Constructivism (learning theory) - AbsoluteAstronomy.com

Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism

Constructionist learning

Constructionist learning is inspired by the constructivist theory that individual learners construct mental models to understand the world around them. However, constructionism holds that learning can happen most effectively when people are also active in making tangible objects in the real world...

, an educational theory developed by Seymour Papert

Seymour Papert

Seymour Papert is an MIT mathematician, computer scientist, and educator. He is one of the pioneers of artificial intelligence, as well as an inventor of the Logo programming language....

, inspired by constructivist and experiential learning

Experiential education

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is mistakenly used interchangeably with experiential learning...

ideas of Jean Piaget

Jean Piaget

Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"....

. Piaget's theory of constructivist learning has had wide ranging impact on learning theories

Learning theory (education)

In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views . Learning as a process focuses on what...

and teaching method

Teaching method

A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these...

s in education

Education

Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...

and is an underlying theme of many education reform

Education reform

Education reform is the process of improving public education. Small improvements in education theoretically have large social returns, in health, wealth and well-being. Historically, reforms have taken different forms because the motivations of reformers have differed.A continuing motivation has...

movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.

History

In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget

Jean Piaget

did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development

Cognitive development

Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult's point of...

and provided scientific evidence for his views. Today, constructivist theories are influential throughout much of the non-formal learning sector. One good example of constructivist learning in a non-formal setting is the Investigate Centre at The Natural History Museum, London. Here visitors are encouraged to explore a collection of real natural history specimens, to practice some scientific skills and make discoveries for themselves.
Writers who influenced constructivism include:

John Dewey
John Dewey
John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology...

(1859–1952)
Maria Montessori
Maria Montessori
Maria Montessori was an Italian physician and educator, a noted humanitarian and devout Catholic best known for the philosophy of education which bears her name...

(1870–1952)
Władysław Strzemiński (1893–1952)
Jean Piaget
Jean Piaget
Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"....

(1896–1980)
Lev Vygotsky
Lev Vygotsky
Lev Semyonovich Vygotsky was a Soviet psychologist, the founder of cultural-historical psychology, and the leader of the Vygotsky Circle.-Biography:...

(1896–1934)
Heinz von Foerster
Heinz von Foerster
Heinz von Foerster was an Austrian American scientist combining physics and philosophy. Together with Warren McCulloch, Norbert Wiener, John von Neumann, Lawrence J. Fogel, and others, Heinz von Foerster was an architect of cybernetics.-Biography:Von Foerster was born in 1911 in Vienna, Austria,...

(1911–2002)
George Kelly
George Kelly
-Writers, artists and performers:*George Kelly , American dramatist*George Kelly , American jazz tenor saxophonist, vocalist, arranger and bandleader...

(1905-1967)
Jerome Bruner
Jerome Bruner
Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...

(1915-)
Herbert Simon
Herbert Simon
Herbert Alexander Simon was an American political scientist, economist, sociologist, and psychologist, and professor—most notably at Carnegie Mellon University—whose research ranged across the fields of cognitive psychology, cognitive science, computer science, public administration, economics,...

(1916–2001)
Paul Watzlawick
Paul Watzlawick
Paul Watzlawick was an Austrian-American psychologist and philosopher. A theoretician in communication theory and radical constructivism, he has commented in the fields of family therapy and general psychotherapy...

(1921–2007)
Ernst von Glasersfeld
Ernst von Glasersfeld
Ernst von Glasersfeld was a philosopher, and Emeritus Professor of Psychology at the University of Georgia, Research Associate at the Scientific Reasoning Research Institute, and Adjunct Professor in the Department of Psychology at the University of Massachusetts, Amherst...

(1917–2010)
Edgar Morin
Edgar Morin
Edgar Morin is a French philosopher and sociologist born Edgar Nahoum in Paris on July 8, 1921. He is of Judeo-Spanish origin. He is known for the transdisciplinarity of his works.- Biography :...

(1921-)
Humberto Maturana
Humberto Maturana
Humberto Maturana is a Chilean biologist and philosopher. He is considered a member of the second wave of cybernetics, known for developing a theory of autopoiesis about the nature of reflexive feedback control in living systems.- Biography :After completing secondary school at the Liceo Manuel de...

(1928-)

For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology

Constructivist epistemology

Constructivist epistemology is an epistemological perspective in philosophy about the nature of scientific knowledge. Constructivists maintain that scientific knowledge is constructed by scientists and not discovered from the world. Constructivists claim that the concepts of science are mental...

Constructivist theory

Formalization of the theory of constructivism is generally attributed to Jean Piaget

Jean Piaget

, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke and is therefore unimportant as information about the world. In contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.

