The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology

Abstract

The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student–centred constructivist approach to teaching and learning allows students to develop a web of self–constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this approach is illustrated with a case study relating to a series of academic skills tutorials for first–year psychology students. The tutorial materials, activities and teaching techniques were rated as more useful by students when delivered using constructivist principles. The use of constructivist techniques also enabled students to make larger gains in their essay grades over the course of the academic year. The implications of using such teaching methods in higher education are discussed.