Learning Design for the Classrooms of Nepal: A Constructivist Approach to Learning Science

Abstract

Academicians and practitioners have been addressing the theories of learning and instruction with the aim of understanding learning. Increased understanding of learning should, in turn, enhance the capability to design instruction and lead to more effective learning process. Social debates in education demands understanding of the complex learning needs of socio-cultural and linguistically diverse learners in Nepal today. There is, therefore, a need for analysis of the current thinking in cognitive learning and learning design theories from the perspective of constructivism. The exploration of effective practice to facilitate the task of designing learning environments seemed vital in this context. It was felt relevant to learn more about the implication of constructivism in different dimensions of pedagogic processes with reference to Nepal. This study analyzed the constructivist perspective on learning delivery systems, learning style preference, and learning environments within a framework. This analysis was employed in the development of a secondary level school science studies premised upon the ideology that students employ intellectual tools at different stages of maturation for understanding specific subject knowledge. The resulting learning design for students contains the fundamental elements of constructivism, how these elements manifest themselves in a curriculum, appropriate learning strategies, and methods for evaluation. The research attempted contributing to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contents and contexts. The statement of the problem was stated as– How Can a Framework of Learning be Designed and Developed that Accommodates Learning Style Principles, ii Constructivist Perspectives on Learning, and Instructional Design Principles? Following an extensive literature survey, the researcher synthesized an integrated framework of learning theories and instructional design practice from the cognitive family. Using qualitative study, supported by quantitative approach, mixed methods were undertaken applying the elements of the framework as an inquiry tool to determine what they reveal about the practice of effective and motivational learning. The framework of data analysis was based on Expert Science Teaching Educational Evaluation Model (ESTEEM), Kolb’s Learning Style Inventories (KLSI) and sheltered instructional protocols. Information from the evaluations of the learning events was then used to further examine in-depth the theories that may differ in context and content, distinguishing particularly between well-structured and ill structured domains. The study attempted to synthesize a model with interplay of constructivism, learning style principles and the recent practices of learning design. The main achievement of the research study was to contribute towards generation of new knowledge for further modification of constructivist learning design principles with reference to Nepalese perspective. During the study, the constructivist-based teaching strategies were being used in the secondary level science classrooms, and constructivist teaching was evidenced that helped secondary level students understand science. The learning style preferences were found polarized in converging category and the balanced scheme was felt needed. The learning styles within the sub styles were recognized in the classroom. Learning strategies developed on the basis of learning style preferences enhanced the students’ ability to learn science more effectively. The learning design was found learner friendly and appreciated by the learners. The findings suggested that learning through concrete experience engaged iii students in learning the content and enriched student’s knowledge through theoretical models. The research has also explored the significance and implications of the present study to assess the existing theories for designing learning strategies. The study concluded in a discussion concerning the implications of coupling constructivist theory with the strengths of science learning, and the impact this union has on curriculum design, learning design/ facilitation, classroom management, assessment of learning, and policy formulation.