Constructivism as a Learning Theory

1. Constructivism as a Learning Theory

2. 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.

3. 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.

4. 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)

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.