It is important to note that constructivism is not a particular pedagogy

Pedagogy

Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction....

. In fact, constructivism is a theory describing how learning happens, regardless of whether learners are using their experiences to understand a lecture or following the instructions for building a model airplane. In both cases, the theory of constructivism suggests that learners construct knowledge out of their experiences.

However, constructivism is often associated with pedagogic approaches that promote active learning

Active learning

Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners. Bonwell and Eison popularized this approach to instruction . This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher...

, or learning by doing. There are many critics of "learning by doing" (a.k.a "discovery learning") as an instructional strategy (e.g. see the criticisms below). While there is much enthusiasm for Constructivism as a design strategy, according to Tobias and Duffy "... to us it would appear that constructivism remains more of a philosophical framework than a theory that either allows us to precisely describe instruction or prescribe design strategies.(p.4)". This is unfortunate because there is quite a bit of promise to the educational philosophy behind constructivism, but constructivists seem to be having difficulties defining testable learning theories. In part this is due to Piaget's distrust of empirical methods and reliance upon the clinical method.

The learner as a unique individual

Social constructivism

Social constructivism is a sociological theory of knowledge that applies the general philosophical constructionism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings...

views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional. Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process (Wertsch 1997).

The importance of the background and culture of the learner

Social constructivism or socioculturalism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture or embedded worldview. Historical developments and symbol systems, such as language, logic, and mathematical systems, are inherited by the learner as a member of a particular culture and these are learned throughout the learner's life. This also stresses the importance of the nature of the learner's social interaction with knowledgeable members of the society. Without the social interaction with other more knowledgeable people, it is impossible to acquire social meaning of important symbol systems and learn how to utilize them. Young children develop their thinking abilities by interacting with other children, adults and the physical world. From the social constructivist viewpoint, it is thus important to take into account the background and culture of the learner throughout the learning process, as this background also helps to shape the knowledge and truth that the learner creates, discovers and attains in the learning process (Wertsch 1997).

The responsibility for learning

Furthermore, it is argued that the responsibility of learning should reside increasingly with the learner (Glasersfeld, 1989). Social constructivism thus emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive

Active learning

, receptive role. Von Glasersfeld (1989) emphasized that learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.

The Harkness Discussion Method

It is called the "Harkness" discussion method because it was developed at Phillips Exeter Academy

Phillips Exeter Academy

Phillips Exeter Academy is a private secondary school located in Exeter, New Hampshire, in the United States.Exeter is noted for its application of Harkness education, a system based on a conference format of teacher and student interaction, similar to the Socratic method of learning through asking...

with funds donated in the 1930s by Edward Harkness

Edward Harkness

Edward Stephen Harkness was an American philanthropist. He was born in Cleveland, Ohio, one of four sons to Stephen V. Harkness, a harness-maker who invested in the forerunner of Standard Oil, John D. Rockefeller's oil company. Harkness inherited a fortune from his father...

. This is also named after the Harkness table and involves students seated in a circle, motivating and controlling their own discussion.
The teacher acts as little as possible. Perhaps the teacher's only function is to observe, although he/she might begin or shift or even direct a discussion. The students get it rolling, direct it, and focus it. They act as a team, cooperatively, to make it work. They all participate, but not in a competitive way. Rather, they all share in the responsibility and the goals, much as
any members share in any team sport.
Although the goals of any discussion will change depending upon what's under discussion, some goals will always be the same: to illuminate the subject, to unravel its mysteries, to interpret and share and learn from other points of view, to piece together the puzzle using everyone's contribution. Discussion skills are important. Everyone must be aware of how to get this discussion rolling and keep it rolling and interesting. Just as in any sport, a number of skills are necessary to work on and use at appropriate times. Everyone is expected to contribute by using these skills.

The motivation for learning

Another crucial assumption regarding the nature of the learner concerns the level and source of motivation for learning. According to Von Glasersfeld (1989) sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. These feelings of competence and belief in potential to solve new problems, are derived from first-hand experience of mastery of problems in the past and are much more powerful than any external acknowledgment and motivation (Prawat and Floden 1994). This links up with Vygotsky’s "zone of proximal development

Zone of proximal development

“The zone of proximal development defines functions that have not matured yet, but are in a process of maturing. The zone of proximal development , often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help...

" (Vygotsky 1978) where learners are challenged within close proximity to, yet slightly above, their current level of development. By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges.

