Constructivism as a Learning Theory

Background A method of teaching that accepts the idea that knowledge is not “learned;” rather, it is constructed. students are neither tabula rasa to be “written upon” nor empty containers to be filled learning is a process of the student, not the teacher A method of teaching that sees the students as actors rather than spectators. Age-appropriate learning attributed to Piaget, Vigotsky, and others.

Constructivism is set of assumptions about the nature of learning that guides teaching practice. values developmentally-appropriate facilitator-supported learning that is initiated and directed by the learner.

The Nature of the Learner The learner is a unique individual Background and culture of the learner influences learning The responsibility for learning resides with the learner Motivation for learning is internal - depends strongly on confidence and capacity (zone of proximal development)

Role of the Instructor Instructors facilitate student learning: Prepare situations under which students can learn Provide instructional materials Help clarify student thinking through appropriate classroom dialogues Set the rules of social interaction Maintains a suitable classroom atmosphere that encourages learning Instructor provides culture, values, context, background, and assessment.

Nature of the Learning Process Learning is an active, social process. There is no generalizable learning process; there is no “one size fits all” learning theory. Learning results from a collaboration between learners - each contributing his or her own knowledge and insights.

Why Constructivism? Expository approaches might work in the classroom setting, but resistance is evident ex post facto in out-of-class experiences. Constructivism rejects the notion that one can simply pass on information to learners, expect that a understanding will result, and that a lasting impression will be made.

The Good Students learn best when they construct new meaning for themselves. Lasting impressions can be made and actual learning can take place. Students can come to know how science works by observing first hand and participating directly in the scientific process. Constructivism is consistent with discovery, inquiry, and cooperative learning.

The Bad The problems of personal relativism and hyper-incredulity. Science is a public discipline, not to private reality. Justification of knowledge is a socio-political process of consensus building.