Kagera – Mitihani ya Darasa la Tano | Terminal 2026 | Download All Subjects
Swahili Medium
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In relation to school experience, a commitment (conscious or not) to a Piagetian view of development would promote a curriculum which gives pupils many experiences to challenge and expand their existing thinking schemata, without direct instruction. A commitment to social constructivism would imply focused attention to designing learning experiences which are culturally valued. These include interaction with teachers and other learners and transformation of new ideas into one’s own ways of thinking. These experiences would also give children what their culture recognises as appropriate demonstration and support in progressing towards independent ability to achieve learning aims or solve problems. Wood, Bruner and Ross (1976) called this “scaffolding”.
Critical elements in effective learning and teaching drawn from the social constructivist tradition are: • the purposefulness and engaging/motivating nature of learning undertaken (there are links with Dewey’s arguments for practical involvement in “real life” learning and also with Gardner’s (1993) advocacy of “apprenticeship” learning in real life contexts); • the engagement of learners in collaborative thinking, discussion, problemsolving, using knowledge in new situations; • the modelling of such collaborative activity in teachers’ interactions with class, groups and individuals; • the provision of “scaffolding” support to help learners’ achieve independence, both in understanding ideas/concepts and in participating in active search for meaning alone and in collaboration with others.
SEED’s Ambitious Excellent Schools (2004) highlights in its opening statement the idea that school pupils are in the process of becoming rounded persons engaged in social and community life. It refers also to children and young people imagining the future and shaping their own and the community’s life as they pursue ambitions: “Our agenda for action is built on our belief in the potential of all young people and our commitment to help each of them realise that potential