Instructors as facilitators

According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). Whereas a teacher gives a didactic

Didacticism

Didacticism is an artistic philosophy that emphasizes instructional and informative qualities in literature and other types of art. The term has its origin in the Ancient Greek word διδακτικός , "related to education/teaching." Originally, signifying learning in a fascinating and intriguing...

lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content. In the former scenario the learner plays a passive role and in the latter scenario the learner plays an active role in the learning process. The emphasis thus turns away from the instructor and the content, and towards the learner (Gamoran, Secada, & Marrett, 1998). This dramatic change of role implies that a facilitator needs to display a totally different set of skills than a teacher (Brownstein 2001). A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A facilitator should also be able to adapt the learning experience ‘in mid-air’ by taking the initiative to steer the learning experience to where the learners want to create value.

The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. This can be achieved by assuming multiple roles, such as consultant and coach.

A few strategies for cooperative learning include

Reciprocal Questioning: students work together to ask and answer questions
Jigsaw Classroom: students become "experts" on one part of a group project and teach it to the others in their group
Structured Controversies: Students work together to research a particular controversy (Woolfolk 2010)

Learning is an active, social process

Social constructivism, strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a social context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan & Kauchak, 2004). According to social constructivists, the process of sharing individual perspectives-called collaborative elaboration (Meter & Stevens, 2000)-results in learners constructing understanding together that wouldn't be possible alone (Greeno et al., 1996)

Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, hence the importance of encouraging guesswork and intuitive thinking in learners (Brown et al.1989; Ackerman 1996). In fact, for the social constructivist, reality is not something that we can discover because it does not pre-exist prior to our social invention of it. Kukla (2000) argues that reality is constructed by our own activities and that people, together as members of a society, invent the properties of the world.

Other constructivist scholars agree with this and emphasize that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that learning is a social process. He further states that learning is not a process that only takes place inside our minds, nor is it a passive development of our behaviors that is shaped by external forces and that meaningful learning occurs when individuals are engaged in social activities.

Vygotsky (1978) also highlighted the convergence of the social and practical elements in learning by saying that the most significant moment in the course of intellectual development occurs when speech and practical activity, two previously completely independent lines of development, converge. Through practical activity a child constructs meaning on an intra-personal level, while speech connects this meaning with the interpersonal world shared by the child and her/his culture.

Dynamic interaction between task, instructor and learner

A further characteristic of the role of the facilitator in the social constructivist viewpoint, is that the instructor and the learners are equally involved in learning from each other as well (Holt and Willard-Holt 2000). This means that the learning experience is both subjective and objective and requires that the instructor’s culture, values and background become an essential part of the interplay between learners and tasks in the shaping of meaning. Learners compare their version of the truth with that of the instructor and fellow learners to get to a new, socially tested version of truth (Kukla 2000). The task or problem is thus the interface between the instructor and the learner (McMahon 1997). This creates a dynamic interaction between task, instructor and learner. This entails that learners and instructors should develop an awareness of each other's viewpoints and then look to their own beliefs, standards and values, thus being both subjective and objective at the same time (Savery 1994).

Some studies argue for the importance of mentoring in the process of learning (Archee and Duin 1995; Brown et al. 1989). The social constructivist model thus emphasizes the importance of the relationship between the student and the instructor in the learning process.

Some learning approaches that could harbour this interactive learning include reciprocal teaching, peer collaboration, cognitive apprenticeship

Cognitive apprenticeship

Cognitive apprenticeship is a theory of the process where a master of a skill teaches that skill to an apprentice.Constructivist approaches to human learning have led to the development of a theory of cognitive apprenticeship...

, problem-based instruction, web quests, anchored instruction and other approaches that involve learning with others.

Collaboration among learners

Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth in a specific field (Duffy and Jonassen 1992).

Most social constructivist models, such as that proposed by Duffy and Jonassen (1992), also stress the need for collaboration among learners, in direct contradiction to traditional competitive approaches. One Vygotskian notion that has significant implications for peer collaboration, is that of the zone of proximal development

Zone of proximal development

. Defined as the distance between the actual developmental level

Developmental stage

One of the major controversies in developmental psychology centres around whether development is continuous or discontinuous. Stage theories of development rest on the assumption that development is a discontinuous process involving distinct stages which are characterised by qualitative differences...

as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers, it differs from the fixed biological nature of Piaget's stages of development

Theory of cognitive development

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to...

. Through a process of 'scaffolding' a learner can be extended beyond the limitations of physical maturation to the extent that the development process lags behind the learning process (Vygotsky 1978).

Learning by teaching (LdL) as constructivist method

Main article: Learning by teaching
Learning by teaching
In professional education, learning by teaching designates currently the method by Jean-Pol Martin that allows pupils and students to prepare and to teach lessons, or parts of lessons...

If students have to present and train new contents with their classmates, a non-linear process of collective knowledge-construction will be set up.

The importance of context

The social constructivist paradigm views the context in which the learning occurs as central to the learning itself (McMahon 1997).

