Constructivism (philosophy of education)
Constructivism is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Background
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences. While behaviorism focuses on understanding what students are doing, constructivism emphasizes the importance of understanding what students are thinking and how to enrich their thinking.Constructivism in educational psychology can be attributed to the work of Jean Piaget and his theory of cognitive development. Piaget's focus was on how humans make meaning by integrating experiences with ideas, emphasizing human development as distinct from external influences Another influential figure, Lev Vygotsky, emphasized the importance of sociocultural learning in his theory of social constructivism, highlighting how interactions with adults, peers, and cognitive tools contribute to the formation of mental constructs. Building upon Vygotsky's work, Jerome Bruner and other educational psychologists introduced the concept of instructional scaffolding, where the learning environment provides support that is gradually removed as learners internalize the knowledge.
Views more focused on human development within the social sphere include the sociocultural or socio-historical perspective of Lev Vygotsky and the situated cognition perspectives of Mikhail Bakhtin, Jean Lave, and Etienne Wenger. Additionally, the works of Brown, Collins, and Duguid, as well as Newman, Griffin, Cole, and Barbara Rogoff.
The concept of constructivism has impacted a number of disciplines, including psychology, sociology, education, and the history of science. In its early stages, constructivism focused on the relationship between human experiences and their reflexes or behavior patterns. Piaget referred to these systems of knowledge as "schemes."
Piaget's theory of constructivist learning has significantly influenced learning theories and teaching methods in education. It serves as a foundational concept in education reform movements within cognitive science and neuroscience.
Overview
The formalization of constructivism from a within-the-human perspective is commonly credited to Jean Piaget. Piaget described the mechanisms by which information from the environment and ideas from the individual interact to form internalized structures developed by learners. He identified processes of assimilation and accommodation as crucial in this interaction, as individuals construct new knowledge from their experiences.When individuals assimilate new information, they integrate it into their existing framework without altering that framework. This can happen when their experiences align with their internal view of the world, but it can also occur if they fail to update a flawed understanding. Accommodation is the process of adjusting one's mental representation of the external world to fit new experiences. It can be understood as the mechanism by which failure leads to learning.
It is important to note that constructivism is not a specific pedagogy, but rather a theory explaining how learning occurs, regardless of the learning environment. However, constructivism is often associated with pedagogic approaches that promote active learning, or learning by doing. While there is much enthusiasm for constructivism as a design strategy, some experts believe that it is more of a philosophical framework than a theory that can precisely describe instruction or prescribe design strategies.
Constructivist pedagogy
Nature of the learner
recognizes and embraces the individuality and complexity of each learner, actively encouraging and rewarding it as a vital component of the learning process.Background and culture
Social constructivism, also known as socioculturalism, emphasizes the role of an individual's background, culture, and worldview in shaping their understanding of truth. According to this theory, learners inherit historical developments and symbol systems from their culture and continue to learn and develop these throughout their lives. This approach highlights the significance of a learner's social interactions with knowledgeable members of society. It suggests that without such interactions, it is challenging to grasp the social meaning of important symbol systems and learn how to effectively use them. Social constructivism also points out that young children develop their thinking abilities through interactions with peers, adults, and the physical world. Therefore, it is essential to consider the learner's background and culture throughout the learning process, as these factors help shape the knowledge and truth that the learner acquires.Motivation and responsibility for learning
Social constructivism emphasizes the importance of the student being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Von Glasersfeld emphasized that learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.When considering students' learning, it is essential to take into account their motivation and confidence. According to Von Glasersfeld, a student's motivation to learn is strongly influenced by their belief in their potential for learning This belief is shaped by their past experiences of successfully mastering problems, which is more influential than external acknowledgment and motivation. This idea aligns with Vygotsky's concept of the "zone of proximal development," where students are challenged at a level slightly above their current development. By successfully completing challenging tasks, students build confidence and motivation to take on even more complex challenges.
According to a study on the impact that COVID-19 had on the learning process in Australian University students, a student's motivation and confidence depends on self-determination theory. This theory requires support from the educational environment to fulfill three basic needs to achieve growth, including autonomy, relatedness, and competency. During the historical event of COVID-19, the basic needs were hindered in some way, along with environments that were meant to foster education and growth, which was hindered through the change from traditional in-person classes to online classes that left students with significantly less opportunities for social interactive and active learning opportunities.
Role of the instructor
Instructors as facilitators
According to the social constructivist approach, instructors are expected to adapt to the role of facilitators rather than traditional teachers. While a teacher gives a didactic lecture that covers the subject matter, a facilitator assists the student in developing their own understanding of the content. This shift in roles places the focus on the student's active involvement in the learning process, as opposed to the instructor and the content itself.As a result, a facilitator requires a different set of skills compared to a teacher. For instance, a teacher imparts information, whereas a facilitator encourages questions; a teacher leads from the front, while a facilitator provides support from the background; and a teacher delivers answers based on a set curriculum, whereas a facilitator offers guidance and creates an environment for the learner to form their own conclusions. Furthermore, a teacher typically engages in a monologue, whereas a facilitator maintains an ongoing dialogue with the learners.
Additionally, a facilitator should be able to dynamically adapt the learning experience by taking the lead in guiding the experience to align with the learners' interests and needs in order to create value.
The learning environment should be created in a way that both supports and challenges the student's thinking While it is advocated to give the student ownership of the problem and solution process, it is not the case that any and all activities or solutions are adequate. The critical goal is to support the student in developing effective thinking skills.
Relationship between instructor and students
In the social constructivist viewpoint, the role of the facilitator involves both the instructor and the students being actively engaged in learning from each other. This dynamic interaction requires that the instructor's culture, values, and background play a significant part in shaping the learning experience. Students compare their own thoughts with those of the instructor and their peers, leading to the development of a new, socially validated understanding of the subject matter. The task or problem serves as the interface between the instructor and the student, creating a dynamic interaction. As a result, both students and instructors need to develop an awareness of each other's viewpoints and consider their own beliefs, standards, and values, making the learning experience both subjective and objective at the same time.Several studies highlight the significance of mentoring in the learning process. The social constructivist model underscores the importance of the relationship between the student and the instructor in facilitating learning.
Interactive learning can be facilitated through various approaches such as reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based instruction, anchored instruction, and other methods that involve collaborative learning.