Constructivism Approach in Learning

1. Constructivist Approach in
Learning
Dr.M.Deivam
Assistant Professor (Contract)
Department of Education
The Gandhigram Rural Institute (Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302

2. Ancestors to Constructivism:
•Ancient Philosophers: Philosophers like
Socrates and Plato emphasized the importance
of active engagement in the learning process.
Socratic questioning encouraged learners to
critically think and construct their
understanding.
•Renaissance Period: Renaissance humanists
emphasized individual learning and exploration,
paving the way for learner-centered approaches.

3. Early Philosophical Foundations:
John Locke (17th century): Advocated the
"tabula rasa" concept, suggesting that individuals
are born with a blank slate and knowledge is
acquired through experiences.
Jean-Jacques Rousseau (18th century):
Proposed the idea of "natural education," which
suggested that education should respect the
individual's innate abilities and interests.

4. Constructivism
•Constructivism is a learning theory that states that
learners actively construct their own
knowledge and understanding of the world.
• This is in contrast to the traditional view of
learning, which is that knowledge is transmitted
from teacher to student.

5. Constructivism: Definitions
Jean Piaget: "Constructivism is the view that
knowledge is actively constructed by the
learner rather than passively received."
Lev Vygotsky: "The child learns through social
interaction with others, and that the social context
plays a major role in the construction of
knowledge."
John Dewey: "Learning is a process of inquiry, in
which the learner actively seeks to make sense
of the world around them."

6. Contd.,
Ernst von Glasersfeld: "Knowledge is not passively
received, but actively constructed by the individual
through their experiences."
Sandra Wilson: "Constructivism is a learning theory that
emphasizes the importance of the learner's active
participation in the construction of knowledge."
Kearsley, 1999: constructivism as a learning theory in which
learning is seen as an active process in which learners
construct new ideas or concepts based upon their current
and past knowledge

7. Principles of constructivism
Active Learning: Constructivism recognizes learning as a process of
actively making sense of information and experiences. Learners are
encouraged to be actively involved in their own learning process.
Prior Knowledge: Learners bring their unique prior knowledge,
experiences, and beliefs to a learning situation. This prior knowledge
serves as a foundation upon which new knowledge is constructed.
Social Context: Learning is most productive in a social context.
Constructivist learning environments encourage learners to work
together and engage in authentic activities and contexts.

8. Contd.,
Reflection and Meaning-Making: Learners reflect on their experiences,
create mental representations, and incorporate new knowledge into
their existing schemas. This promotes deeper learning and
understanding
Personal Construction of Knowledge: Constructivism believes that
learners actively construct or make their own knowledge. Reality is
determined by the experiences of the learner, and meaning is influenced
by the interaction of prior knowledge and new events
Facilitative Role of the Teacher: In the constructivist model, the
teacher functions as a facilitator who coaches, mediates, prompts,
and helps students develop and assess their understanding. The
teacher supports learners in constructing their own knowledge

9. Application of Constructivism in
Education
Constructivist Classrooms:
• Teachers facilitate collaborative learning
environments.
• Students actively participate in their own
learning.
• Teachers guide and support rather than solely
instruct.
• Learning groups are small and interactive.

10. Characteristics of Constructivist
Classrooms
• Shared knowledge between teachers and students.
• Teachers serve as guides and facilitators.
• Emphasis on student questions, interests, and
existing knowledge.
• Interactive learning, student-centered approach.
• Dialogue between teachers and students to construct
knowledge.
• Students often work in groups.

11. Benefits of Constructivist Classrooms:
• Promotes critical thinking, problem-
solving, and active engagement.
• Fosters collaborative skills and real-
world application of knowledge.
• Encourages student ownership of
learning process.

12. Types
of
constructivism
Trivial
Constructivism
Radical
Constructivism
Personal and Social
Constructivism
Objectivism and
Constructivism

13. Trivial Constructivism
•Trivial constructivism, coined by Vorr Glasersfeld in
1990, is considered the simplest form of
constructivism.
•It aligns with the principle that learners actively
construct knowledge based on what they already
know.
•Learning is an active process where new knowledge
is built upon prior knowledge.
•Knowledge is not impersonal; it's tied to the learner
and is developed through personal construction.

