Constructivism Learning Theory
Kristi Carson
Liberty University
EDUC205
April 3 , 2023
rd
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Constructivism Learning Theory
Constructivism is a learning philosophy grounded on scientific inquiry and observation, which
asserts that individuals create their knowledge via active engagement with the world and events
(McLeod, 2019). It stresses that students draw meaning from their experiences and reflect on
them to reconcile them with their prior knowledge and experiences. Unlike the conventional
perspective of teaching and learning, which views the learner as a blank slate to be filled with
information, constructivism is based on several fundamental ideas. Constructivism encourages
students to develop their understanding of the universe via active problem-solving and
experimentation in the actual world (McLeod, 2019). In addition, it acknowledges that learners
must build connections between what they have already acquired, prior knowledge, and new
information to grasp and gain further insight. This paper aims to delve deeper into the history of
constructivism and how I could apply it in a classroom full of students.
Three psychologists—Jean Piaget, Lev Vygotsky, and John Dewey—founded constructivism as
an educational philosophy. Piaget is related to radical constructivism, which emphasizes the
importance of the individual learner and his or her particular conceptual frames for
comprehension. In contrast, Vygotsky stresses the significance of social learning experiences.
Dewey blends characteristics of both, offering concepts with which both parties may concur
(Muhajirah 2020). As held by all three psychologists, existing learning theories, such as
behaviourism and humanism, do not correctly capture the real learning process. In addition, their
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views are founded on classroom observations as opposed to laboratory tests, as is the case with
behaviourism (Muhajirah, 2020)
Jean Piaget, well-known for his constructivist theories, represents knowledge as the outcome of
an individual's experiences and ideas (Devi, 2019). The origin of radical constructivism is the
belief that humans are at the center of knowledge generation and acquisition. Piaget significantly
debunked the almost universal view at the time that children's intelligence was inferior to that of
adults. In order to do this, he suggested a cognitive framework including many growth phases.
While Piaget did not explicitly link his discoveries on cognitive development to education, his
study has proven indispensable to contemporary learning theories. He proposed accommodation
and assimilation, which examine how learning occurs rather than what causes it (Devi, 2019).
His study is one of the primary pillars of constructivism, and it continues to inspire theorists and
educators.
Lev Vygotsky suggested that social factors significantly impact the acquisition of information.
He claimed that individuals learn from others and, in doing so, create a shared understanding
system with their peers (Devi, 2019). Individuals become more familiar with their surroundings,
cultural routines, conventions, and expectations as they become more immersed in a new
context, enabling them to develop more subjective interpretations of the same. Vygotsky
elaborated that the foundations of knowledge are created during infancy and that social
experiences subsequently enrich them. A child is born with the ability to recall things, but this
ability must be refined via real-world practice. One of Vygotsky's main hypotheses, that of the
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More Knowledgeable Other (MKO) or teacher corresponds with Piaget's adoption of radical
constructivism. MKOs improve a person's capacity for learning, encouraging them to attain
greater success. Vygotsky argued that the Zone of Proximal Development extended beyond the
student and the instructor. Instead, he urged students to establish groups where those with a
deeper grasp of the skill might assist others with less proficiency in the same activity (Fathi,
2019). This form of collaborative learning may assist all participants in expanding their skill set.
John Dewey's approach contained components of Piaget's and Vygotsky's theories, emphasizing
experiential learning. He shared with Vygotsky a focus on the significance of culture and its
influence on the human mind. However, its progressivist legacy with Piaget emphasized the need
to foster the growth of autonomous reasoning. Dewey maintained that the greatest way to show
learning is via creative cooperation, as opposed to rote memorizing or repetitious lecturing, since
it allows students to apply their knowledge in real-world contexts (Fathi, 2019). For pupils to
engage in sustained inquiry and cognitively mature, he recommended enabling the environment
to affect their learning and integrating real-world experiences into classroom activities. This
synthesis between the classroom and daily life was the most effective method for engaging
students and retaining information.