Underlying the notion of the learner as an active processor is "the assumption that there is no one set of generalised learning laws with each law applying to all domains" (Di Vesta 1987:208). Decontextualised

Contextualism

Contextualism describes a collection of views in philosophy which emphasize the context in which an action, utterance, or expression occurs, and argues that, in some important respect, the action, utterance, or expression can only be understood relative to that context...

knowledge does not give us the skills to apply our understandings to authentic tasks because, as Duffy and Jonassen (1992) indicated, we are not working with the concept in the complex environment and experiencing the complex interrelationships in that environment that determine how and when the concept is used. One social constructivist notion is that of authentic or situated learning

Situated learning

Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a Community of practice. At its simplest, situated learning is learning that takes place in the same context in which it is applied...

, where the student takes part in activities directly relevant to the application of learning and that take place within a culture similar to the applied setting (Brown et al. 1989). Cognitive apprenticeship

Cognitive apprenticeship

has been proposed as an effective constructivist model of learning that attempts to "enculturate students into authentic practices through activity and social interaction in a way similar to that evident, and evidently successful, in craft apprenticeship" (Ackerman 1996:25).

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a way of assessing the true potential of learners that differs significantly from conventional tests. Here the essentially interactive nature of learning is extended to the process of assessment. Rather than viewing assessment as a process carried out by one person, such as an instructor, it is seen as a two-way process involving interaction between both instructor and learner. The role of the assessor becomes one of entering into dialogue with the persons being assessed to find out their current level of performance on any task and sharing with them possible ways in which that performance might be improved on a subsequent occasion. Thus, assessment and learning are seen as inextricably linked and not separate processes (Holt and Willard-Holt 2000).

According to this viewpoint instructors should see assessment as a continuous and interactive process that measures the achievement of the learner, the quality of the learning experience and courseware. The feedback created by the assessment process serves as a direct foundation for further development.

Knowledge should be discovered as an integrated whole

Knowledge should not be divided into different subjects or compartments, but should be discovered as an integrated whole

Emergence

In philosophy, systems theory, science, and art, emergence is the way complex systems and patterns arise out of a multiplicity of relatively simple interactions. Emergence is central to the theories of integrative levels and of complex systems....

(McMahon 1997; Di Vesta 1987).

This also again underlines the importance of the context in which learning is presented (Brown et al. 1989). The world, in which the learner needs to operate, does not approach one in the form of different subjects, but as a complex myriad of facts, problems, dimensions, and perceptions (Ackerman 1996).

Engaging and challenging the learner

Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This captures their motivation and builds on previous successes to enhance learner confidence (Brownstein 2001). This is in line with Vygotsky’s zone of proximal development

Zone of proximal development

, which can be described as the distance between the actual developmental level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers) (Vygotsky 1978).

Vygotsky (1978) further claimed that instruction is good only when it proceeds ahead of development. Then it awakens and rouses to life an entire set of functions in the stage of maturing, which lie in the zone of proximal development. It is in this way that instruction plays an extremely important role in development.

To fully engage and challenge the learner, the task and learning environment should reflect the complexity of the environment that the learner should be able to function in at the end of learning. Learners must not only have ownership of the learning

Active learning

or problem-solving process, but of the problem itself (Derry 1999).

Where the sequencing of subject matter is concerned, it is the constructivist viewpoint that the foundations of any subject may be taught to anybody at any stage in some form (Duffy and Jonassen 1992). This means that instructors should first introduce the basic ideas that give life and form to any topic or subject area, and then revisit and build upon these repeatedly. This notion has been extensively used in curricula.

It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999). Thus, the learning experience becomes a shared enterprise. The emotion

Emotion

Emotion is a complex psychophysiological experience of an individual's state of mind as interacting with biochemical and environmental influences. In humans, emotion fundamentally involves "physiological arousal, expressive behaviors, and conscious experience." Emotion is associated with mood,...

s and life

Life

Life is a characteristic that distinguishes objects that have signaling and self-sustaining processes from those that do not, either because such functions have ceased , or else because they lack such functions and are classified as inanimate...

contexts of those involved in the learning process must therefore be considered as an integral part of learning. The goal of the learner is central in considering what is learned (Brown et al. 1989; Ackerman 1996).

The structuredness of the learning process

It is important to achieve the right balance between the degree of structure and flexibility that is built into the learning process. Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings. A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth.

In adult learning

Constructivist ideas have been used to inform adult education

Adult education

Adult education is the practice of teaching and educating adults. Adult education takes place in the workplace, through 'extension' school or 'school of continuing education' . Other learning places include folk high schools, community colleges, and lifelong learning centers...