14. Radical Constructivism:
•This is an approach that takes the concept of
constructivism to a more extreme level.
• Knowledge is entirely constructed by individuals
and that
• Learners create their own mental models based
on their experiences, and these models can differ
from person to person.

15. Personal and Social Constructivism:
•Personal constructivism focuses on individual
learners' cognitive processes and their ability to
construct meaning.
•Social constructivism, emphasizes the role of social
interactions and collaboration in knowledge
construction.
•It suggests that learning is enhanced when learners
engage in meaningful interactions with others and
collectively construct knowledge.

16. Objectivism and Constructivism
• Objectivism represents the idea that there is a fixed
reality or truth that exists independently of
individual perceptions.
• Constructivism, on the other hand, challenges this
notion by suggesting that knowledge is constructed
by individuals based on their experiences and
perspectives.
• These two viewpoints represent a philosophical
contrast, where objectivism assumes an external
truth, while constructivism focuses on internal

18. Educational Practices
•Constructivism has transformed educational
practices:
• Student-centered classrooms.
• Active learning methodologies.
• Collaborative and experiential learning.
• Personalized and interactive technology-
driven learning.

19. Advantages
•Students are more engaged in the learning
process.
•Students develop deeper understanding of the
material.
•Students develop better problem-solving skills
•Students learn to work collaboratively.
•Students become more independent learners.

20. Limitations
•It can be time-consuming and resource-
intensive.
•It can be difficult to assess student learning.
•It may not be appropriate for all students.

21. JEAN PIAGET’S – Cognitive
constructivism
• Jean Piaget was a Swiss psychologist who developed the theory of
cognitive constructivism. Cognitive constructivism is a learning theory that
states that learners actively construct their own knowledge and
understanding of the world.
• Schema:
• A "schema" is a cognitive framework or mental structure that individuals
use to organize and understand their experiences and the world around
them.
• Piaget used the term "schema" to describe a person's understanding of
different aspects of their world.
• A schema is like a map or an outline that helps individuals make sense of
their experiences.
• Schemata are developed through experiences and observations, and

22. Contd.,
• Assimilation:
• Assimilation involves incorporating new information or
experiences into existing mental frameworks (schemata).
• It's the process of interpreting new information in a way that fits with
one's current understanding of the world.
• Accommodation:
• Accommodation is the process of adjusting or modifying existing
schemata to incorporate new information or experiences that don't
fit.
• It's about adapting one's cognitive structures to accommodate new
learning.

23. Contd.,
• Equilibration:
• Equilibration is the process of balancing assimilation and
accommodation.
• It's a drive to maintain a balance or equilibrium between existing
schemata and new information.
• Children and individuals strive to achieve a cognitive balance by
adjusting their schemata based on new experiences.
• Equilibration drives cognitive development and is seen when learners
refine their strategies to improve their understanding.

24. Educational Implications
Provide hands-on experiences: Students should be given
opportunities to learn by doing. This will help them to make
connections between their learning and their own experiences.
Allow for exploration and discovery: Students should be
encouraged to explore and discover new information on their
own. This will help them to develop their problem-solving skills
and to learn at their own pace.
Be sensitive to individual differences: Students learn at
different rates and in different ways. Teachers should be
sensitive to these differences and should provide instruction
that is tailored to the individual needs of each student.

25. Contd.,
Encourage active participation: Students should be
encouraged to participate actively in their own learning.
This can be done through discussions, debates, and
hands-on activities.
Provide feedback: Students should receive regular
feedback on their progress. This will help them to
identify areas where they need to improve and to make
progress towards their learning goals.