Using collaborative group projects, in which students are divided into groups to solve an issue or
develop a project, is one approach. Then, establish distinct groups with responsibilities and let
the students collaborate to discover solutions. Encourage peer-to-peer interaction as students
build on one another's ideas and share their knowledge. Using inquiry-based learning is a second
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instance. Here, the teacher should offer students open-ended questions to pique their curiosity
and activate their past knowledge. Let students investigate the answers by undertaking research,
conducting expert interviews, and developing their hypotheses. Students should be able to
increase their knowledge via inquiry and investigation.
A third example is Hands-On Activities, in which students are provided physical things to
investigate to develop a concrete comprehension of the topic. Use blocks and a balancing scale to
investigate mathematics and do hands-on experiments to investigate science. Use manipulatives
to aid problem-solving while encouraging kids' creativity and imagination. The final example is
Technology use. Technology is an excellent teaching tool for helping students envision,
investigate, and connect with subjects in new ways. Computer simulations, generating
presentations, and coding projects are examples of learning activities utilizing technology. These
exercises facilitate students' understanding and application of ideas more creatively and
engagingly.
In the classroom, constructivist learning theory encourages students to learn via experimentation
and discovery. Students may do solo assignments to comprehend information, but it is also
essential to give group assignments that encourage students to interact and finish a work
collectively (Banihashem et al., 2022). This strategy employs students' unique insights to foster a
more profound common knowledge. Moreover, constructivism may be utilized to emphasize
creating meaningful connections between students and instructors regarding classroom
management. This may be accomplished through student-led conversations on specific subjects
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and activities. This increases student engagement and fosters healthy connections between
students and instructors.
Instead of depending entirely on pre-existing material, students may develop their knowledge
and comprehension using constructivist teaching methodologies. In order to execute this idea in
the classroom, instructors should encourage students to express their knowledge and reasoning
aloud, fostering a deeper, more meaningful grasp of the content and enabling classmates and the
teacher to identify the student's viewpoint (Banihashem et al., 2022). Also, this method allows
pupils to develop strong connections with their peers and professors. In addition, constructivist
techniques provide a student-centred, interactive learning environment that promotes active and
autonomous learning. Teachers can create a flexible and dynamic classroom environment that
meets the requirements of every student by applying these techniques. In addition, constructivist
teaching practices help teachers become more efficient and effective educators.
Lastly, constructivist learning theory can improve student learning outcomes. Pupils are more
likely to retain information over time if actively involved and encouraged to explore their
learning styles (Banihashem et al., 2022). The collaborative part of this theory also enhances
comprehension by raising the likelihood that a group member would know the solution since
they have been exposed to various views.
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Therefore, constructivism learning theory may have a beneficial influence on the classroom. It
helps students become more involved with the topic while promoting cooperation and fostering
teacher-student connections. This may then result in improved student learning results.
According to the constructivist learning theory, knowledge is formed via the learner's
engagement and active involvement with the environment (McLeod, 2019). This approach
resonates with me because I believe that knowledge is gained by experience and direct touch
with stuff that has been studied. In addition, constructivism stresses that each learner's prior
experiences, perspectives, and degree of knowledge influence how they perceive and
comprehend their surroundings. As a lifelong learner, I believe this concept is vital to
comprehending how we learn since we all have varied learning styles and diverse degrees of
experience that must be considered. Furthermore, the Constructivist learning theory heavily
focuses on teamwork and social connections, which I believe are essential to comprehending the
learning process. As someone who engages in group work often, I like this feature of the
philosophy. Lastly, I like constructivism because it provides a more holistic approach to learning
and encourages learners to engage with new ideas with critical, creative, and autonomous
thought.
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References
Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2022). The impacts of
constructivist learning design and learning analytics on students’ engagement and self-
regulation. Innovations in Education and Teaching International, 59(4), 442-452.
Devi, K. S. (2019). The constructivist approach to learning based on the concepts of Jean Piaget
and lev Vygotsky. The NCERT and no matter may be reproduced in any form without the
prior permission of the NCERT, 44(4), 5-19.
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Fathi, M. R. (2019). Theory of Social Constructivism and Its Implications for the Learning and
Teaching Process. , (15), 86-100.Pouyesh in Humanities Education 5
McLeod, S. (2019). Constructivism as a theory for teaching and learning. .Simply psychology
Muhajirah, M. (2020). Basic learning theory:(behaviourism, cognitivism, constructivism, and
humanism). International Journal of Asian Education, 1(1), 37-42.
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