Constructivism in Educational Models
Constructivist learning models emphasize how students actively build knowledge through their backgrounds, past experiences, new interactions, and social collaboration. Effective and enduring learning must encompass activity (practice), concept (knowledge), and culture (context). Constructivists argue that learning transfer occurs through engagement in authentic tasks within meaningful contexts. Since understanding is fostered through real-world experiences, authenticity is critical to the individual's ability to apply ideas. In constructivism, learning happens in context (real-world experiences), embedding knowledge within the experience. The goal of instruction is to accurately represent the task rather than prescribe the learning structure needed to complete it. Without contextual ties, the transfer of knowledge is unlikely.
Cognitive Constructivism: Jean Piaget
Jean Piaget's theory posits that children construct their learning by utilizing their prior knowledge and engaging in discovery learning. Piaget observed children's memory processes and found that learning involves stages of development, including schema (sequence), adaptation, assimilation (connecting new information), and accommodation. He believed learning is influenced by students' background knowledge, experiences, perceptions, and perspectives, and that intelligence evolves as they grow.
Piaget suggested that cognitive development involves constructing mental models of the world, linking new learning to previous experiences, perceptions, and background knowledge (assimilation). Intellectual growth is seen as an adjustment to the world, where new information is integrated into existing frameworks, and adjustments are made when current schemas are inadequate (accommodation). Piaget argued that problem-solving cannot be directly taught; instead, children learn problem-solving through active participation and self-discovery. Teachers should provide challenges for students to explore independently.
Social Constructivism: Lev Vygotsky
Lev Vygotsky, a contemporary of Piaget, emphasized the importance of social interaction in the constructivist theory. Vygotsky believed learning occurs within a social context, often with the assistance of someone more knowledgeable, such as a teacher or more capable peer. He argued that culture influences cognitive development and that discovery learning should be guided by a teacher as a facilitator. Social interactions provide language opportunities, central to Vygotsky's view of learning. He proposed that learning occurs as teachers support students in progressing through the zone of proximal development (ZPD) using scaffolding techniques.
Constructivism in the Classroom
In a constructivist classroom, instruction shifts from teacher-centered (behaviorism) to learner-centered (constructivism), emphasizing active application of ideas to problems. Learning is student-centered, achieved through active discovery and inquiry. The teacher's role is to facilitate or guide learning, rather than direct it as in behaviorist models.
Teacher's Role in a Constructivist Classroom:
Guide students in constructing knowledge.
Monitor learning effectively.
Encourage collaboration to share diverse perspectives.
Promote self-exploration and inquiry.
Design authentic learning experiences.
Learning in a Constructivist Classroom:
Tie learning to real-world contexts.
Engage students actively through inquiry.
Support students through problem-solving processes.
Focus assessments on the transfer of knowledge and skills.
Examples of Constructivist Learning:
Project-Based Learning (PBL): Students engage in inquiry learning, developing their own essential questions to investigate collaboratively, supported by a facilitator.
Work-Based Learning (WBL): Similar to PBL, WBL emphasizes collaborative, self-directed learning guided by a facilitator. Students are presented with a problem, collaborate in groups, activate prior knowledge, and construct inquiry-based questions. Facilitators provide scaffolding and feedback, leading to independent research and group discussions to refine their understanding.
Constructivism in E-Learning
Constructivist theory in e-learning involves using prior knowledge with teacher-designed activities that are active, collaborative, and socially constructed. Students learn through inquiry, guided by a teacher's framework and lessons. Constructivist e-learning can be synchronous (directed by a teacher) or asynchronous (self-paced).
Key Components of Constructivist E-Learning:
Active Learning Activities: Engage students by activating prior knowledge through questions, problem-solving, experiments, and real-world problems.
Instructor as Facilitator: The instructor acts as a coach, providing a framework and activities to guide the inquiry process. Students are active learners, not passive recipients.
Socially Constructed Learning: Design collaborative learning experiences, including discussions, reflections, and considering multiple perspectives through group work, debates, or journal reflections.
References
Kurt, S. (2021). Jean Piaget and His Theory & Stages of Cognitive Development – Educational Technology. Retrieved from https://educationaltechnology.net/jean-piaget-and-his-theory-stages-of-cognitive-development/
McLeod, S. (2021). The Zone of Proximal Development and Scaffolding. Retrieved from https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Ertmer, P., & Newby, T. (2021). Behaviorism, Cognitivism, Constructivism. Retrieved from https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism
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