What is Constructivism?
Constructivism is a prominent learning theory that posits learners actively construct knowledge rather than passively absorbing information. This perspective emphasizes that individuals create their own understanding and interpretation of the world through experiences and reflections. As learners encounter new information, they connect it to their existing knowledge framework, or schemas, adapting and building upon these frameworks.
Central to constructivism are the processes of assimilation and accommodation:
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Assimilation is the process of integrating new information into existing schemas without significantly altering them. Imagine a child who knows that birds fly. They see a new flying insect and assimilate it into their “bird” schema because it shares the characteristic of flying.
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Accommodation, on the other hand, involves modifying existing schemas or creating new ones to incorporate new information that doesn’t fit existing frameworks. If the child learns that insects are different from birds, they must accommodate this new information by refining their “bird” schema and possibly creating a new “insect” schema.
The implications of constructivist learning theory for education are profound:
- Active Learning is Key: Students learn most effectively when they are actively involved in the learning process, engaging with experiences rather than passively listening to lectures or reading textbooks.
- Learning is Social: Knowledge construction is inherently a social activity. Interaction with peers and instructors, discussions, and collaborative projects contribute to the development of understanding.
- Facilitating Knowledge Construction: The role of the educator shifts from being a dispenser of information to a facilitator of learning experiences. The focus is on designing activities and environments that enable students to construct their own knowledge.
It’s crucial to reiterate this last point. Traditional teaching methods often focus on information delivery. However, constructivism highlights that knowledge cannot be directly transmitted. Effective teaching, therefore, centers on creating rich and meaningful learning experiences that empower students to build their own understanding.
Constructivist Principles in the Classroom
Adopting constructivist principles has significant implications for classroom practices. The following table, adapted from the Teaching and Learning Resources wiki, contrasts traditional and constructivist classroom approaches:
| Traditional Classroom | Constructivist Classroom |
|---|---|
| Curriculum starts with parts, emphasizing basic skills. | Curriculum emphasizes big concepts, starting with the whole and expanding to parts. |
| Strict adherence to a fixed curriculum is valued. | Student questions and interests are valued and pursued. |
| Materials are primarily textbooks and workbooks. | Materials include primary sources and manipulative materials. |
| Learning is based on repetition and memorization. | Learning is interactive, building upon students’ prior knowledge. |
| Teachers disseminate information; students are passive recipients. | Teachers engage in dialogue with students, guiding them to construct their own knowledge. |
| Teacher’s role is directive and authority-based. | Teacher’s role is facilitative and rooted in negotiation and collaboration. |
| Assessment focuses on tests and correct answers. | Assessment includes student work, observations, and perspectives, alongside tests. Process is valued as much as the product. |
| Knowledge is viewed as inert and fixed. | Knowledge is seen as dynamic, constantly evolving with new experiences. |
| Students primarily work individually. | Students primarily work collaboratively in groups. |
Essential Components of Constructivist Teaching
To effectively implement constructivist teaching, certain key components should be integrated into lesson design and classroom practices. Based on the work of Baviskar, Hartle & Whitney (2009), these essential elements include:
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Elicit Prior Knowledge: Recognizing that new knowledge is built upon existing understanding, lessons should begin by activating students’ prior knowledge. Techniques to elicit prior knowledge include pre-tests, informal discussions, brainstorming sessions, and warm-up activities that encourage recall of relevant previous learning.
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Create Cognitive Dissonance: Learning is stimulated when students encounter challenges and contradictions that disrupt their current understanding. Design activities and problems that present novel situations or conflicting information, prompting students to question their existing schemas and seek resolution. This cognitive dissonance motivates them to revise and expand their knowledge.
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Apply Knowledge with Feedback: Provide opportunities for students to apply their developing knowledge in meaningful contexts. Encourage them to evaluate new information, test their understanding, and refine their schemas through application. Activities like presentations, group discussions, debates, and quizzes (used formatively) can facilitate this process. Crucially, provide timely and constructive feedback to guide their learning.
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Reflect on Learning: Reflection is a vital part of the knowledge construction process. Provide students with dedicated time and activities to reflect on what they have learned and how their understanding has evolved. This can be achieved through reflective journals, presentations summarizing learning, creating tutorials for peers, or engaging in class discussions focused on the learning process itself.
By incorporating these components, educators can create learning environments that are deeply rooted in constructivist principles, fostering meaningful and lasting knowledge construction in students.
References
- Abbott, M. L., & Fouts, J. T. (2003). Constructivist Teaching and Student Achievement: The Results of a School-Level Classroom Observation Study in Washington. Technical Report.
- Ayaz, M. F., & Sekerci, H. (2015). The Effects of the Constructivist Learning Approach on Student’s Academic Achievement: A Meta-Analysis Study. Turkish Online Journal of Educational Technology-TOJET, 14(4), 143-156.
- Journal of Research & Method in Education, 5(6), 66-70.
- Baviskar 1, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education, 31(4), 541-550.
- Cetin-Dindar, A. (2016). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2).
- Hein, G. (1991). Constructivist learning theory. Institute for Inquiry. Available at: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html.
- Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia pacific education review, 6(1), 7-19.
- Saunders, W. L. (1992). The constructivist perspective: Implications and teaching strategies for science. School Science and Mathematics, 92(3), 136-141.
- Semerci, Ç., & Batdi, V. (2015). A meta-analysis of constructivist learning approach on learners’ academic achievements, retention and attitudes. Journal of Education and Training Studies, 3(2) doi:10.11114/jets.v3i2.644
- Siemens, G. (2014). Connectivism: A learning theory for the digital age.
- Travis, H., & Lord, T. (2004). Traditional and constructivist teaching techniques. Journal of College Science Teaching, 34(3), 12.
