CONSTRUCTIVISM

A THEORY OF LEARNING AND KNOWING

 Part 1 Description of the Theory
• How Constructivism works
• Philosophical foundations of Constructivism
Part 2: Context of the Theory
• Timeline of learning theories
• Where does Constructivism fit

Table of • Two schools of Constructivism

• Other types of Constructivism

Contents • What Constructivism is not

Part 3: Influence on Instruction
• Implications for teaching
• Area where Constructivism is most applicable
Part 4: Resources for Further Study
• Example of a Constructivist activity (with resources)
• References
Part 1: Description of the
Theory
How Constructivism Works
Constructivism says that knowledge creation is
based on

1. Personal experience
2. Social interactions
3. Culture
But this is not all.
Constructivism
has many other
definitions and
subtypes.
“Constructivism has taken on as many
different definitions as the number of
people attempting to define it"
(Harlow et al., p. 41)
Some say, too many
definitions have
emptied constructivism
of its true meaning
Others say,
Constructivism
is hard to define,
faddish and
even a religion
of sorts
Yet, Constructivism has
been called the most
cited learning theory in
educational literature
 This learning resource
sheds light on this very
important learning theory
 PHILOSOPHICAL
FOUNDATIONS OF
CONSTRUCTIVISM
EPISTEMOLO
GY
Epistemology is a branch of
philosophy that studies the
nature of knowledge.
1. What do we know?
2. How do we know it?
 At its core
Constructivism is
about Epistemology
There are two camps of epistemology

1. Knowledge is Truth independent of the

knower
2. Knowledge is created by the human
mind
Constructivists fall in the second
camp i.e. knowledge is
constructed by humans through
their experience
Part 2: Context of
the Theory
 Timeline of the Learning
Theories

1. Empiricism: Learning 2. Cognitivism: Concerned

3. Behaviourism: Concerned
happens through observation with how the brain
with stimulus response
and experience structures knowelge
• Based in John Lock’s ideas. • Ideas include The Forgetting • Ideas include Pavlov’s
Goes back to 17th century. Curve by Hermann Classic Conditioning (1897),
Ebbinghause (1885), FC Watson’s Behavioursim
Barlett’s Schema Theory (1913), Law of Effect by
(1932) Thorndike (1913), BF
Skinner’s Operant
Conditioning (1938)
Constructivism Arrives

Constructivism has its Through the 1960s and 70s

roots in the works of teacher education
educational psychologist programs started
Jean Piaget (1896-1980) incorporating Piaget’s
and Lev Vygotsky (1896- theories in the curriculum
1934) and pedagogical practices
Where does Constructivism Fit

Constructivism originated from Piaget’s work on how children learn. And

his Theory of Cognitive Development in early 19 th century

He posited that learning occurs when innate capabilities and the

environment interact

Before this, the dominant theories dealt with learning through

observation (empiricism), learning through reward and stimulus
(behaviourism), and learning as a mental process (cognitivism)
Helpful Resource to
Understand the
Timeline of Learning
Theories
https://mybrainisopen.net/learning-theories-timeline
 TWO SCHOOLS OF
CONSTRUCTIVISM

There are many other forms of Constructivism as well, but these two are most widely
discussed
COGNITIVE
CONSTRUCTIVIS
M
Pioneered by Jean Piaget
Cognitive
Constructivis
m posits that
learning is a
process of
active
cognitive
reorganizatio
n
 What is knowledge?
Piaget’s ideas of • Knowledge is anything that is useful in accomplishing a task
(viable and adaptive)
• This means that knowledge that is useful is more truthful

Constructivism How is Knowledge constructed?

• Learning is motivated by a desire to maintain a state of
equilibrium
Cognitive

• All learners have prior knowledge

• When new knowledge contradicts with prior knowledge, a
state of disequilibrium is created
• When new knowledge is in harmony with prior knowledge, a
state of assimilation is created. Assimilation is a passive
process.
• In case of disequilibrium, learner attempts to accommodate
the new knowledge. This is called learning.
• Learning is an active process.
SOCIAL
CONSTRUCTIVI
SM
Pioneered by Lev Vygotsky
Social
Constructivism
posits that
learning is a
process of
enculturation into
a community of
practice. In other
words knowledge
is is an agreed
upon socially
constructed
construct.
SOCIAL CONSTRUCTIVISM
• Vygotsky’s work overlaps with Piaget’s
• But he focuses more on the role of culture, language, and social interaction in knowledge creation
• Learning is developmental
• Pseudoconepts or spontaneous concepts are formed informally e.g. when children learn new
things.
• Scientific concepts are formed in formal settings such as the classroom.
• Scientific concepts are also culturally agreed upon concepts
• Children can extend their knowledge with help from adults (scaffolding)
• The space where this happens is called the Zone of Proximal Development
• Cooperative learning tasks enhance learning
Are cognitive constructivism and social
constructivism at odds with one another?

