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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences,create mental representations, and incorporate new knowledge into theirschemas. This promotes deeper learning and understanding.
Constructivism Philosophy
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).
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).
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.John Deweyvalued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.
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.John Deweyvalued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.
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.
John Deweyvalued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.
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 thezone of proximal developmentas children and their partners co-construct knowledge.
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 thezone of proximal developmentas children and their partners co-construct knowledge.
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 thezone of proximal developmentas children and their partners co-construct knowledge.
All knowledge is personal.
Each individual learner has a distinctive point of view, based on existing knowledge and values.
This principle appears to contradict the view the knowledge is socially constructed.
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.
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.
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.
Types of Constructivism
Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work ofJean Piaget; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.
According to the GSI Teaching and Resource Center (2015, p.5):
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.
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).
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.
Radical constructivism also argues that there is no way to directly access an objective reality, and that knowledge can only be understood through the individual’s subjective interpretation of their experiences.
This theory asserts that individuals create their own understanding of reality, and that their knowledge is always incomplete and subjective.
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)
Constructivism Teaching Philosophy
What is the role of the teacher in a constructivist classroom?
Constructivism is a way of teaching where instead of just telling students what to believe, teachers encourage them to think for themselves. This means that teachers need to believe that students are capable of thinking and coming up with their own ideas. Unfortunately, not all teachers believe this yet in America.
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).
Scaffoldingis 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?
A constructivist classroom emphasizes active learning, collaboration, viewing a concept or problem from multiple perspectives, reflection, student-centeredness, and authentic assessment to promote meaningful learning and help students construct their own understanding of the world.
Tam (2000) lists the following four basic characteristics of constructivist learning environments, which must be considered when implementing constructivist teaching strategies:
Knowledge will be shared between teachers and students.
Teachers and students will share authority.
The teacher’s role is one of a facilitator or guide.
Learning groups will consist of small numbers of heterogeneous students.
Traditional ClassroomConstructivist ClassroomStrict adherence to a fixed curriculum is highly valued.Pursuit of student questions and interests is valued.Learning is based on repetition.Learning is interactive, building on what the student already knows.Teacher-centered.Student-centered.Teachers disseminate information to students; students are recipients of knowledge (passive learning).Teachers have a dialogue with students, helping students construct their own knowledge (active learning).Teacher’s role is directive, rooted in authority.Teacher’s role is interactive, rooted in negotiation.Students work primarily alone (competitive).Students work primarily in groups (cooperative) and learn from each other.
What are the pedagogical (i.e., teaching) goals of constructivist classrooms?
Honebein (1996) summarizes the seven pedagogical goals of constructivist learning environments:
Critical Evaluation
Constructivism promotes a sense of personal agency as students have ownership of their learning and assessment.
The biggest disadvantage is its lack of structure. Some students require highly structured learning environments to be able to reach their potential.
It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind, as without standardized grading teachers may not know which students are struggling.
Summary Tables
FAQs
What is constructivism in the philosophy of education?Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.
What is constructivism in the philosophy of education?
Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.
Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.
It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.
How would a constructivist teacher explain 1/3÷1/3?
They might engage students in hands-on activities, such as using manipulatives or visual representations, to explore the concept visually and tangibly.
References
Arends, R. I. (1998).Resource handbook. Learning to teach(4th ed.). Boston, MA: McGraw-Hill.
Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD.NDT Resource Center database.
Copple, C., & Bredekamp, S. (2009).Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
Dewey, J. (1938)Experience and Education. New York: Collier Books.
Driscoll, M. (2000).Psychology of Learning for Instruction. Boston: Allyn& Bacon
Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000).Educational psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-Hill College.
Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications.Hiroshima Journal of Mathematics Education, 2(1994), 2.
Fox, R. (2001).Constructivism examined.Oxford review of education, 27(1), 23-35.
Honebein, P. C. (1996).Seven goals for the design of constructivist learning environments. Constructivist learning environments:Case studies in instructional design,11-24.
Oliver, K. M. (2000). Methods for developing constructivism learning on the web.Educational Technology, 40(6)
Phillips, D. C. (1995).The good, the bad, and the ugly: The many faces of constructivism.Educational researcher, 24(7), 5-12.
Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning.Educational Technology and Society, 3(2).
Teaching Guide for GSIs. Learning: Theory and Research (2016). Retrieved fromhttp://gsi.berkeley.edu/media/Learning.pdf
von Glasersfeld, E. V. (1974).Piaget and the radical constructivist epistemology.Epistemology and education, 1-24.
von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concepts.Constructing mathematical knowledge: Epistemology and mathematics education,5-7.
Von Glasersfeld, E. (2013).Radical constructivism(Vol. 6). Routledge.
Vygotsky, L. S. (1978).Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Further Reading
Constructivist Teaching Methods
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