. Where pedagogy applies to the education of children, adults educators often speak instead of andragogy

Andragogy

Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations. Nowadays there exist mainly three...

. Methods must take account of differences in learning, due to the fact that adults have many more experiences and previously existing neurological structures.

Approaches based on constructivism stress the importance of mechanisms for mutual planning, diagnosis of learner needs and interests, cooperative learning climate, sequential activities for achieving the objectives, formulation of learning objectives based on the diagnosed needs and interests.

Personal relevance of the content, involvement of the learner in the process, and deeper understanding of underlying concepts are some of the intersections between emphases in constructivism and adult learning principles.

Pedagogies based on constructivism

Various approaches in pedagogy

Pedagogy

Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction....

derive from constructivist theory. They usually suggest that learning is accomplished best using a hands-on approach. Learners learn by experimentation, and not by being told what will happen, and are left to make their own inference

Inference

Inference is the act or process of deriving logical conclusions from premises known or assumed to be true. The conclusion drawn is also called an idiomatic. The laws of valid inference are studied in the field of logic.Human inference Inference is the act or process of deriving logical conclusions...

s, discoveries and conclusions.

Research and evidence supporting constructivism

Hmelo-Silver, Duncan, & Chinn cite several studies supporting the success of the constructivist problem-based

Problem-based learning

Problem-based learning is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems...

and inquiry learning methods. For example, they describe a project called GenScope, an inquiry-based

Inquiry-based learning

Inquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching....

science software application. Students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.

Hmelo-Silver et al. also cite a large study by Geier on the effectiveness of inquiry-based science for middle school students, as demonstrated by their performance on high-stakes standardized tests. The improvement was 14% for the first cohort of students and 13% for the second cohort. This study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students.

Guthrie et al. (2004) compared three instructional methods for third-grade reading: a traditional approach, a strategies instruction only approach, and an approach with strategies instruction and constructivist motivation techniques including student choices, collaboration, and hands-on activities. The constructivist approach, called CORI (Concept-Oriented Reading Instruction), resulted in better student reading comprehension, cognitive strategies, and motivation.

Jong Suk Kim found that using constructivist teaching methods for 6th graders resulted in better student achievement than traditional teaching methods. This study also found that students preferred constructivist methods over traditional ones. However, Kim did not find any difference in student self-concept or learning strategies between those taught by constructivist or traditional methods.

Doğru and Kalender compared science classrooms using traditional teacher-centered approaches to those using student-centered, constructivist methods. In their initial test of student performance immediately following the lessons, they found no significant difference between traditional and constructivist methods. However, in the follow-up assessment 15 days later, students who learned through constructivist methods showed better retention of knowledge than those who learned through traditional methods.

Criticism of educational constructivism

Several cognitive psychologists and educators have questioned the central claims of constructivism. It is argued that constructivist theories are misleading or contradict known findings. Matthews (1993) attempts to sketch the influence of constructivism in current mathematics and science education, aiming to indicate how pervasive Aristotle's empiricist epistemology is within it and what problems constructivism faces on that account.

In the neo-Piagetian theories of cognitive development

Neo-Piagetian theories of cognitive development

Jean Piaget's theory of cognitive development has been criticized on many grounds. One criticism is concerned with the very nature of development itself. It is suggested that Piaget's theory does not explain why development from stage to stage occurs. The theory is also criticized for ignoring...

it is maintained that learning at any age depends upon the processing and representational resources available at this particular age. That is, it is maintained that if the requirements of the concept to be understood exceeds the available processing efficiency and working memory

Working memory

Working memory has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for further information processing...

resources then the concept is by definition not learnable. Therefore, no matter how active a child is during learning, to learn the child must operate in a learning environment that meets the developmental and individual learning constraints that are characteristic for the child's age and this child's possible deviations from her age's norm. If this condition is not met, construction goes astray.

Several educators have also questioned the effectiveness of this approach toward instructional design, especially as it applies to the development of instruction for novices (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). While some constructivists argue that "learning by doing" enhances learning, critics of this instructional strategy argue that little empirical evidence exists to support this statement given novice learners (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Sweller and his colleagues argue that novices do not possess the underlying mental models, or "schemas" necessary for "learning by doing" (e.g. Sweller, 1988). Indeed, Mayer (2004) reviewed the literature and found that fifty years of empirical data do not support using the constructivist teaching technique of pure discovery; in those situations requiring discovery, he argues for the use of guided discovery instead.

Mayer (2004) argues that not all teaching techniques based on constructivism are efficient or effective for all learners, suggesting many educators misapply constructivism to use teaching techniques that require learners to be behaviorally active. He describes this inappropriate use of constructivism as the "constructivist teaching fallacy". "I refer to this interpretation as the constructivist teaching fallacy because it equates active learning with active teaching." (Mayer, 2004, p. 15). Instead Mayer proposes learners should be "cognitively active" during learning and that instructors use "guided practice."

