Constructivism is a theory of learning that states that individuals create their own understanding of the world through experiencing things and reflecting on those experiences. According to the theory, learning is not the passive acceptance of knowledge from others but is an active process of meaning-making. The document discusses how, according to constructivism, learners build personal interpretations of the world based on their individual experiences and interactions rather than acquiring knowledge from an external source. It also notes that mental representations developed through tasks are likely to increase efficiency in performing similar future tasks.

1. CONSTRUCTIVISM
THEORY
Mr T Skosana

2. Introduction
• Constructivism is not a totally new approach to learning
• It has become a "hot" issue as it has begun to receive
increased attention in a number of different disciplines
(Bednar et al., 1991). However, constructivism
encompasses a broad domain of inquiries into the nature
of knowledge and learning that focus on the active role of
knowers in the construction of Knowledge (Baerveldt,
2013). Constructivism is a theory that equates learning
with creating meaning from experience
• (Bednar et al., 1991).

3. How does learning occur?
• According to Ertmer and Newby, (1993) Human create
meaning as opposed to acquiring it. Since there are many
possible meanings to glean from any experience, we
cannot achieve a predetermined, "correct" meaning.
Learners do not transfer knowledge from the external
world into their memories; rather they build personal
interpretations of the world based on individual
experiences and interactions using a memory.

4. Role of a memory in constructivism
• Mental representations developed through task-
engagement are likely to increase the efficiency with
which subsequent tasks are performed to the extent that
parts of the environment remain the same: "Recurring
features of the environment may thus afford recurring
sequences of actions" (Brown et al., 1989).

5. References
• Baerveldt, C. (2013). Constructivism Contested: Implications of a
Genetic Perspective in Psychology. Integr Psych Behav, 47, 156–
166.
• Bednar, A., Cunningham, D.J., Duffy, T. & Perry, D. (1991).
Theory into practice: how do we link? In Anglin, G., ed.
Instructional technology: past, present and future, 88-10 l.
Englewood, CO: Libraries Unlimited.
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition
and the culture of learning. Educational Researcher, 18(1), 32-
42.
• Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism,
Constructivism: Comparing Critical Features from an
Instructional Design Perspective. Published in Performance
Improvement Quarterly, 6, 1-27.