Learning Theory : Constructivism

Constructivism is the study of a learner's own construction of knowledge (Learning Theories, 2011c). This knowledge is constructed through one's own personal experiences and interactions with the outside world. The learner takes in new information and gives meaning to it using his or her own prior attitudes, beliefs, and experiences as references (Stavredes, 2011).

 

 

Learners are active participants in the construction of knowledge while the instructor serves as a facilitator. Two types of constructivism emerged beginning in the late 1970s. Lev Vygotsky introduced social constructivism, in which social interaction with others helps the learner put meaning to information. Vygotsky noted a Zone of Proximal Devleopment, in which learners can develop a certain level of meaning on their own but can grow even greater after interacting with classmates and instructors.

 

 

In 1985, Jean Piaget introduced cognitive constructivism, in which knowledge is constructed by either assimilation or accommodation. In assimilation, incoming information is associated with a schema, and in accommodation, incoming information does not match a schema. Thus, the schema must be changed to accommodate this conflict (Stavredes, 2011).

 

Strengths:

Constructivist activities are generally relevant to the learner and real-world based. Learners construct knowledge and meaning as they can relate the information to their own experiences, beliefs, and attitudes.

 

Weaknesses:

Individual experiences and attitudes can vary. A specific, desired outcome may not always be achieved when different people approach the problem or task.

 

Use of this theory:

Constructivism is best utilized when learners take control of the learning situation, such as in Problem-Based Learning. As learners engage themselves in an activity like this, they develop an understanding of the importance of the problem, comprehend the relevance of the topic, and construct knowledge through their experiences. It is more important to focus on the whole rather than the individual parts in constructivist learning (Stavredes, 2011).

 

Constructivism is sometimes misconstrued as a theory that compels students to reinvent the wheel, but instead, it implores students to attempt to learn how it functions and apply this to real-world learning. (Educational Broadcasting, 2004)