Constructivism
Definition
Constructivism is a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity. Learners are considered to be active organisms seeking meaning. Constructivism is founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world consciously we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. Constructions of meaning may initially bear little relationship to reality (as in the naive theories of children), but will become increasing more complex, differentiated and realistic as time goes on.
Guiding principles of constructivism
- Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
- Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
- In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
- The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.
How Constructivism Impacts Learning
Constructive teaching is based on the belief that students learn best when they gain knowledge through exploration and active learning. Hands-on materials are used instead of textbooks, and students are encouraged to think and explain their reasoning instead of memorizing and reciting facts. Education is centered on themes and concepts and the connections between them, rather than isolated information.
Instruction : Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
Assessment : Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.
Faces Of Constructivism
Dougiamas (1998) describes the major "faces of constructivism" separately. Each of these types of constructivism are "points of view", perspectives loosely defined by a collection of writings of particular individuals in each case. These sections represent popular labels in constructivist literature used as shorthand to indicate these different groups of ideas.
Trivial constructivism
The simplest idea in constructivism, root of all the other shades of constructivism described below, is trivial constructivism (von Glasersfeld, 1990), or personal constructivism. In this principle (credited to Jean Piaget), Knowledge is actively constructed by the learner, not passively received from the environment.
This reacts against other epistemologies promoting simplistic models of communication as simple transmission of meanings from one person to another. The prior knowledge of the learner is essential to be able to "actively" construct new knowledge. Learning is work - effective learning requires concentration. There are some things you have to learn before others. The education system has always been built on a progression of ideas from simple to complex. Questions arise, however. What is "the environment"? What is "knowledge"? What is the relation of knowledge to "the environment"? What environments are better for learning? Trivial constructivism alone says nothing about these issues, and these are the shortcomings that the other faces of constructivism attempt to address.
See Also
socio-constructivism, discovery learning, web quest,...
References
Dougiamas, M. (1998) A journey into Constructivism, http://dougiamas.com/writing/constructivism.html
http://www.funderstanding.com/constructivism.cfm
http://www.usask.ca/education/coursework/802papers/Skaalid/definition.html
McBrien, J.L. & Brandt, R.S.(1997). From The Language of Learning: A Guide to Education Terms. Alexandria, VA: Association for Supervision and Curriculum Development.
Web : http://www.ascd.org/portal/site/ascd/menuitem.d36b986168f3f8cddeb3ffdb62108a0c/