Theory: Constructivism

Theoretical considerations: Constructivism

"Constructivism proposes that learning environments should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities."

-- David H. Jonassen

Introduction

Constructivism is the theory that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When learners encounter something new, they reconcile it with previous knowledge and experience. They may change what they believe, or they may discard the new information as irrelevant. To be active creators of their knowledge however, they must be able to ask questions, explore and assess what they know. In the classroom, the constructivist view of learning means encouraging students to use active techniques such as experiments and real-world problem solving using authentic data if possible, and to create knowledge and reflect on their understanding.

Constructivism modifies the role of the teacher so that teachers help students to construct knowledge rather than reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities so that students can formulate and test their ideas, draw conclusions and inferences, and convey their knowledge in a collaborative learning environment. The teacher must understand the students' preexisting conceptions and guide the activities to address this knowledge and then build on it. Constructivist teachers encourage students to assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students become expert learners as they learn how to learn. The students then have the tools necessary to become life-long learners.

In a constructivist classroom, learning is

Constructed: Students come to learning situations with already formulated knowledge, ideas, and understandings. Students will integrate new experiences and interpretations to construct their own personal meaning with this previous knowledge.
Active: The student is the person who creates new understanding for her/himself. The teacher guides knowledge, but allows the students to experiment, manipulate objects, ask questions and try things that don't work. Students also help set their own goals and means of assessment.
Reflective: Teachers should create opportunities for students to question and reflect on their own learning processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences.
Collaborative: The constructivist classroom relies heavily on collaboration among students because students learn about learning not only from themselves, but also from their peers. When students together review and reflect on their learning processes, they can pick up strategies and methods from one another.
Inquiry- or Problem-Based: The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers.
Evolving: Students have knowledge that they may later see as incorrect, or insufficient to explain new experiences. As students explore a topic or problem, they draw conclusions, and, as exploration continues, they revisit those conclusions and modify them to support new knowledge or experiences.

Technology can assist educators in creating a constructivist learning environment. It offers a tremendous amount of information, tools for creativity and development, and various environments and forums for communication. Through technology, students can express themselves and their creations and they can answer questions that they are posing for themselves.

Discussion possibilities

Look over your existing lesson plans and teaching strategies. What characteristics of a constructivist classroom do you already employ? What characteristics could you easily adopt? What plan or goals could you develop to incorporate those characteristics?

Readings, general:

Rakes, G. C., Flowers, B. F., Casey, H. B. & Santana, R. (1999). An Analysis of Instructional Technology Use and Constructivist Behaviors in K-12 Teachers. International Journal of Educational Technology, 1(2). http://www.outreach.uiuc.edu/ijet/v1n2/rakes/index.html.

Thornburg, D. (2000). Clinging to Horace Mann in the 21st Century. PBS Teacher Source. http://www.pbs.org/teachersource/thornburg/thornburg0200.shtm.

wNetSchool (2000). Concept to Classroom: Constructivism as a Paradigm for Teaching and Learning. http://www.thirteen.org/wnetschool/concept2class/month2/.

Readings, elementary:

Rice, M. & Wilson, E (1999). How Technology Aids Constructivism in the Social Studies Classroom. The Social Studies, 90(1), 28-33. Washington, DC : Helen Dwight Reid Educational Foundation.

Readings: social studies:

Rice, M. & Wilson, E (1999). How Technology Aids Constructivism in the Social Studies Classroom. The Social Studies, 90(1), 28-33. Washington, DC : Helen Dwight Reid Educational Foundation.