2. CONSTRUCTIVISM
Constructivism is a new psychological thought that sees learning as construction of
knowledge. Philosophy of learning founded on the premise that by reflecting our own
experiences, we shape and construct our own understanding of the world wee live in.
Learning is adjusting our rules to accommodate new experiences. Students can learn
different meanings from the same lesson.no knowledge can be transferred intact from
one individual to another.
In constructivist approach, knowledge is not given to the students directly. Students are
involved in the process of learning to reach new understanding. Students from their own
understandings and construct their own knowledge. This knowledge construction
process is facilitated by the teacher and so he is known as a facilitator of learning and not
as a provider of knowledge.
3. It is a theory based on the idea of active learning to
garn meaning in real life context settings.
Learning is student centred.
Cooperative learning and socialization are important aspects in
the constructivists class room.
Students learn using critical thinking by building on prior
knowledge.
Students are actively engaged in their knowledge.
Learning activities linked to real world.
4. Le Semyonvich Vygotsky and jean piaget are the chief exponent of
constructivism.
Constructivism has three broad types. They are
psychological constructivism
Social constructivism
Radical constructivism
Radical constructivism assumes tat knowledge is constructed from
one’s experience but is not a true representation of reality.
Jean piaget is the chief exponent of psychological constructivism.
Piaget believed that children learn through organization and schemes. He
believed that by organizing concept and ideas children place them into
schemas. He believed that children are in contact of the knowledge that
they are provided and more forward in construct their own learning by
taking part in social activities and exploration.
5. Social constructivism developed by the psychologist Vygotsky. He
believed that learning needs to be engaging. Learning takes place as
children are interacting with each other and exploring their
environment. He believed that learning is simultaneous to social
interaction and exploration. In other words he didn’t feel as though he
was more important than the other.
ZONE OF PROXIMAL DEVELOPMENT(ZPD)
There is an ability level up to which a learner can
reach on is own without any help from others. This level is called
current ability level. There is a higher level of ability which a learner
can reach only with the help of others. This level is known ad potential
ability level. The gap between these two level is called the zone of
proximal development. The ZPD is the area between the things learner
can do alone and the things he can do only with the help from a more
knowledgeable person or peer group. It is the gap between what is
known and what can be known.
6. The ZPD is not the same to all. Each individual has his own current and
potential ability level and therefore, different zones of proximal
development. According to Vygotsky, learning occurs in this zone. The
purpose of ZPD is to support intentional learning. The larger the ZPD, the
more a child will learn.
Potential ability
Level
zone of proximal development (ZPD)
Current ability
level
7. Constructivism came through the beliefs of Maria
Montessori, where children learn through
experiences. If children are provided the tools for
their developmental age level, they will be
successful learners. Children learn by participating
in hands- on group activities, and that children
should be free to explore their environment.
8. ADVANTAGES
Each person in the world builds their own knowledge.
Focuses on student-centered learning.
Teacher guides students in building their own
understanding knowledge.
Process orientedness.
Learner autonomy.
Well organised classroom
Teacher is a guide
Teacher is facilitator
Teacher is a diagnostician
It stresses Multiple Intelligence Theory
9. DISADVANTAGES
• It is difficult to create detailed lesson plans with so much
variation.
• It consumes more time.
• It requires highly competent teachers.
• It places higher demands on learners.
• Realising the ZPD of learners is difficult in a crowded
classroom.
• Starting the class from the knowledge base of the learners
is difficult in a class with students of multi ability levels.
