Book Review: In search of understanding: The case for constructivist classrooms

Abstract

In the book, In search of understanding: The case for constructivist classrooms, Brooks and Brooks discussed the concepts, challenges, and strategies for applying constructivism in classrooms in a clear and straightforward manner. The book itself is divided into three parts. In part one, the authors defined constructivism explaining that students construct meanings through a quest for understanding their experiences, as they pondered about the challenges of implementing constructivist in an education system that emphasizes achievements measured by test scores rather than meaning and understanding. Following, in the second part of the book, Brooks and Brooks addressed the main criticism of the constructivist approach as well as common challenges for its implementation. Lastly, in part three, the authors exemplified through teachers' journal entries the reasons that tend to influence on teachers' decision in not applying constructivism to their classrooms, as well as offered recommendations regarding school reform. The definitions and examples described throughout the book agree with theories regarding the psychological foundations of curriculum and instruction. Indeed, constructivism comprises the construction of meaningful and authentic learning experiences based on the learners' prior knowledge, interests, and motivation, favored by social interactions among students and mediated by the teacher (Huang, 2002; Ornstein & Hunkins, 2013; Parkay, Anctil, & Hass, 2014). Brooks and Brooks cited distinguished curriculum theorists and scholars in the field of education such as Bobbitt, Bruner, Dewey, Gardner, and Piaget to support their case as to why it is important to implement constructivism to American classrooms. In fact, this book differs from others particularly in the practical manner that it addressed constructivism; instead of presenting a theoretical discussion among constructivist theorists, it goes beyond by showing how teachers can apply it to their daily classroom practices. When Brooks and Brooks proposed practical examples of the constructivist approach being applied to different classes, contexts, contents, and grade levels, they built a bridge between theory and practice. Furthermore, they exemplified that constructivism must be lived and experienced to be understood; in other words, the best way to understand constructivism is through experience. By demonstrating the constructivist approach through examples, such as engaging students in experiments to understand concepts of physics, they tried to evoke the essence of constructivism itself, not as something static or dogmatic, but as a learning experience that is progressively built. In this sense, Brooks and Brooks invited readers to experiment the constructivist approach so that they can reach their own conclusions, rather than blindly trusting dry theories.

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