Constructivist Learning Theory
Constructive learning states that learners can build their own information and
understanding in their mind. It is not a passive way of learning but it is experiencing,
creating mental process, bound the new information (knowledge) to the one in their
schemas. It is a way of deep learning and understanding. In constructive approach ,
learners can construct their learning with hands on experiences , real world problem
solving ,or pre-known information schemas.
Arends (1998) states that constructivism believes in the personal construction of
meaning by the learner through experience and that meaning is influenced by the
interaction of prior knowledge and new events.
The information is not absorbed passively or not taken innately. Learners take an
active role to build new knowledge onto the previous learning.
In passive teaching process , learners are seen as an empty vessel who can be filled
with knowledge . on the other hand, constructivism offers teachers to take action in
learners’ view and engage the students into the learning process with experiments
and problem solving ways. In teaching and learning , information can be received
passively but understanding must be meaningful for students .
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.
Constructivism Types ; Teachers and Learners Roles in Learning
Environment
There are typically three constructivism ; cognitive , social and radical .
Cognitive constructivism says that th information is constructed by learners on the
existing structures. In teaching model of cognitivist form , the teacher has the role of
assisting students to assimilate the new knowledge to the existing one.
In social constructivsm, learning process happens in a collaborative environment and
the learner interacts in cultural and social contents.
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).”
In radical constructivism , learners construct knowledge through senses. It is
invented by the students or learners not discovered.
In social constructivism , the teacher provides opportunities to create social
interactions and the learners participate this collaborative process actively.
In cognitive constructivism the teacher presents information and the learner
constracts it n mental process as a problem solver.
In radical constructivism ,the teacher encourages the learners by asking questions
and the learners reach the information and reality subjectively.
Results of the research
In the constructive classroom , teaching style must be sycronized with active
learning. Teacher must encourage the students to think about their learning styles
and come up with their own opinions.
Teachers are the facilators and guiaders of the learning environment whereas the
students are builders who takes their own responsibility of learning. Knowledge,
authority and responsibility must be shared between teachers and learnersin
constructive learning environment.
References
Constructivism Learning Theory & Philosophy of Education By Saul McLeod, PhD
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.
Dewey, J. (1938) Experience and Education. New York: Collier Books.
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.
von Glasersfeld, E. V. (1974). Piaget and the radical constructivist
epistemology. Epistemology and education, 1-24.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
