Learning theory seeks to understand how people acquire, process, and retain knowledge. Within this vast field, constructivism stands out as a pivotal perspective. It offers a compelling explanation of how learning truly happens, shifting the focus from passive absorption to active creation of understanding. This article delves into constructivism, exploring its core principles and implications for education, and highlighting The Main Idea Of Learning Theory it champions: knowledge is constructed, not simply received.
What is Constructivism? Unpacking the Core Concept
At its heart, constructivism posits that learners are not blank slates waiting to be filled, but rather active builders of their own knowledge. This learning theory emphasizes that individuals construct understanding and meaning of the world through their experiences and reflections. Instead of passively absorbing information, learners actively engage with the world around them, and in doing so, they build their own mental representations and integrate new information into their existing frameworks of knowledge, known as schemas.
Two key processes within constructivism are assimilation and accommodation, which describe how learners interact with new information in relation to their existing schemas. Assimilation is the process of fitting new information into an already existing schema. It’s like taking a new puzzle piece and finding that it fits neatly into a space you already have in your puzzle. Accommodation, on the other hand, is more transformative. It involves revising or restructuring an existing schema to incorporate new information that doesn’t readily fit. This is akin to realizing that a puzzle piece doesn’t fit and you need to reshape the surrounding pieces to make it work.
Consider an example: A young child may initially develop a schema for “bird” based on common birds like robins – small, feathered creatures that fly and sing. This schema might include characteristics like “small,” “flies,” and “sings.” When the child encounters a penguin for the first time, they might initially struggle to classify it as a bird. While it has feathers, it doesn’t fly in the typical way and looks quite different from a robin. Through assimilation, the child might initially try to fit the penguin into their existing “bird” schema, perhaps focusing on the feathers. However, to fully understand that a penguin is still a bird, albeit a flightless one, the child needs to engage in accommodation. They must adjust their schema of “bird” to be more inclusive, perhaps separating “flies” as a characteristic from the core concept of “bird” or creating subcategories of birds (flying and flightless).
This fundamental understanding of assimilation and accommodation highlights the main idea of learning theory within constructivism: learning is a dynamic and active process of building and refining our understanding of the world.
Consequences for the Classroom: Shifting from Traditional to Constructivist Approaches
Embracing constructivist principles has profound implications for teaching and classroom practices. It necessitates a shift away from traditional, teacher-centered models towards more student-centered, interactive learning environments. The table below summarizes key differences between traditional and constructivist classrooms:
| Feature | Traditional Classroom | Constructivist Classroom |
|---|---|---|
| Curriculum Focus | Parts to whole, emphasizes basic skills | Big concepts to parts, emphasizes broader understanding |
| Curriculum Adherence | Fixed curriculum highly valued | Student questions and interests valued |
| Learning Materials | Primarily textbooks and workbooks | Primary sources, manipulative materials |
| Learning Process | Repetition-based | Interactive, building on prior knowledge |
| Teacher Role | Disseminator of information, authority figure | Facilitator of learning, interactive, negotiator |
| Student Role | Recipient of knowledge | Constructor of knowledge |
| Assessment | Testing, correct answers focused | Student work, observations, process and product valued |
| Nature of Knowledge | Inert, fixed | Dynamic, evolving with experience |
| Student Interaction | Primarily individual work | Primarily group work |
This comparison underscores the main idea of learning theory in action. In a constructivist classroom, the teacher’s role is not to simply deliver information but to create experiences that enable students to actively construct their own understanding. Learning becomes an interactive journey where students and teachers collaborate to build knowledge together.
Essential Components of Constructivist Teaching: Practical Strategies
To effectively implement constructivist principles, certain key components are essential in lesson design and classroom practice. Drawing from Baviskar, Hartle & Whitney (2009), these components include:
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Eliciting Prior Knowledge: Recognizing that new knowledge is built upon existing foundations, lessons should begin by activating students’ prior knowledge. This can be achieved through pre-tests, informal discussions, brainstorming sessions, or warm-up activities that encourage students to recall relevant information they already possess. By tapping into what students already know, teachers can create meaningful connections to new concepts.
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Creating Cognitive Dissonance: To stimulate learning, students need to be challenged. Presenting problems, activities, or scenarios that create cognitive dissonance – a state of mental discomfort arising from conflicting information – encourages students to actively engage in problem-solving and knowledge construction. When faced with novel problems that their existing schemas cannot readily address, learners are motivated to revise and expand their understanding.
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Applying Knowledge with Feedback: Learning is strengthened through application and reflection. Students should be provided with opportunities to apply their newly developing knowledge in different contexts and receive constructive feedback. Activities such as presentations, group discussions, debates, and quizzes can serve as platforms for students to articulate their understanding, receive feedback from peers and instructors, and refine their knowledge. This iterative process of application and feedback is crucial for solidifying learning.
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Reflecting on Learning: The learning process is incomplete without reflection. Providing students with dedicated time and opportunities to reflect on their learning journey allows them to consolidate their understanding and make metacognitive connections. Activities that promote reflection include reflective journals, summarizing key concepts, creating concept maps, or even designing tutorials for others. Reflection helps students internalize what they have learned and become more aware of their own learning processes.
By incorporating these components, educators can create learning environments that truly embody the main idea of learning theory as espoused by constructivism – that learning is an active, constructive, and deeply personal process.
References
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- 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.
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- 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.
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- Hein, G. (1991). Constructivist learning theory. Institute for Inquiry. Available at: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
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- 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.
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