Constructivism & Its curriculum

This week's subject was also the constructivist perspective and its curriculum. We focused on constructivism in terms of the constructivist curriculum model for science. We tried to find the answers of these questions;

If students and teachers together construct or enact their own curricula, what are the consequences in terms of curriculum theory and practice?

What is the state of practice with respect to teaching and learning from a constructivist point of view?

Instead, constructivism promotes using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving. In a Constructivist curriculum the role of the teacher becomes one of a facilitator, a 'guide on the side'. The student becomes the active 'meaning-maker'. I mean that, constructive teaching is based on the belief that students learn best when they gain knowledge through exploration and active learning. Hands-on materials are used instead of textbooks, and students are encouraged to think and explain their reasoning instead of memorizing and reciting facts. Education is centered on themes and concepts and the connections between them, rather than isolated information.

We also focused on three general question:
1) How can I make it move?
2) How can I make it change?
3) How does it fit or how do I fit
these questions are for an early childhood science education curriculum from a constructivist perspective.

I also learned from this lesson that children are asking two sorts of questions:
wonder,
puzzlement.

In the laboratory hours, first group did experiments which were used to explain weather. Experiments were very good-prepared and enjoyable.
Second group tried to inform us about the reason of landslide, how a salty water holds an egg up and make it float on water. They were also very successful and enjoyable.

I learned these words:
congruent: identical, corresponding or in agreement,
inquiry: exploration, investigation or questioning,
incline: slope, grade or slant.