Synthetic Reaching-Learning Model: A Contextualized Study

Wasim, Qazi and Madiha, Rehman and Khalid, Jamil Rawat (2007) Synthetic Reaching-Learning Model: A Contextualized Study. INTI Journal: Special Issue on Teaching and Learning. pp. 61-69. ISSN 1675-0284

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Abstract

This research study examines the possible implications of the constructivist model in the education system in Pakistan and particularly in the Province of Sindh. The study is based on the professional development program implemented by US-AID in Sindh, which is aimed at changing the teacher-centered pedagogical strategies. The current Teaching Learning practices deposit knowledge in the mind of the learner is just as person depositing money in a bank account. Interactive teaching and learning and other participative cognitive approaches are missing. In this study the prevailing learning-teaching practices in Pakistan are analyzed. The analysis is done to determine the causes of deterioration in the quality of education, and to develop an alternative learning model based on Neo-Piagetian-Constructivism. The three learning theories which have been evolved over the years namely the behaviourist, the congnitive and the constructivist are also discussed in comparison to each other. The paper suggests a paradigm shift needed from the directed model (Passive learner) to the constructivist model (Active learner). Moreover, the study identifies the mindset prevailing amongst the teachers, teacher educators and within professional development infrastructure as the core hindrance in the path of desired transformation. Accordingly, taking all aspects into consideration a synthetic model has been designed for application in Pakistan. This model has the special advantage of integrating the semiotic model with the constructivist approach using tools of information technology. The synthetic model presented in this paper assumes that (a) a smooth transition from teacher centered model to leaner centered model (b) course content and curriculum of Education Colleges/Institutes will have to be altered to accommodate the constructivist approach (c) in-service teachers have to go through a cycle of training for using the tools of technology in the teaching-learning process (d) technology based resource rooms are to be established in educational institutions (e) existing curriculum is to be transformed into model lesson plans for training of teachers, (f) partnership of public and private sectors in the implementation process will be needed.

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