Teaching and learning skills: Theories of Constructivism and Constructive Pedagogy

 

(TALS-12) Theories of Constructivism and Constructive Pedagogy

Introduction: This blog post explores the concept of constructivism in education, which emphasizes the active construction of knowledge by learners, rather than passive reception of information from teachers. The post delves into several different theories of constructivism, including Social Constructivism by Lev Vygotsky, Radical Constructivism by Ernst von Glasersfeld, Situated Cognition by Jean Lave and Etienne Wenger, Constructionism by Seymour Papert, and Cognitive Apprenticeship by Allan Collins, John Seely Brown, and others. It also describes the features of a constructivist classroom, the pedagogical goals of constructivist teaching, and the assumptions of knowledge acquisition in constructivist theory. The post concludes by outlining some pedagogical recommendations for implementing a constructivist approach in the classroom, as well as the differences between traditional and constructivist classrooms, and the limitations of constructivism as an educational framework.

Constructivism is a learning theory that emphasizes the role of active participation and individual experience in the learning process. This theory suggests that learners actively construct their own understanding of the world through a process of assimilation and accommodation. Here are some of the major theories of constructivism.

1.       Cognitive Constructivism by Jean Piaget: Jean Piaget's Cognitive Constructivism emphasizes the role of cognitive development in learning. According to Piaget, learners actively construct their own understanding of the world through a process of assimilation and accommodation. Piaget proposed that cognitive development occurs in stages, and each stage is characterized by a specific way of thinking. These stages include the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.

·         Assimilation is the process of incorporating new information into existing mental structures.

·         Accommodation is the process of modifying existing mental structures to fit new information.

In a constructivist classroom, teachers must facilitate learning experiences that challenge students' existing mental structures, leading to the modification of those structures through the process of accommodation.

2.       Social Constructivism by Lev Vygotsky: Lev Vygotsky's Social Constructivism emphasizes the role of social interaction in learning. According to Vygotsky, learning is a social activity that takes place through collaboration with others.

·         Vygotsky suggested that a more knowledgeable other (MKO) plays a critical role in learning. An MKO can be a teacher, parent, or peer who has a higher level of understanding of a subject than the learner.

o   Culture, language, and play are also important factors in social constructivism.

·         Culture shapes the way people learn and the knowledge that is valued.

·         Language is critical in learning because it is a means of communication and a way of expressing knowledge.

·         Play is essential for children's cognitive development and allows for exploration, problem-solving, and creativity.

3.       Radical Constructivism by Ernst von Glasersfeld: Ernst von Glasersfeld's Radical Constructivism emphasizes the subjective nature of knowledge and the importance of individual interpretation in the learning process. According to this theory, knowledge is constructed by individuals and is not a reflection of an objective reality. Glasersfeld suggests that learning occurs through the active construction of meaning by the learner.

4.       Situated Cognition by Jean Lave and Etienne Wenger: Situated Cognition emphasizes the role of context and the social environment in shaping learning. According to this theory, learning is situated within particular social and cultural contexts. Learning is not just a matter of acquiring knowledge but is also a matter of participating in and becoming a part of a community of practice.

5.       Constructionism by Seymour Papert: Constructionism emphasizes the role of construction and design in the learning process. According to this theory, learners construct their own knowledge through active engagement with materials and the formation of objects. This approach encourages learners to take ownership of their learning and to become active creators rather than passive receivers of knowledge.

6.       Cognitive Apprenticeship by Allan Collins, John Seely Brown, and others: Cognitive Apprenticeship emphasizes the role of apprenticeship and mentoring in learning. According to this theory, learners acquire knowledge and skills through working alongside more experienced practitioners. Apprenticeships provide learners with opportunities to observe, ask questions, practice, and receive feedback from experts in a field.

Constructivist Pedagogy 

Constructivist pedagogy is an instructional approach that is based on constructivist theories of learning. It involves the facilitation of learning experiences that allow learners to actively construct their own understanding of a subject. In a constructivist classroom, teachers must act as facilitators, rather than lecturers, and provide opportunities for students to engage in active and collaborative learning.