In contrast, Kirschner et al. (2006) describe constructivist teaching methods as "unguided methods of instruction." They suggest more structured learning activities for learners with little to no prior knowledge. Slezak states that constructivism "is an example of fashionable but thoroughly problematic doctrines that can have little benefit for practical pedagogy or teacher education." Constructivist Foundations 6(1): 102–111 and similar views have been stated by Meyer, Boden, Quale and others.

Kirschner et al. group a number of learning theories together (Discovery, Problem-Based, Experiential, and Inquiry-Based learning)and stated that highly scaffolded constructivist methods like problem-based learning and inquiry learning are ineffective. Kirschner et al. described several research studies that were favorable to problem-based learning given learners were provide some level of guidance and support.

A rebuttal to the criticisms of Kirschner, Sweller, and Clark

While there are critics of the Kirschner, Sweller, and Clark article, Sweller and his associates have written in their articles about:

instructional designs for producing procedural learning (learning as behavior change) (Sweller, 1988);
their grouping of seemingly disparate learning theories (Kirschner et al., 2006) and;
a continuum of guidance beginning with worked examples that may be followed by practice, or transitioned to practice (Kalyuga, Ayres, Chandler, and Sweller, 2003; Renkl, Atkinson, Maier, and Staley, 2002)

Kirschner et al. (2006) describe worked examples as an instructional design solution for procedural learning. Clark, Nguyen, and Sweller (2006) describe this as a very effective, empirically validated method of teaching learners procedural skill acquisition. Evidence for learning by studying worked-examples, is known as the worked-example effect

Worked-example effect

The worked-example effect is a learning effect predicted by cognitive load theory . According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects"The worked-example effect is a learning effect predicted by cognitive load theory (Sweller,...

and has been found to be useful in many domains [e.g. music, chess, athletics (Atkinson, Derry, Renkl, & Wortham, 2000); concept mapping (Hilbert & Renkl, 2007); geometry (Tarmizi and Sweller, 1988); physics, mathematics, or programming (Gerjets, Scheiter, and Catrambone, 2004).

Kirschner et al. (2006) describe why they group a series of seemingly disparate learning theories (Discovery, Problem-Based, Experiential, and Inquiry-Based learning). The reasoning for this grouping is because each learning theory promotes the same constructivist teaching technique—"learning by doing." While they argue "learning by doing" is useful for more knowledgeable learners, they argue this teaching technique is not useful for novices. Mayer states that it promotes behavioral activity too early in the learning process, when learners should be cognitively active (Mayer, 2004).

In addition, Sweller and his associates describe a continuum of guidance, starting with worked examples to slowly fade guidance. This continuum of faded guidance has been tested empirically to produce a series of learning effects: the worked-example effect

Worked-example effect

(Sweller and Cooper, 1985), the guidance fading effect (Renkl, Atkinson, Maier, and Staley, 2002), and the expertise-reversal effect (Kalyuga, Ayres, Chandler, and Sweller, 2003).

Criticism of discovery-based teaching techniques

Mayer (2004) argues against discovery-based teaching techniques and provides an extensive review to support this argument. Mayer's arguments are against pure discovery, and are not specifically aimed at constructivism: "Nothing in this article should be construed as arguing against the view of learning as knowledge construction or against using hands-on inquiry or group discussion that promotes the process of knowledge construction in learners. The main conclusion I draw from the three research literatures I have reviewed is that it would be a mistake to interpret the current constructivist view of learning as a rationale for reviving pure discovery as a method of instruction."

Mayer's concern is how one applies discovery-based teaching techniques. He provides empirical research as evidence that discovery-based teaching techniques are inadequate. Here he cites this literature and makes his point “For example, a recent replication is research showing that students learn to become better at solving mathematics problems when they study worked-out examples rather than when they solely engage in hands-on problem solving (Sweller, 1999). Today’s proponents of discovery methods, who claim to draw their support from constructivist philosophy, are making inroads into educational practice. Yet a dispassionate review of the relevant research literature shows that discovery-based practice is not as effective as guided discovery.” (Mayer, 2004, p. 18)

Mayer’s point is that people often misuse constructivism to promote pure discovery-based teaching techniques. He proposes that the instructional design recommendations of constructivism are too often aimed at discovery-based practice (Mayer, 2004). Sweller (1988) found evidence that practice by novices during early schema acquisition, distracts these learners with unnecessary search-based activity, when the learner's attention should be focused on understanding (acquiring schemas).

