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Constructivist Learning Theory

Constructivist Learning Theory

Abbie J. Strasser

Dakota State University

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Constructivist Learning Theory

Abstract

Constructivism is a learning theory that suggests learners construct knowledge or meaning from

their own experiences. This paper will analyze the cognitive constructive theory by Jean Piaget

and the social constructive theory by Lev Vygotsky. Piaget believes in the role of prior

knowledge in the learning process and maintaining a sense of equilibrium. Assimilation and

accommodation are ways that children adapt. Vygotsky focused on the importance of a child’s

social and cultural interactions in the construction of knowledge. He uses the Zone of Proximal

Development to analyze the development of a child. These two ideas complement each other as

learning should be both a cognitive and social process.

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Constructivist Learning Theory

Constructivism is a learning theory that suggests people construct knowledge,

understanding, or meaning of the world from their own experiences. A constructivist feels that it

is critical to the learning process for people to look for inquiry and have reflections regarding the

experience. There are two important points that revolve around the ideas of constructivism. The

first is that a learner will build upon their previous experience. This prior knowledge will have

an influence on what new information or knowledge they will construct from a new experience

in learning. The learner will apply this new information to what they already know, thus

furthering their understanding and knowledge. The second important point of constructivism is

that learning is active instead of passive. They apply what they know, relate information in new

learning experiences and can change their understanding to accommodate their new experience.

Jean Piaget is one of the learning theorists who was a pioneer of the theory of

constructivism. He focuses on cognitive constructivism which defines learning as changes in the

cognitive structure. Piaget proposed the idea of the “things children learn and do are organized

as schemes” (Ormroad and Jones, 2018). A scheme is an organized collection of actions or ways

of thinking that are the same and are used over and over many times in responding to one’s

environment. According to Kretchmar (2017), Piaget believed “all learning is motivated by a

desire to maintain a state of equilibrium.” As children get older, they may have an experience

that contradicts their current knowledge or prior experiences. This creates a sense of

disequilibrium. Disequilibrium can be defined as a “state of being unable to address new events

with existing schemes, typically accompanied by mental discomfort” (Ormrod and Jones, 2018).

Piaget proposed that children want to be able to adapt when disequilibrium occurs so that they

can be successful in their environment.

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Constructivist Learning Theory

There are two ways children adapt: assimilation and accommodation. Ormrod and Jones

(2018) define assimilation as the way a person responds or interprets a thing or event in a way

that shows consistency with a scheme he or she has that already exists. If assimilating to an

existing scheme does not work, then accommodation occurs. Accommodation takes place when

there is disequilibrium. During accommodation, children must either modify a scheme that

already exists to explain the new object or event or form a new or different scheme to adjust

(Ormrod and Jones, 2018). Assimilation and accommodation cooperate together as the child

develops. Assimilation occurs as they interpret a new idea within their existing realm of

knowledge. If a child modifies their knowledge because of this new idea, then accommodation

has happened. When children can relate these ideas or event to their existing knowledge and

beliefs, then they can benefit from the new experience. An example of assimilation and

accommodation would be showing a child a zebra for the first time and the child calls the zebra a

“horse.” The child has a set schema for a horse and she assimilates this information of a zebra

into her existing schema. Accommodation has occurred when she eventually learns the animal

has the name of zebra.

Piaget proposed four stages of cognitive development: Sensorimotor, Preoperational,

Concrete Operations, and Formal Operations (Ormrod and Jones, 2018). The Sensorimotor

Stage, from birth to 2 years old, is when children make use of their senses and movement to

establish object permanence. The Preoperational Stage, ages 2-7, is when language and concepts

develop. These children are still very egocentric and can be overwhelmed by appearances. An

example of being overwhelmed by appearances occurred when I was volunteering in a

Kindergarten classroom. The teacher showed the class 3 glasses of water. Two of the glasses

were the same size – tall and skinny. The third glass was shorter and fat. The teacher filled the
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Constructivist Learning Theory

first glass half full. When she poured the water into glass 2, the class agreed the amount in the

glass was equal. When she poured the water into glass 3, the class said that it didn’t have as

much water in it as the previous ones. It was interesting to witness their lack of conservation

because they confused appearance with a change in amount. The Concrete Operation Stage, ages

7-12, is when children are able to conserve, classify objects, think logically as well as reverse

their thinking. When I observed in a third grade classroom, I witnessed a science lesson teaching

the conservation of weight. Using a balance scale, the teacher showed the students how two

balls of clay weighed the same. She then flattened one of the balls into a pancake form and

showed the class how the two forms of clay still weighed the same even though they were

different shapes. The final stage, Formal Operations, ages 12-adult is when abstract reasoning

comes into play. In a classroom, Piaget’s theories can be seen by children learning at their own

pace and a teacher providing a variety of hands-on activities which teach age-appropriate

concepts that are at the cognitive level of the child.

