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Lecture 8-Constructivism

Constructivism is a learning theory that emphasizes the active construction of knowledge by learners through experiences and reflection, rather than passive information absorption. Key processes include assimilation and accommodation, where learners adjust their existing knowledge schemas based on new information. In education, constructivist principles advocate for interactive, experience-based learning environments that foster collaboration and critical thinking, contrasting with traditional teaching methods that focus on rote memorization and direct information delivery.

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171 views5 pages

Lecture 8-Constructivism

Constructivism is a learning theory that emphasizes the active construction of knowledge by learners through experiences and reflection, rather than passive information absorption. Key processes include assimilation and accommodation, where learners adjust their existing knowledge schemas based on new information. In education, constructivist principles advocate for interactive, experience-based learning environments that foster collaboration and critical thinking, contrasting with traditional teaching methods that focus on rote memorization and direct information delivery.

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alexandernyamari012
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CONSTRUCTIVISM

Constructivism is the theory that says learners construct


knowledge rather than just passively take in information. As people
experience the world and reflect upon those experiences, they
build their own representations and incorporate new information
into their pre-existing knowledge (schemas).
Related to this are the processes of assimilation and
accommodation.
 Assimilation refers to the process of taking new information
and fitting it into an existing schema.
 Accommodation refers to using newly acquired information
to revise and redevelop an existing schema.

For example, if I believe that friends are always nice, and meet a
new person who is always nice to me I may call this person a
friend, assimilating them into my schema. Perhaps, however, I
meet a different person who sometimes pushes me to try harder
and is not always nice. I may decide to change my schema to
accommodate this person by deciding a friend doesn’t always
need to be nice if they have my best interests in mind. Further, this
may make me reconsider whether the first person still fits into my
friend schema.
Consequences of constructivist theory are that:
 Students learn best when engaged in learning experiences
rather passively receiving information.
 Learning is inherently a social process because it is
embedded within a social context as students and teachers
work together to build knowledge.
 Because knowledge cannot be directly imparted to students,
the goal of teaching is to provide experiences that facilitate
the construction of knowledge.

This last point is worth repeating. A traditional approach to


teaching focuses on delivering information to students, yet
constructivism argues that you cannot directly impart this
information. Only an experience can facilitate students to construct
their own knowledge. Therefore, the goal of teaching is to design
these experiences.
Implications of constructivism to education
There are many consequences for teaching and the classroom if
you adhere to constructivist principles as shown in the table below:
Traditional Classroom Constructivist Classroom
Curriculum emphasizes big
Curriculum begins with the parts
concepts, beginning with the
of the whole. Emphasizes basic
whole and expanding to include
skills.
the parts.
Strict adherence to fixed Pursuit of student questions and
curriculum is highly valued. interests is valued.

Materials are primarily textbooks Material include primary sources


and workbooks. and manipulative materials

Learning is interactive building


Learning is based on repetition. on what the student already
knows
Teachers disseminate
Teachers have a dialogue with
information to students.
students, helping students
Students are recipients of
construct their own knowledge.
knowledge.
Teacher's role is directive, Teacher's role is interactive,
rooted in authority. rooted in negotiation.
Assessment includes student
Assessment is through testing works, observation and points of
and correct answers. view, as well as tests. Process
is as important as product
Knowledge is seen as dynamic,
Knowledge is seen as inert. ever changing with our
experiences.
Students work primarily alone. Students work primarily in group

Essential components to constructivist teaching


There are several main components to include if you plan on
adhering to constructivist principles in your classroom or when
designing your lessons. The following are from Baviskar, Hartle &
Whitney (2009):

Elicit Prior Knowledge


New knowledge is created in relation to learner’s pre-existing
knowledge. Lessons, therefore, require eliciting relevant prior
knowledge. Activities include: pre-tests, informal interviews and
small group warm-up activities that require recall of prior
knowledge.
Create cognitive dissonance
Assign problems and activities that will challenge students.
Knowledge is built as learners encounter novel problems and
revise existing schemas as they work through the challenging
problem.
Apply knowledge with feedback
Encourage students to evaluate new information and modify
existing knowledge. Activities should allow for students to
compare pre-existing schema to the novel situation. Activities
might include presentations, small group or class discussions,
and quizzes.
Reflect on learning
Provide students with an opportunity to show you (and
themselves) what they have learned. Activities might include:
presentations, reflexive papers or creating a step-by-step
tutorial for another student.
Examples of constructivist classroom activities
Receiprocal learning/teaching
Allow pairs of students to teach each other.

Inquiry-based learning
Learners pose their own questions and seek answers to their
questions via research and direct observation. They present their
supporting evidence to answer the questions. They draw
connections between their pre-existing knowledge and the
knowledge they’ve acquired through the activity. Finally, they draw
conclusions, highlight remaining gaps in knowledge and develop
plans for future investigations.

Problem-based learning
The main idea of PBL is similar to IBL: learners acquire knowledge
by devising a solution to a problem. PBL differs from IBL in that
PBL activities provide students with real-world problems that
require students to work together to devise a solution. As the
group works through the challenging real-world problem, learners
acquire communication and collaboration skills in addition to
knowledge.
Cooperative learning
Students work together in small groups to maximize their own and
each other's learning. Cooperative learning differs from typical
group work in that it requires interdependence among group
members to solve a problem or complete an assignment.

IMPORTANCE OF ACTIVITIES
ctivities are the experiences that allow students to achieve learning
outcomes. These may consist of readings, lectures, group work,
labs or projects to name a few. While situations and learning
outcomes are unique, there are best practices that have proven to
be more effective across contexts.
Active learning
CONSTRUCTIVIST LEARNING THEORY emphasizes that
students build their own knowledge, rather than passively receive
information. Therefore, students learn best when they actively
construct knowledge through engaging and relevant activities such
as discussion and collaboration. The purpose is not to keep
students busy, instead they must actively do and think, connecting
their current experiences to prior knowledge. Often, these activities
allow students to practice higher order thinking skills.

Research (Prince, 2004) has shown the following active learning


benefits:
· improves critical thinking skills
· increases retention and transfer of new information
· increases motivation
· improves interpersonal skills
· decreases course failure
· provides practice and feedback
Alignment
Aligning your activities to your learning outcomes is essential. If
you do not choose activities that align, students will be less
successful in achieving the learning outcome.

For example, imagine you have a course with the learning


outcome “Students will think critically about world geography.”
What experience would help students practice thinking critically? If
you choose only to lecture, students will not have the opportunity
to practice thinking critically and improve through feedback. While
they may learn to remember geographical features, this
misalignment does not offer them the opportunity to build and
refine critical thinking skills. Therefore, it is essential to identify the
activity’s purpose to ensure it aligns with your learning outcome.
Make sure, however, you are not choosing active learning
activities if they are a poor fit for your learning outcomes, doing so
may cause confusion or overwhelm students. Additionally, start
small when choosing and integrating activities.

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