The study by Kirschner et al. from which the quote at the beginning of this section was taken has been widely cited and is important for showing the limits of minimally-guided instruction. Hmelo-Silver et al. responded, pointing out that Kirschner et al. conflated constructivist teaching techniques such as inquiry learning with "discovery learning". (See the preceding two sections of this article.) This would agree with Mayer's viewpoint that even though constructivism as a theory and teaching techniques incorporating guidance are likely valid applications of this theory, nevertheless a tradition of misunderstanding has led to some question "pure discovery" techniques.

The math wars and discovery-based teaching techniques

The math wars

Math wars

Math wars is the debate over modern mathematics education, textbooks and curricula in the United States that was triggered by the publication in 1989 of the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics and subsequent development and...

controversy in the United States is an example of the type of heated debate that sometimes follows the implementation of constructivist-inspired curricula in schools. In the 1990s, mathematics textbooks based on new standards largely informed by constructivism were developed and promoted with government support. Although constructivist theory does not require eliminating instruction entirely, some textbooks seemed to recommend this extreme. Some parents and mathematicians protested the design of textbooks that omitted or de-emphasized instruction of standard mathematical methods. Supporters responded that the methods were to be eventually discovered under direction by the teacher, but since this was missing or unclear, many insisted the textbooks were designed to deliberately eliminate instruction of standard methods. In one commonly adopted text, the standard formula for the area of a circle is to be derived in the classroom, but not actually printed in the student textbook as is explained by the developers of CMP

Connected Mathematics

Connected Mathematics is a comprehensive, problem-centered curriculum designed for all students in grades 6-8 based on the NCTM standards. The curriculum was developed by the at Michigan State University and funded by the National Science Foundation....

: "The student role of formulating, representing, clarifying, communicating, and reflecting on ideas leads to an increase in learning. If the format of the texts included many worked examples, the student role would then become merely reproducing these examples with small modifications."

Similarly, this approach has been applied to reading with whole language

Whole language

Whole language describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction. It is often contrasted with phonics-based methods of teaching reading and writing which emphasize instruction for decoding and spelling. However, from whole language...

and inquiry-based

Inquiry-based learning

Inquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching....

science that emphasizes the importance of devising rather than just performing hands-on experiments as early as the elementary grades (traditionally done by research scientists), rather than studying facts. In other areas of curriculum such as social studies and writing are relying more on "higher order thinking skills" rather than memorization of dates, grammar or spelling rules or reciting correct answers.

Constructivist learning environments? ...for which learners?

During the 1990s, several theorists began to study the cognitive load

Cognitive load

The term cognitive load is used in cognitive psychology to illustrate the load related to the executive control of working memory . Theories contend that during complex learning activities the amount of information and interactions that must be processed simultaneously can either under-load, or...

of novices (those with little or no prior knowledge of the subject matter) during problem solving. Cognitive load theory was applied in several contexts (Paas, 1992; Moreno & Mayer, 1999; Mousavi, Low, & Sweller, 1995; Chandler and Sweller, 1992; Sweller & Cooper, 1985; Cooper & Sweller, 1987). Based on the results of their research, these authors do not support the idea of allowing novices to interact with ill-structured learning environments. Ill-structured learning environments rely on the learner to discover problem solutions (Jonassen, 1997). Jonassen (1997) also suggested that novices be taught with "well-structured" learning environments.

Jonassen (1997) also proposed well-designed, well-structured learning environments provide scaffolding for problem-solving. Finally both Sweller and Jonassen support problem-solving scenarios for more advanced learners (Jonassen, 1997; Kalyuga, Ayres, Chandler, and Sweller, 2003).

Sweller and his associates even suggest well-structured learning environments, like those provided by worked examples, are not effective for those with more experience—this was later described as the "expertise reversal effect

Expertise reversal effect

The expertise reversal effect is related to cognitive load theories of learning. It states that guidance provided to experts can hinder their ability to learn: "learners would have to relate and reconcile the related components of available long-term memory base and externally provided guidance...

" (Kalyuga et al., 2003). Cognitive load theorists suggest worked examples initially, with a gradual introduction of problem solving scenarios; this is described as the "guidance fading effect" (Renkl, Atkinson, Maier, and Staley, 2002; Sweller, 2003). Each of these ideas provides more evidence for Anderson's ACT-R framework (Clark & Elen, 2006). This ACT-R

ACT-R

ACT-R is a cognitive architecture mainly developed by John Robert Anderson at Carnegie Mellon University. Like any cognitive architecture, ACT-R aims to define the basic and irreducible cognitive and perceptual operations that enable the human mind....

framework suggests learning can begin with studying examples.

