philosophy of Inquiry

The overarching theoretical framework that guides multiple aspects of this research is the

Theory of Constructivism and its Zone of Proximal Development (ZPD) (See Figure 1).

Figure 1. A philosophy of inquiry

Constructivism. Piaget developed constructivist theory based on his belief that

knowledge is built from the learner’s previous knowledge, regardless of their awareness of such

experience (Fischer, 1980; Wadsworth, 1996).In the classroom setting, the constructivist theory

is the core of student-centered pedagogy (Bergmann & Sams, 2015). The teachers facilitate

opportunities for students to constructknowledge and experiences based on what they have

learned (Phillips, 1995). Also, teachers encourage students to assess how the activities are

assisting them in improving their understanding. Therefore, the constructivist educator tends to

encourage students to build their knowledge from prior understanding by interaction with the

environment, social interaction, and active engagement (Fischer, 1980; Wadsworth, 1996). The

design of the flipped classroom reflects constructivism in that it shifts the instructions outside the

classroom and the assignments into the classroom, providing many opportunities for students to

engage in problem solving and sense-making. Thus, the flipped method reveres the traditional,

teacher-centered approach (Bergmann & Sams, 2012).

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A teacher can use a flipped classroom approach to enable the students to learn basic

concepts before coming to class, which increases students’ awareness of basic facts and further

enables them to use the class time to explore concepts deeplythereby constructing their

knowledge (Fischer, 1980). The flipped classroom method provides opportunities for the

students to collaborate, exchange knowledge, actively learn, and practicing. In its application,

teachers in flipped classrooms recognizes the central roles of students, as they are the center of

knowledge development. Students should also be perceived as the ones that actively construct

the knowledge. In the constructivist theory each person understands things differently; hence in

its application in a flipped classroom,teachers assess individual differences, thereby teaching

them based on their aptitude, which helps each student to construct their own unique knowledge

structure.

Students often express uniqueness in comprehending information, even when they are

placed in the same environment, and use the same reading materials and learning instructions.

This is because they do not come to the classroom with a blank state of mind (Shulman, 1986);

they have prior information about such topics. The role of the constructivist teacher using a

flipped classroom model is to facilitate and guide the student as they reflect upon their earlier

experiences. The flipped classroom model offers concrete experiences in the classroom from

which learners can explore patterns and construct new knowledge based on their prior

knowledge. Constructivism has implications for how teachers provide hands-on activities and

higher-order-thinking questions that provide students opportunities to construct knowledge. For

example, by learning how to teach with flipped classrooms, teachers learn how to introduce

instructions before class and how to use classroom time for engaging in problem-solving

activities. This allows students to employ prior knowledge and experiences from interaction with

instructions, to form new information during class hours. To effectively use a flipped strategyin a

constructivist approach, teachers should provide a flexible learning environment, create a new

learning culture, reorganize materials, and create a reflective practice.

The Zone of Proximal Development (ZPD). The Zone of Proximal Development (ZPD)

is one of the most critical applications of Vygotsky’s theory of education because teachers can

use the theory to guide early student development (Fani & Ghaemi, 2011; Leong & Bodrova,

1996; Vygotsky, 1987). ZPD is marked by the distance between developmental levels that are

determined by the level of potential development under adult guidance or in collaboration with

more capable peers (Chaiklin, 2003). This concept aids teachers in understanding what their

students can achieve through the assistance of a mediator, thus enabling teachers to help students

learn with support (Vygotsky, 1987). Vygotsky believed that both culture and social interactions

play a significant role in the maturation of students and their understanding of the surrounding

world (Fani & Ghaemi, 2011; Leong & Bodrova, 1996). Therefore, the levels of student skills,

knowledge, and learning can increase if the students work with each other under the guidance of

the teacher (Leong & Bodrova, 1996).

Having a teacher present to guide the learning process of students in the ZPD will help

students achieve the next level of understanding (Fani & Ghaemi, 2011). Within a flipped

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Constructivism: A Philosophy of Inquiry The overarching theoretical framework that guides multiple aspects of this research is the Theory of Constructivism and its Zone of Proximal Development (ZPD) (See Figure 1). Figure 1. A philosophy of inquiry Constructivism. Piaget developed constructivist theory based on his belief that knowledge is built from the learner’s previous knowledge, regardless of their awareness of such experience (Fischer, 1980; Wadsworth, 1996).In the classroom setting, the constructivist theory is the core of student-centered pedagogy (Bergmann & Sams, 2015). The teachers facilitate opportunities for students to constructknowledge and experiences based on what they have learned (Phillips, 1995). Also, teachers encourage students to assess how the activities are assisting them in improving their understanding. Therefore, the constructivist educator tends to encourage students to build their knowledge from prior understanding by interaction with the environment, social interaction, and active engagement (Fischer, 1980; Wadsworth, 1996). The design of the flipped classroom reflects constructivism in that it shifts the instructions outside the classroom and the assignments into the classroom, providing many opportunities for students to engage in problem solving and sense-making. Thus, the flipped method reveres the traditional, teacher-centered approach (Bergmann & Sams, 2012). A teacher can use a flipped classroom approach to enable the students to l ...
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