Constructivism is an educational theory that emphasizes the learner constructing knowledge based on previous experiences. It views learning as assimilating new information into existing mental frameworks. According to constructivism, the teacher acts as a facilitator and students learn by relating new concepts to their own experiences. Jean Piaget identified four stages of cognitive development in which children create "mental maps" to understand the world. Lev Vygotsky added that social and cultural influences also impact learning. Modern constructivism, influenced by Jerome Bruner, incorporates both cognitive and social aspects. It advocates engaging students through exploration and hands-on learning before explaining concepts to facilitate new understandings.

1. Constructivism…an Educational
Theory

2. Constructivism
• What is it?
• What does it have to tell us?
• How can we apply it to our work?

3. During the 1930’s and 40’s, Constructivism was the
leading view of Public school educators in the U.S.
• Nothing terribly new about it!
• Many basic beliefs stated by Dewey among
others
• Comprised primarily of the research by:
Jean Piaget
Lev Vigotsky
Jerome Bruner
But first…...

4. Constructivism..What is it?
• An educational theory
that places emphasis
on the learner
• Teacher’s role: Act as
a facilitator
• Based on the idea that
All knowledge is
CONSTRUCTED
based on previous
experiences

5. But what does this mean?
• In order to understand something,
we MUST be able to relate it to
something else
• If at all possible, APPLY this
knowledge during the lesson to
foster concrete connections
• Differs from traditional view; the
mind is a blank tablet

6. Instead, Constructivism views knowledge as
“assimilated” into existing schema
• Idea largely based on Swiss
Biologist Jean Piaget’s research on
child development & learning
• Piaget’s theory states that children
learn by creating “mental maps” or
schemes
• These maps or schemes are added
to and adapted as needed to help
them understand their environment
• Structure becomes more complex
as child develops

7. 4 Developmental stages according to Piaget
• 1. Sensory motor stage (birth-2 yrs)
-through physical interaction with environment, child
develops set of concepts about reality & how it
works
-stage where child is unaware that if an object is not
seen it still exists (object permanence)

8. 2. Preoperational stage (2-7)
• Child needs concrete
physical situations and
is unable to
conceptualize in the
abstract
-needs to see, hear, feel
in order to understand
something

9. 3. Concrete operations (7-11)
• Child begins to conceptualize based on
physical experiences
-creates logical structures to explain his/her
environment
-abstract problem solving possible
Example: math with #’s, not objects

10. 4. Formal operations (12+)
• Cognitive structures are like an adult and
include conceptual reasoning
-Piaget classified as a “cognitive
constructivist” focusing on processes of the
mind and its effects on learning

11. Lev Vigotsky
• Russian psychologist & philosopher in
1930’s usually associated with Social
Constructivism
• Social Constructivism emphasized the
effects of one’s environment (family,
friends, culture & background) have on
learning
• Today, Co-Constructivism Seems to
prevail, incorporating Cognitive and
Social aspects

12. Modern Constructivism!!!
• Jerome Bruner most recent
contributor
• 1966-1990 Has incorporated
social and cognitive aspects
• These ideas originated from a
conference for math and science
learning
Jerome Bruner

13. 3 Principles of Constructivism:
• Instruction must be concerned with
experiences and contexts that make students
willing & able to learn (readiness)
• Must be structured so it is easily grasped
(spiral organization)
• Should be designed to facilitate
extrapolation or “fill in the gaps” (going
beyond information given)

14. During the math and science conference, a modified
lesson plan was developed with Bruner’s assistance
The five E’s:
• Engage- do this! Engage the students and get
them interested in learning
Ex: ask a question, define a problem, surprise them,
use problematic situations
TWO VOLUNTEERS PLEASE!

15. Explore
• Get the students
directly involved in
the material
• Have them work in
teams
• Act as a facilitator
• Use their inquiry to
drive the process

16. Explain
• Explanations come from:
-Students working together
-Teacher introducing concepts and vocabulary for
experiences Example: magnets-attracting force
• This is also the time for the teacher to determine
levels of understanding and clarify misconceptions
• Drawing, writing and video are great tools to help
the teacher assess development and growth

17. Elaborate
• Students expand on concepts learned
• Make connections
• Apply understandings to own environment
& world around them
• These connections lead to further inquiry &
new understandings

18. Evaluate
• On-going diagnostic process
• Can occur at all points of the instructional
process
-Examples: rubrics, teacher observation, student interviews,
portfolios, project & problem based learning products, etc.
• Used to guide teacher in further planning of
lessons
• May also be utilized by the students; Ex:
Feedback Fridays

19. To summarize:
• Learning is active
• Engage the students on their own cognitive level
• Make it interesting!
• Work in groups
• Act as a facilitator, not a record player
• Make learning cyclical. They should have more
questions when the lesson is over!

20. Bibliography!!!!!
• http://www.miamisci.org/ph/lpintro5e.html
• http://www.funderstanding.com/piaget.cfm
• http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictio
nary/contents/P/piaget’s_stages.html
• http://pdts.uh.edu/~srmehall/theory/social.html
• http://www.artsined.com/teachingarts/Pedag/Construct
ivist.html