Revisiting learning in a constructivist classroom: A phenomenography through photovoice
Background: Photovoice can be used as a pedagogical tool to help students describe how they understand a concept.
Purpose: See how students describe learning and show how phenomenography can be used in higher education teaching and learning.
Participants: Twelve second-year undergraduates in a Philippine university during the 2015-2016 school year
Research design: Phenomenography using photovoice
Data collection and analysis: Students in two sections wrote reflective descriptions of learning and took related photographs. These photo reflections were exhibited to students of a college. Of the fifteen participants whose photo reflections were chosen by vote, twelve participated in the study. The researchers identified themes in the reflections they shared during a focus group discussion.
Findings: Learning in a constructivist classroom was described as an experience, a goal, a process, and an expression.
Recommendations: Teachers could provide a reflection activity after each learning episode.
Author: Vivian B. Titular, Jerrylyn B. Magbuo
Keywords: constructivist classroom, reflection, reflective learning, phenomenography