What is Constructivism?
Constructivism is a dynamic learning theory positing that individuals actively construct knowledge rather than passively absorbing information. This perspective emphasizes that as learners interact with the world and reflect upon their experiences, they develop their own understanding and integrate new information into their existing knowledge frameworks, known as schemas. This process is fundamental to how we learn and make sense of the world around us.
At the heart of constructivism are two key processes: assimilation and accommodation.
- Assimilation is the process of incorporating new information into pre-existing schemas. It’s like fitting a new piece into a puzzle you already have a picture of in your mind.
- Accommodation, on the other hand, involves modifying or creating new schemas to account for new information that doesn’t fit existing frameworks. This is akin to realizing you need to redraw parts of your puzzle picture to make the new piece fit.
Consider this example: A child’s initial schema for “bird” might be something small that flies and chirps, like a robin. If they then encounter a larger bird that swims and quacks, like a duck, they must engage in accommodation. They might refine their “bird” schema to include different types of birds or create a new schema specifically for “water birds.” This constant refinement and expansion of schemas is how learning progresses according to constructivist theory.
The implications of constructivist theory for education are profound and transformative. Key consequences include:
- Active Learning is Paramount: Students learn most effectively when they are actively involved in learning experiences, rather than passively listening to lectures or reading textbooks. Engagement, exploration, and interaction are key.
- Learning is Inherently Social: Knowledge construction is deeply embedded in social contexts. Collaboration with peers and instructors is crucial as learners build understanding together, sharing perspectives and challenging assumptions.
- Facilitating Knowledge Construction is the Goal of Teaching: Instead of simply delivering information, the role of the educator shifts to designing rich, meaningful experiences that empower students to construct their own knowledge. The focus moves from information transmission to knowledge facilitation.
This last point is critical. Traditional teaching methods often prioritize the direct delivery of information. However, constructivism highlights that knowledge cannot be directly transferred from teacher to student. Meaningful learning arises from experiences that guide students in building their personal understanding. Therefore, effective teaching, from a constructivist viewpoint, is about designing and curating these powerful learning experiences.
Constructivist Classrooms vs. Traditional Classrooms
The principles of constructivism lead to significant differences in classroom environments and teaching approaches compared to traditional methods. The table below highlights these key distinctions:
| Feature | Traditional Classroom | Constructivist Classroom |
|---|---|---|
| Curriculum Focus | Starts with parts, emphasizes basic skills. | Emphasizes big concepts, starts with the whole, then parts. |
| Curriculum Adherence | Strict adherence to a fixed curriculum. | Values student questions and interests, flexible curriculum. |
| Learning Materials | Primarily textbooks and workbooks. | Primary sources, manipulative materials, diverse resources. |
| Learning Process | Based on repetition and memorization. | Interactive, builds on prior knowledge, experiential learning. |
| Teacher Role | Disseminates information, authority figure. | Facilitates dialogue, guides knowledge construction, negotiator. |
| Student Role | Passive recipients of knowledge. | Active constructors of knowledge, collaborators. |
| Assessment | Tests and correct answers are primary. | Diverse assessments (works, observations, views), process focus. |
| Nature of Knowledge | Inert and fixed. | Dynamic, evolving with experience. |
| Student Interaction | Primarily individual work. | Primarily group work and collaboration. |
This comparison underscores the shift from a teacher-centered to a student-centered approach in constructivist education. The classroom transforms from a place of information delivery to a dynamic space for exploration, discovery, and collaborative knowledge building.
Key Elements of Constructivist Teaching
To effectively implement constructivist principles in teaching, several essential components should be integrated into lesson design and classroom practice. Drawing upon the work of Baviskar, Hartle & Whitney (2009), these key elements are crucial for fostering a constructivist learning environment:
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Elicit Prior Knowledge: Constructivism recognizes that new learning is built upon existing knowledge. Therefore, it’s vital to activate and understand students’ pre-existing knowledge related to the topic. This can be achieved through various activities such as pre-tests, informal discussions, brainstorming sessions, and KWL charts (Know, Want to Know, Learned). By understanding what students already know, educators can tailor instruction to build meaningful connections and bridge gaps in understanding.
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Create Cognitive Dissonance: To stimulate learning and knowledge construction, students need to encounter situations that challenge their existing understandings. Presenting novel problems, conflicting information, or unexpected scenarios can create cognitive dissonance – a state of mental discomfort that motivates learners to resolve the conflict and build new knowledge. This can be achieved through thought-provoking questions, problem-based learning activities, and exposure to diverse perspectives.
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Apply Knowledge with Feedback: Learning is strengthened when students have opportunities to apply their newly developing knowledge in meaningful contexts and receive constructive feedback. Encourage students to use new information to solve problems, explain phenomena, or create projects. Provide regular feedback that helps them refine their understanding and correct misconceptions. Activities like presentations, group discussions, debates, and quizzes (used formatively) can facilitate this application and feedback process.
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Promote Reflection on Learning: Reflection is a critical component of constructivist learning. Providing students with opportunities to reflect on their learning process, identify what they have learned, and consider how their understanding has evolved deepens their learning and metacognitive skills. Reflection activities can include journaling, writing reflective papers, creating concept maps, peer teaching, or developing tutorials for others. These activities encourage students to internalize their learning and become more self-aware learners.
By intentionally incorporating these essential components, educators can create powerful constructivist learning environments that empower students to become active, engaged, and successful knowledge builders.
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.
- Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. 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.
