Using a constructivist approach to teach history to Year 3 pupils

Abstract

This dissertation is a case study describing the design of two sets of lessons that focus on the same topic which is, 'The story of Fire and Light' taken from the primary Social Studies syllabus but taught with different approaches. One of these sets is conducted using the traditional approach while the other one using the constructive approach as part of 'New History' methods. The lessons following a constructive approach were designed on Scott's et. al. model (1987) as adapted by Huxford and Littledyke (1998). This model was also used by Vella (2001) during her intervention in primary school classrooms. It includes the following principles: orientation, elicitation/structuring, intervention/restructuring, review and application which give the basis for a constructivist format. These sets were implemented in two Year 3 mixed ability classrooms. Afterwards, the traditional and constructivist approaches were analysed by means of transcripts taken from group work and the reflective journal in order to examine which teaching method is the most effective in learning History skills and concepts. This dissertation clearly shows that children are not empty minds which have to be filled since they have their own experiences and thus, they can construct their own knowledge with the help of the teacher. History concepts and skills were identified in the constructive setting in contrast to the class taught with the traditional pedagogy whereby these concepts and skills were slightly apparent. On the basis of this study, the researcher suggested a number of recommendations which will help teachers to implement the constructivist approach in History teaching.