Yes= Active cognitive No=Both have

reorganization is overlapping ideas
different from but with less or
acculturation more emphasis
Learning is
both a
cognitive and
a cultural
process
Other Types of Constructivism

Radical Constructivism
• Knowledge is created when individuals make sense of their own perceptions and experiences.
• It agrees that knowledge is cognitive and socially constructed
Cultural Constructivism
• Knowledge creation is a product of cultural context
Critical Constructivism
• Knowledge is created when learners seek out alternative discourses, new ways of thinking, and
expose subjugated thinking
Relational Constructivism
• Knowledge is subjective and is created based on how the learner relates to the world
 It is called Unguided Instruction

Learning by doing is missing

Traditional exams are sometimes needed and the

Criticism of process of interaction is not enough
Constructivi
It ignores the availability of resources and technology
sm
Doesn’t work with standard curricula which are focused
on all learners
Group think overtakes individuality
What Constructivism is Not
• It is not a theory of teaching
• It does not tell teachers what to do
• It only provides a framework for teachers within which they can work
• It does not say: Do Not Explain
• It only raises questions about the assumption that explaining and telling automatically creates
learning
• It does not say that learners are always right
• It does not say that learners can learn on their own
Influence on
Instruction
Implications for
Teaching
• Create disequilibrium: Pose task as a problem
• Elicit confusion rather than allaying it
• This encourages multiple solutions and construct of
meaning
• Encourage social interaction by assigning group work
• Include explanation and elaboration
• Don’t view mistakes as blunders. Mistakes are important
• Acknowledge the importance of prior knowledge in
learning and allow opportunities to learners to modify it
 • Knowledge is constructed through active mental
activity
• Mental activity means creation of new mental
Cognitive structures
• Learners use prior knowledge to build new
Constructivi understandings

sm: Tips for • Mental activity happens when learners reflect,

analyze, question, and solve problems
Teachers • Prior knowledge of learners is a source to build
new knowledge
• Constructivism conceives a classroom as learner-
centered as opposed to teacher-centered
 • Culture, language and social interaction have a role
in knowledge creation
• Children are unlikely to form formal knowledge on
their own
• Other people play a vital role in developing
Social children’s learning processes
Constructivi • Children can master ideas and thought processes
that extend their learning with the help of
sm: Tips for teachers, adults, and older children

Teachers • Tests that look at individual problem solving are

inadequate
• The process by which a child shows progress
through cooperation with an adult is a more viable
indicator of the child’s capabilities
• Scaffolding is important for learning
 Area Where
Constructivism is
Most Applicable
Online Learning
Core Connecting
Flexibility and

competencie
learners to
personalization
content

s of quality
online Leveraging
learner autonomy
Student-centered
learning

teaching
(Archambaul Online
discussion
facilitation
Mastery based
learning

t et al.,
2022)
Community
development
Constructivism
is one of the
learning
theories that
facilitates core
competencies
needed for
quality online
teaching
The Community of
Inquiry Framework
Watch this video to see how
Constructivism informs the
most widely used framework
in online learning
Resources
for Further
Study
 Example of a
Constructivist Activity

Let’s give it a try

 Step 1
Activating Prior
Knowledge
In distance education, the Community of
Inquiry is the most well known, robustly
researched, and widely used theoretical
framework. It is based in the theories of
constructivism and collaborative learning.

If you haven’t done so already, watch

this video to recall this framework.
 Step 2
Creating
Disequilibrium
Posing Task as a Problem
Read this definition of the Collaborative
Learning Theory (Danielli, 2020)

The Collaborative Learning Theory is a process whereby a group (or

groups) of individuals learn from each other by working together to
solve a problem, complete a task, create a product, or share one’s
thinking. This theory is rooted in the work of Lev Vygotsky’s (1934)
social development theory and zone of proximal development, which
highlighted the importance of communication and social interaction in
learning. In 1972, Kenneth Bruffee introduced the learning method,
Classroom Consensus Group, in which the teacher allocated students
into groups and assigned them questions to answer or problems to
solve together.
 The Problem: Both the Theory of Social
Constructivism and the Collaborative
Learning Theory are based on Vygotsky’s
ideas and the value of social interaction in
learning. Are these two theories the same? If
not, what is the difference?
 Step 3
Scaffolding
Including explanation
and elaboration
Helpful Resources
Resource 1
• Constructivism in Action
Resource 2
• Collaborative Learning Theory
Resource 3
• How does Constructivism differ from other ideas
Resource 4
• Historical review of collaborative learning
 Step 4
Encouraging
Social Interaction
1. As a group reach a consensus on the
possible answer.
2. Post your answer below using no more
than three sentences.
3. Build on the ideas of the comment
above yours.
4. If you are the first one to comment, use
this learning resource to build your idea.
5. If you are the last one to comment,
write the consensus statement in no more
than three sentences.
References
• Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online
learning environments. Educational Psychologist, 57(3), 178-191.://doi.org/10.1080/00461520.2022.2051513
• Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social
sciences, literature and languages, 1(1), 9-16.
• Cobern, W. W. (1993). Constructivism. Journal of Educational and Psychological Consultation, 4(1), 105-112.
• Danieli, C. (2020). E-learning essentials. Press Books.
https://pressbooks.pub/elearning2020/chapter/constructivism-theory/
• Harlow, S., Cummings, R., & Aberasturi, S. (2006). Karl Popper and Jean Piaget: A rationale for constructivism.
Educational Forum, 71 , 41-48.
• Kretchmar, J. (2023). Constructivism. Salem Press Encyclopedia.
• MacLeod, A., Burm, S., & Mann, K. (2022). Constructivism: learning theories and approaches to
research. Researching Medical Education, 25-40. https://doi.org/10.1002/9781119839446.ch3
• Yang, X. (2023). A Historical Review of Collaborative Learning and Cooperative Learning. TechTrends, 1-11.