26. Lev Vygotsky’s – Social Constructivism
• He was born in Russia on November 17,
1896 and died on June 11, 1934 at the age
of 37.
• His work began when he was studying
learning and development to improve his
own teaching.
• He wrote on language, thought, psych
ology of art, learning and development
and educating students with special
needs.

27. Contd.,
•His experience, together with his interest in literature
and his work as a teacher, led him to recognize social
interaction and language as two central factors in
cognitive development.
•His theory became known as Socio-Cultural Theory of
Development.

28. Social Interaction
•Vygotsky emphasized that effective learning happens
through participation in social activities.
•Parents , teachers and other adults in the learner’s
environment all contribute to the process. They
explain, model, assist, give directions and provide feed
back.
•Peers, on the other hand, cooperate and collaborate
and enrich the learning experience.

29. More Knowledgeable Other
•The More Knowledgeable Other (MKO) is somewhat
self-explanatory; it refers to someone who has a
better understanding or a higher ability level than the
learner, with respect to a particular task, process, or
concept.
•Although the implication is that the MKO is a teacher
or an older adult, this is not necessarily the case.
Many times, a child's peers or an adult's children
may be the individuals with more knowledge or
experience.

30. Zone of Proximal Development
•The concept of the More Knowledgeable Other is
integrally related to the second important
principle of Vygotsky's work, the Zone of
Proximal Development.
•This is an important concept that relates to the
difference between what a child can achieve
independently and what a child can achieve
with guidance and encouragement from a
skilled partner.

32. Contd.,
•Vygotsky (1978) sees the Zone of Proximal
Development as the area where the most sensitive
instruction or guidance should be given - allowing
the child to develop skills they will then use on their
own - developing higher mental functions.

33. Vygotsky and Language
• Vygotsky believed that language develops from social interactions,
for communication purposes. Vygotsky viewed language as man’s
greatest tool, a means for communicating with the outside world
• According to Vygotsky (1962) language plays two critical roles in
cognitive development:
• 1: It is the main means by which adults transmit information to
children.
• 2: Language itself becomes a very powerful tool of intellectual
adaptation.

34. Children do this by using language in three forms,
1. Social speech- talking to others
2. Private speech – this is speech directed to oneself by talking
aloud
3. Internalized private speech – (inner speech) the child can act
without talking aloud as self-regulation and thought begins to
develop.

35. Scaffolding
•The concept of scaffolding is closely linked to the
idea of ZPD. It means changing the level of
support as per the child’s need. During a teaching
session, a skilled teacher adjusts his/her
instructions as per the amount of guidance
required for the child to master the skill (Devries,
2001).

36. Vygotsky's theory differs from that of Piaget in a
number of important ways

37. Vygotsky’s theory: Educational Implications
•Vygotsky’s theory has been appreciated and applied by
many teachers to the field of education (Rowe &Wertsch,
2004)
•Assess the child’s ZPD: skilled helper should present the
child with tasks of varying levels of difficulty to determine
the level at which instructions should begin.
•Use the child’s ZPD in teaching: teaching should begin
towards the upper limit of the child’s zone and one should
offer ‘just enough’ assistance or support only when
needed.

38. Contd.,
•Use more-skilled peers as teachers: children also benefit
from support of their skilled peers or children who are
slightly elder to them.
•Monitor and encourage children’s use of private speech:
in the elementary school years, encourage the child to
internalize and regulate their talk to themselves.
•Place the instructions in a meaningful context: provide
students with opportunities to experience learning in real
world setting

39. Educational implications
•Encourage collaborative learning
•Provide scaffolding
•Use culturally relevant materials
•Promote critical thinking

40. References
• Chauhan S.S, (2005). Advanced Educational Psychology 7th edition, vikas publishers
house Pvt Ltd, Noida
• Devaki,N.(2015), Psychopedagogy, Shanlax Publications, Madurai.
• https://egyankosh.ac.in/bitstream/123456789/8303/1/Unit-19.pdf
• https://egyankosh.ac.in/bitstream/123456789/71223/1/Unit-7.pdf

41. Thank You