Features of a Constructivist Classroom:

A constructivist classroom is characterized by the following features:

Active engagement: Learners are actively engaged in the learning process, rather than passive recipients of knowledge

Collaboration: Learners work together to construct knowledge and solve problems. This encourages the development of social and communication skills.

Student-centeredness: The focus is on the learner, their prior knowledge, and their individual learning needs.

Authentic tasks: Learning activities and assessments are based on real-world scenarios, allowing learners to connect their learning to practical applications.

Inquiry-based learning: Learners are encouraged to ask questions, explore, and investigate to construct their own understanding of a subject.

Pedagogical Goals of Constructivist Classrooms:

Promoting deep understanding: The goal is to promote long-term, meaningful learning that goes beyond surface-level memorization.

Developing critical thinking skills: Learners develop the ability to analyze, evaluate, and make connections between different pieces of information.

Fostering metacognition: Learners develop the ability to reflect on their own learning processes, and to monitor and regulate their own learning.

Encouraging creativity: Learners are encouraged to generate new ideas, to think outside the box, and to take risks.

Constructivist Assumptions of Knowledge Acquisition

Constructivist theories of learning assume that:

1.       Knowledge is actively constructed by learners, rather than passively received from the environment.

2.       Learners come to learning situations with prior knowledge and experiences that shape their understanding of new information.

3.       Learners construct knowledge through the integration of new information with existing mental structures.

4.       Learning is a social activity that occurs through collaboration and communication with others.

Pedagogical Recommendations

·         To implement a constructivist approach in the classroom, teachers can:

·         Create learning experiences that are relevant, authentic, and based on real-world scenarios.

·         Encourage collaboration and communication among learners, providing opportunities for group work and discussion.

·         Provide opportunities for learners to reflect on their own learning processes and to monitor and regulate their own learning.

·         Encourage learners to take ownership of their learning by setting goals, making choices, and taking responsibility for their own learning.

Difference between Traditional Classroom and Constructivist Classroom

In a traditional classroom, the teacher is the central figure, delivering information to the learners in a lecture-style format. The focus is on the transmission of knowledge, with little emphasis on the learner's prior knowledge or individual learning needs.

In contrast, a constructivist classroom is student-centered, with the teacher acting as a facilitator rather than a lecturer. Learning is a collaborative process, with learners actively engaged in constructing their own understanding of a subject. The focus is on promoting deep understanding, critical thinking skills, and metacognition.

Limitations:

While constructivism has many strengths, it also has some limitations. These include:

·         It can be time-consuming and resource-intensive, requiring careful planning and preparation of learning experiences.

·         It can be challenging for teachers to implement in large, diverse classrooms with varying levels of prior knowledge and learning needs.

·         Some learners may struggle with the independence and self-direction required in a constructivist classroom, and may require more guidance and structure.

Overall, constructivism offers a valuable framework for designing learning experiences that promote deep understanding and critical thinking skills, and that encourage learners to take ownership of their own learning. By implementing constructivist pedagogical strategies, teachers can help learners develop the skills and knowledge they need to succeed in the 21st century.

References

1. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Lawrence Erlbaum Associates.
2. Duffy, T. M., & Jonassen, D. H. (Eds.). (2013). Constructivism and the technology of instruction: A conversation. Routledge.
3. Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspectives, and practice. Teachers College Press.
4. Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215-239). Lawrence Erlbaum Associates.
5. Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 371-393). Blackwell Publishing.
6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
7. Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11). Ablex Publishing.
8. Piaget, J. (1970). Piaget's theory. In P. Mussen (Ed.), Carmichael's manual of child psychology (pp. 703-732). Wiley.
9. Piaget, J. (1973). To understand is to invent: The future of education. Grossman.
10. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
11. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky (Vol. 1). Plenum Press.
12. Von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121-140. https://doi.org/10.1007/BF00869914
13. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
14. Woolfolk, A. E. (2014). Educational psychology: Active learning edition. Pearson.