5Es Learning Model of Constructivism and The Classroom Environment for Critical Thinking in Nigeria

Abstract

Constructivism is a concept that has been widely embraced by many teachers over the years, in many countries of the world. However, the meanings that are attached to this term and the understanding and compliance with the principles and requirements for appropriate classroom learning environment are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism learning environment means and its requirements for the appropriate classroom learning environment particularly as prescribed by the 5Es model of the theory to prepare their classroom settings; lesson objectives and to appropriately teach and evaluate their learners by employing its tenets and principles knowledgeably and effectively. This paper explicates some of the theoretical background of constructivism in accordance with the principles of 5Es model and then presents a detailed study and description of classroom learning environment in Nigeria in which a traditional classroom lesson and a constructivist environment are described and analyzed. The study was descriptive qualitive design using observation as the instrument of data collection from five purposefully selected schools (research sites). Fieldnotes were developed from the observation and thematically analysed. The learning environments were found to have grossly fall short of the requirements of 5Es model of constructivism learning environment particularly for promoting critical thinking.