Lev Vygotsky is also one of the learning theorists who had an impact on the theory of

constructivism. He is known for his theory of social constructivism which focuses on the

importance of a child’s social and cultural interactions in the construction of knowledge. There

are two important concepts in his theory. The first is the idea of “mediated learning experiences”

(Ormrod and Jones, 2018). When adults interact with children, they communicate what things

mean and attach these descriptions to objects, events and life experiences. The second important

concept in social constructivism is “cognitive tools.” These “tools” are strategies, procedures

and concepts that adults communicate with children to help them effectively deal with the

complex jobs and problems they may face. Providing a calculator or computer software,
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Constructivist Learning Theory

reminding students of their task-orientated goals, and giving feedback are examples of these

“tools.”

People in different cultures pass on their cultural beliefs, and they may have a variety of

ways of thinking. (Ormrod and Jones, 2018). Vygotsky believed in a process called scaffolding

where a person with higher skills provides more assistance at the beginning of the learning

assignment and then backs off as the student’s skills become more independent and improve.

(Ciccarelli and White, 2015). An example of a scaffolding strategy would be to model the

behavior or expectations that you have for the activity or assignment. By “thinking aloud,” the

students can understand the teachers thought processes in solving a problem or reading a

passage. Strategies such as “think-pair-share” or “turn and talk” allow students to articulate or

make sense of the assignment’s expectations with the other students in the room that are engaged

in the same learning experience.

The Zone of Proximal Development (ZPD) was also proposed by Vygotsky. According

to Ormrod and Jones (2018), the zone of proximal development is “the range of tasks children

cannot yet perform independently but can perform with other people’s help and guidance.” He

believed that children showed little development when they just repeated tasks they already

knew how to independently perform. Children developed when they were supported by

challenges that were in their Zone of Proximal Development. Vygotsky’s ideas are seen in

educational settings through using cooperative learning groups where students work together as a

team to attain a goal. An example of this would be to give guidelines that are specific for the task

to be accomplished. The teacher can also give the students a rubric which states the

expectations. There is support and guidance provided to students based upon their needs.
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Exposure to discussions, collaboration, and technology lead to cognitive strategies such as

questioning, predicting, summarizing, and clarifying.

The teachers’ roles with the constructivist learning theory is very important. Teachers

function as facilitators who seek to find the point of view of the student in order to help them in

their own understanding. The teacher begins a lesson by asking instead of telling. Students

come to conclusions on their own assisted by the facilitator. Teachers continually foster

discussions with their students to create a learning environment that is receptive to different or

new direction depending on the learning progress and needs of the students. Students are

thought of as critical thinkers with emerging theories about the world. Students should be

exposed or have access to data as well as have the ability to interact with other students of

different background and learning experiences to allow observation and analysis of information

and ideas. The learner is an active participant who fosters self-direction, creativity, and

independent thinking.

Constructivism is a learning theory that shifts the emphasis from teaching to the learning

by focusing on the individual learner and how they comprehend knowledge according to the

stages of cognitive development. The teacher is a facilitator that provides a learning

environment that is appropriate so that encouragement for formulating ideas, thinking

independently, and discovering new concepts is occurring. It is a process that helps individualize

the students’ learning experiences. The focus is on the construction of knowledge instead of

reproduction. By providing for meaningful learning and problem based learning, constructivist

teachers help students develop processes, skills, and reflection of prior and new knowledge.
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Constructivist Learning Theory

References

Ciccarelli, S. K., & White, J.N. (2015). Psychology. Upper Saddle River, NJ: Pearson.

Kretchmar, J. (April 2017). Constructivism. Constructivism.

Ormrod, J. E., & Jones, B. D. (2018). Essentials of Educational Psychology: Big Ideas to Guide

Effective Teaching. Upper Saddle River, NJ: Pearson.

Ozer, O. (2004, Oct.-Dec.). CONSTRUCTIVISM in Piaget and Vygotsky. The Fountain, (48).

Piaget’s Theory of Constructivism. (n.d.). Retrieved February 22, 2018, from http://www.teach-

nology.com/currenttrends/constructivism/piaget/