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Constructivism: A Contrasting Theory
According to Driscoll (2005):
‐ Piaget’s developmental and cognitive concepts are at the root of constructivism along with
Vygotsky and Bruner’s interactional and cultural concepts
‐ Constructivism is found in numerous subject areas including science and psychology
Constructivism Assumptions about Learning
‐ knowledge is not passively passed on to the learner
‐ learners actively seek out meaning
‐ learners construct knowledge to make sense of what they are experiencing
Constructivist Learning Goals
‐ students must find the learning activity meaningful
‐ learner’s knowledge is not static but, constantly changing
‐ learners must display a clear understanding of what they have learned (not simply memorize
without true understanding)
‐ learners need to actively recognize and follow their own learning goals
Problem: Are all students capable of recognizing and pursuing their own educational goals in an
effective manner?
‐ the teacher must ensure all students are learning in their zone of proximal development
Constructivist Conditions for Learning
1) Learning must take place in complex, realistic and relevant environments
‐ However the learning task should not be too simple or too hard as students’ effort levels will
drop.
2) Social interactions are important if learning is to occur
‐ Create a collaborative environment where students can discuss the learning activity (in an
effective manner).
‐ Students should learn to respect the opinions of their classmates (understand there may be
more than one right answer).
3) A topic may have multiple perspectives and be represented in many different ways
‐ Avoid generalizations
4) Students must take ownership over learning
‐ learning is active not passive
Problem: Research shows that students rarely take effective ownership over their learning.
They usually take the fastest route not the most effective route.
Constructivist Methods of Instruction
1) Microworlds/Hypermedia‐ tiny but real environments that promote discovery based learning
2) Collaborative Learning and Problem scaffolding‐ makes use of collaborative learning
technologies that help individuals connect with one another
3) Goal based and Problem Based Learning‐ Learners solve “real” problems through cooperation
Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 384‐407; Ch. 11‐ Constructivism).
Toronto, ON: Pearson.