An Overview of Constructivism
Constructivist learning is based on students' active participation in problem-solving and
critical thinking regarding a learning activity which they find relevant and engaging. At
its core, constructivism accepts that the student’s are "constructing" their own knowledge
by testing ideas and approaches based on their prior knowledge and experience, applying
these to a new situation, and integrating the new knowledge gained with pre-existing
intellectual constructs. Constructivist theories view the student as one who acts on objects
and events within his or her environment and thereby gains some understanding of the
features held by the objects and events. Theorists generally associated with
constructivism are Jean Piaget, Seymour Papert, Jerome Bruner, Lev Vygotsky and John
Dewey.
Constructivism is not a new idea. During the 1930s and 1940s, it was the leading
perspective among public school educators in the United States. In this theory, the
emphasis is placed on the student rather than the teacher and hence gives rise to terms
such as ‘student centred’. Teachers are seen as facilitators or coaches who assist students
construct their own conceptualizations and solutions to problems.
Constructivism differs from the traditional view, that knowledge exists independently of
individual. The traditional view of the children is that they have empty minds and
external knowledge is absorbed. Constructivism argues that children invent or construct
their own ideas rather than simply absorbing ideas spoken at them by teachers, or
somehow internalizing them through endless, repeated rote practice. They assimilate new
information to simple, pre-existing notions, and modify their understanding in light of
new data. In the process, their ideas gain in complexity and power, and with appropriate
support children develop critical insight into how they think (meta-cognition) and what
they know about the world as their understanding increases in depth and detail.
Constructivism emphasizes the careful study of the processes by which children create
and develop their ideas. Its educational applications lie in creating curricula that match
(but also challenge) children's understanding, fostering further growth and development
of the mind.
Under the umbrella of constructivist theory are two schools of thought, social
constructivism and cognitive constructivism. Although these theories differ, they fall
within the same basic assumption about learning; the child's individual development is at
the center of instruction.
Constructivism and Science and Technology
The assertion that all knowledge is constructed as a result of cognitive processes within
the human mind has significant implications for classroom practice. Scientific endeavour
actually involves the construction of models of reality: of external reality, assuming it
exists. Thus, all that we know is actually a set descriptions of stimuli and experiences.
The premises of constructivism as an epistemology are:
1. Knowledge is constructed, not transmitted.
2. Prior knowledge impacts the learning process.
3. Initial understanding is local, not global.
4. Building useful knowledge structures requires effortful and purposeful activity.
The constructivist perspective is clearly divergent from earlier views of education that
presumed we could put or pour information directly into a student's head. Starting from
constructivism, real learning can occur only when the learner is actively engaged in
operating on, or mentally processing, incoming stimuli; ie, their experience. The
interpretation of current experience (stimuli) depends upon previously constructed
learning. This does not mean that this occurs as a conscious process. In fact, much,
perhaps even most, of the learning we do is subconscious. Thinking or learning about the
process of learning, rather than the material being learned, is often called a meta-
cognitive process.
Constructivism plays an essential role in science and technology education. Just as
understandings of causality link cause and effect to provide explanatory models,
constructivism doesn’t provide specific answers, but helps teachers by providing a
framework that enables them as professionals to describe what is happening, ask
appropriate questions and then to develop explanatory models.
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The practical implications for teachers in constructivism can be rephrased as follows:
1. Students come into our classrooms with an established world-view, formed by
years of prior experience and learning.
2. Even as it evolves, a student's world-view filters all experiences and affects their
interpretation of observations.
3. Students are emotionally attached to their world-views and will not give up their
world-views easily.
4. Challenging, revising, and restructuring one's world-view requires much effort.
Teaching practice based on constructivist principles changes the role of the teacher from
a dispenser of information to someone who structures activities that improve
communication, that challenge students' pre-conceived notions, and that help students
revise their world-views. It is a more challenging and sensitive role.
