The constructivist theory posits that learners construct knowledge through meaningful activities rather than passively receiving information. Learning is a continuous process where knowledge develops and changes based on the learner's experiences. According to constructivism, students should write in a format they think best explains their ideas and compare it to more traditional formats. Constructivist learning environments provide complex, relevant problems; social negotiation; multiple perspectives; learner ownership; and self-awareness of knowledge construction. Instructional methods include microworlds and hypermedia for discovery; collaborative learning and scaffolding; goal-based scenarios; and course management tools.

1. Tanisha Peterkin
Mengyuan Suo

2. THEORY
The constructivist theory assumes learners’ constructs their
knowledge into meaning and are not empty vessels. This
construction of knowledge does not necessarily have to
correspond to external reality.
Learning Goals includes:
▪ learning goals should be conducted in the context of
meaningful activities
▪ Knowledge must develop and continue to change with the
knowledge of the learner
▪ Learning is a continuous, lifelong process

3. Example:
Usually the way that students were taught to
write an essay or a paper was to use a thesis
paragraph, three body paragraphs, and a
conclusion paragraph and that was the only right
way to write a paper.
Based on constructivism, students will be asked
to write in the format which they think could best
explain their ideas. And they will compare their
own format with the classical one and find out if
their formats are doing better in presenting
logically, and what they need to modify.

4. CONDITIONS OF LEARNING
▪ Complex and Relevant learning environments
Integrate complex problem in the learning environment so learners can
develop problem solving skills to construct better model when situations
occurs that identify inconsistencies in their current models.
▪ Social Negotiation
Collaboration among peers through knowledge sharing which allows the
group to produce a solution which would not have been possible working
individually.
▪ Multiple Perspective and Multiple Modes of Learning
Emphasizes multiple perspectives by reorganizing materials for different
purposes as well as allowing the learner to view information with multiple
sensory modes such as visual, auditory and tactile enables more
information to be received.

5. CONDITIONS OF LEARNING
▪ Ownership in Learning
Learning is student–centered where the learner is actively involved in what,
when and how learning will occur. Therefore the learner determines their
own learning needs and how best those needs are satisfied.
▪ Self-Awareness of Knowledge Construction
The ability of students to be aware of their own role in knowledge
construction, in doing this learners’ come to realize how their assumptions
influences their knowledge and may explore alternate set of assumptions.
Example:
An elementary school teacher presents a class problem to measure the
length of the playground of school. Rather than starting the problem by
introducing the ruler, the teacher allows students to reflect and to construct
their own methods of measurement. One student offers the knowledge that
his father said he is four feet tall. Another says she knows horses are
measured in "hands". The students discuss these and other methods they
have heard about, and decide on one to apply to the problem.

6. METHODS OF INSTRUCTION
▪ Microworlds and Hypermedia Designs
Small, but complete subsets of real environments that
promote discovery and exploration, design influence by
research on mental models, offer a point of entry that
matches the learner’s cognitive ideas.
▪ Collaborative Learning and Problem Scaffolding
Technology can facilitate, augment and even redefine
interactions among members of a work group. (computer
supported collaborative learning (CSCL) such as blogs,
wikis)

7. METHODS OF INSTRUCTION
▪ Goal Based Scenarios and Problem-Based Learning
Present a clear and concrete goal to be achieved and
provide a task environment where learners learn and
practice target skills (designing a car, starting a business,
eradicating a disease)
▪ Software Shells and Course Management Tools
Largely empty of content providing instead functions
that can be readily adapted to the user’s intended
application.
Example: “Bubble Dialogue”- students create
conversations among comic strip characters, including
thoughts that would not be said out loud, have
opportunity to express personal (and sometimes naïve)
views of the world, contemplate multiple perspectives