Finally Mayer states: "Thus, the contribution of psychology is to help move educational reform efforts from the fuzzy and unproductive world of educational ideology—which sometimes hides under the banner of various versions of constructivism—to the sharp and productive world of theory-based research on how people learn." (Mayer, 2004, p. 18).

Confusion between constructivist and maturationist views

Many people confuse constructivist with maturationist views. The constructivist (or cognitive-developmental) stream "is based on the idea that the dialectic

Dialectic

Dialectic is a method of argument for resolving disagreement that has been central to Indic and European philosophy since antiquity. The word dialectic originated in Ancient Greece, and was made popular by Plato in the Socratic dialogues...

or interactionist process of development and learning through the student's active construction should be facilitated and promoted by adults" (DeVries et al., 2002). Whereas, "The romantic maturationist stream is based on the idea that the student's naturally occurring development should be allowed to flower without adult interventions in a permissive environment" (DeVries et al., 2002). In other words, adults play an active role in guiding learning in constructivism, while they are expected to allow children to guide themselves in maturationism.

Social constructivism

In recent decades, constructivist theorists have extended the traditional focus on individual learning to address collaborative and social dimensions of learning. It is possible to see social constructivism as a bringing together of aspects of the work of Piaget

Jean Piaget

with that of Bruner

Jerome Bruner

Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...

and Vygotsky

Lev Vygotsky

Lev Semyonovich Vygotsky was a Soviet psychologist, the founder of cultural-historical psychology, and the leader of the Vygotsky Circle.-Biography:...

(Wood 1998: 39). The term Communal constructivism was developed by Leask and Younie (2001) through their research on the European School Net project which demonstrated the value of peer to peer learning i.e. communal construction of new knowledge rather than social construction of knowledge as described by Vygotsky where there is a learner to teacher scaffolding relationship. Bryn Holmes in 2001 applied this to student learning as described in an early paper, "in this model, students will not simply pass through a course like water

Water

Water is a chemical substance with the chemical formula H2O. A water molecule contains one oxygen and two hydrogen atoms connected by covalent bonds. Water is a liquid at ambient conditions, but it often co-exists on Earth with its solid state, ice, and gaseous state . Water also exists in a...

through a sieve

Sieve

A sieve, or sifter, separates wanted elements from unwanted material using a woven screen such as a mesh or net. However, in cooking, especially with flour, a sifter is used to aerate the substance, among other things. A strainer is a type of sieve typically used to separate a solid from a liquid...

but instead leave their own imprint in the learning process."

Influence on computer science

Constructivism has influenced the course of programming and computer science. Some famous programming language

Programming language

A programming language is an artificial language designed to communicate instructions to a machine, particularly a computer. Programming languages can be used to create programs that control the behavior of a machine and/or to express algorithms precisely....

s have been created, wholly or in part, for education

Education

al use, to support the constructionist theory of Seymour Papert

Seymour Papert

Seymour Papert is an MIT mathematician, computer scientist, and educator. He is one of the pioneers of artificial intelligence, as well as an inventor of the Logo programming language....

. These languages have been dynamically typed, and reflective

Reflection (computer science)

In computer science, reflection is the process by which a computer program can observe and modify its own structure and behavior at runtime....

. Logo is the best known of them.

External links

A journey into Constructivism by Martin Dougiamas, 1998-11.
Cognitively Guided Instruction reviewed on the Promising Practices Network
Sample Online Activity Objects Designed with Constructivist Approach (2007)
Liberal Exchange learning resources offering a constructivist approach to learning English as a second/foreign language (2009)
Definition of Constructivism by Martin Ryder (a footnote to the book chapter The Cyborg and the Noble Savage where Ryder discusses One Laptop Per Child's XO laptop from a constructivist educator's point of view)

The source of this article is wikipedia, the free encyclopedia. The text of this article is licensed under the GFDL.

History

Constructivist theory

The learner as a unique individual

The importance of the background and culture of the learner

The responsibility for learning

The Harkness Discussion Method

The motivation for learning

Instructors as facilitators

Learning is an active, social process

Dynamic interaction between task, instructor and learner

Collaboration among learners

Learning by teaching (LdL) as constructivist method

The importance of context

Knowledge should be discovered as an integrated whole

Engaging and challenging the learner

The structuredness of the learning process

In adult learning

Pedagogies based on constructivism

Research and evidence supporting constructivism

Criticism of educational constructivism

A rebuttal to the criticisms of Kirschner, Sweller, and Clark

Criticism of discovery-based teaching techniques

The math wars and discovery-based teaching techniques

Constructivist learning environments? ...for which learners?

Confusion between constructivist and maturationist views

Social constructivism

Influence on computer science

See also

Further reading

External links