Constructivism As A Theory For Teaching and Learning

Constructivism as a theory for teaching and learning
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Constructivism as a theory for teaching and learning video
1. Theories
2. Constructivism
Constructivism as a theory for

teaching and learning
By Saul McLeod, published 2019
What is constructivism?
Constructivism is ‘an approach to learning that holds that people actively construct
or make their own knowledge and that reality is determined by the experiences of
the learner’ (Elliott et al., 2000, p. 256).
In elaborating constructivists’ ideas Arends (1998) states that constructivism believes in
personal construction of meaning by the learner through experience, and that meaning
is influenced by the interaction of prior knowledge and new events.
What are the principles of constructivism?

Knowledge is constructed, rather than innate, or passively absorbed
Constructivism's central idea is that human learning is constructed, that learners build
new knowledge upon the foundation of previous learning.
This prior knowledge influences what new or modified knowledge an individual will
construct from new learning experiences (Phillips, 1995).
Learning is an active process

The second notion is that learning is an active rather than a passive process.
The passive view of teaching views the learner as ‘an empty vessel’ to be filled with
knowledge, whereas constructivism states that learners construct meaning only through
active engagement with the world (such as experiments or real-world problem solving).
Information may be passively received, but understanding cannot be, for it must come
from making meaningful connections between prior knowledge, new knowledge, and
the processes involved in learning.
All knowledge is socially constructed

Learning is a social activity - it is something we do together, in interaction with each
other, rather than an abstract concept (Dewey, 1938).
For example, Vygotsky (1978), believed that community plays a central role in the
process of "making meaning." For Vygotsky, the environment in which children grow up
will influence how they think and what they think about.
Thus, all teaching and learning is a matter of sharing and negotiating socially
constituted knowledge.
For example, Vygotsky (1978) states cognitive development stems from social
interactions from guided learning within the zone of proximal development as children
and their partner's co-construct knowledge.
All knowledge is personal

Each individual learner has a distinctive point of view, based on existing knowledge and
values.
This means that same lesson, teaching or activity may result in different learning by
each pupil, as their subjective interpretations differ.
This principle appears to contradict the view the knowledge is socially constructed.
Fox (2001, p. 30) argues (a) that although individuals have their own personal
history of learning, nevertheless they can share in common knowledge, and (b) that
although education is a social process, powerfully influenced by cultural factors,
nevertheless cultures are made up of sub- cultures, even to the point of being
composed of sub-cultures of one. Cultures and their knowledge-base are constantly
in a process of change and the knowledge stored by individuals is not a rigid copy of
some socially constructed template. In learning a culture, each child changes that
culture.
Learning exists in the mind

The constructivist theory posits that knowledge can only exist within the human mind,
and that it does not have to match any real world reality (Driscoll, 2000).
Learners will be constantly trying to develop their own individual mental model of the
real world from their perceptions of that world.
As they perceive each new experience, learners will continually update their own mental
models to reflect the new information, and will, therefore, construct their own
interpretation of reality.
What are the three main types of

constructivism?
Typically, this continuum is divided into three broad categories: Cognitive constructivism
based on the work of Jean Piaget, social constructivism based on the work of Lev
Vygotsky, and radical constructivism.
According to the GSI Teaching and Resource Center (2015, p.5):
Cognitive constructivism states knowledge is something that is actively constructed
by learners based on their existing cognitive structures. Therefore, learning is
relative to their stage of cognitive development.
Cognitivist teaching methods aim to assist students in assimilating new information
to existing knowledge, and enabling them to make the appropriate modifications to
their existing intellectual framework to accommodate that information.
According to social constructivism learning is a collaborative process, and knowledge
develops from individuals' interactions with their culture and society. Social
constructivism was developed by Lev Vygotsky (1978, p. 57) who suggested that,
Every function in the child's cultural development appears twice: first, on the social
level and, later on, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological).
The notion of radical constructivism was developed by Ernst von Glasersfeld (1974) and
states that all knowledge is constructed rather than perceived through senses.
Learners construct new knowledge on the foundations of their existing knowledge.
However, radical constructivism states that the knowledge individuals create tells us
nothing about reality, and only helps us to function in your environment. Thus,
knowledge is invented not discovered.
The humanly constructed reality is all the time being modified and interacting to fit
ontological reality, although it can never give a ‘true picture’ of it. (Ernest, 1994, p. 8)
Constructivist approaches to teaching

Constructivist learning theory underpins a variety of student-centered teaching
methods and techniques which contrast with traditional education, whereby
knowledge is simply passively transmitted by teachers to students.
What is the role of the teacher in a constructivist classroom?

The primary responsibility of the teacher is to create a collaborative problem-solving
environment where students become active participants in their own learning.
From this perspective, a teacher acts as a facilitator of learning rather than an instructor.
The teacher makes sure he/she understands the students' preexisting conceptions, and
guides the activity to address them and then build on them (Oliver, 2000).
Scaffolding is a key feature of effective teaching, where the adult continually adjusts the
level of his or her help in response to the learner's level of performance.
In the classroom, scaffolding can include modeling a skill, providing hints or cues, and
adapting material or activity (Copple & Bredekamp, 2009).
What are the features of a constructivist classroom?

Tam (2000) lists the following four basic characteristics of constructivist learning
environments, which must be considered when implementing constructivist teaching
strategies:
1) Knowledge will be shared between teachers and students.
2) Teachers and students will share authority.
3) The teacher's role is one of a facilitator or guide.
4) Learning groups will consist of small numbers of heterogeneous studen

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Constructivism as a theory for teaching and learning

Remaining Time -8:18

Constructivism as a theory for

What are the principles of constructivism?

Learning is an active process

All knowledge is socially constructed

All knowledge is personal

Learning exists in the mind

What are the three main types of

Constructivist approaches to teaching

What is the role of the teacher in a constructivist classroom?

What are the features of a constructivist classroom?

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