Constructivism is a learning theory where students actively construct knowledge through experiences and reflection. It involves four stages of cognitive development from birth through adulthood. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, effective teaching involves hands-on learning where students build understanding through active participation, discussion, and problem solving rather than relying solely on lectures. Students take a leading role in constructing their own knowledge.
This was initially used for EDUC 203 class (Facilitating Learning).
References include:
Aquino, Avelina. (2009) Facilitating Human Learning. Manila: Rex Bookstore Inc.
Corpuz, Brenda B. et al., (2014) Facilitating Learning: A Metacognitive Process. Metro Manila: Lorimar Publishing, Inc.
This was initially used for EDUC 203 class (Facilitating Learning).
References include:
Aquino, Avelina. (2009) Facilitating Human Learning. Manila: Rex Bookstore Inc.
Corpuz, Brenda B. et al., (2014) Facilitating Learning: A Metacognitive Process. Metro Manila: Lorimar Publishing, Inc.
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
2. Key Points
Constructivism: a type of learning where the
learner constructs or builds most of what he
or she learns or comprehends.
Divided into four stages:
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
3. Stages
Sensorimotor Preoperational
Ages: Birth- 2 years Ages: 2- 6/7 years
Characteristics of Learning: Characteristics of Learning:
Imitation, learn through Egocentric, pretend play,
senses and motor activities. drawing ability, speech and
Doesn’t yet understand the communication development
world around them, and very concrete thinking and
egocentric. intuitive reasoning.
4. Stages Cont.
Formal Operational
Concrete Operational
Ages: 6/7 - 11/12 years Ages: 11/12 years through
Characteristics of adulthood
Characteristics of Learning:
Learning: Classification,
logical reasoning, problem Comparative reasoning,
solving, and beginnings of abstract thinking, deductive
abstract thinking. logic, and test hypothesis.
5. Key People
Jean Piaget (1896-1980) – A psychologist who
developed the cognitive learning theory and defined the
four cognitive stages.
Jerome Bruner (1915 -) – A psychologist and educator
proposed that learning is an active process in which the
learner constructs new ideas or concepts based on his
current or past knowledge.
Lev Vygotsky (1896-1934) – An educational
psychologist who developed social cognition, he
believed that learning was influenced significantly by
social development.
John Dewey (1859-1952) – An educational
psychologist and philosopher, and political activist who
believed that learning should engage and expand the
experiences of the learners.
6. Classroom Implications (Teacher)
Constructivism requires teachers to
assign tasks that are “hands-on” for the
students because constructivists believe
that students learn better when they are
“active” learners. This theory is not as
dependent on the teachers as the main
origin of learning.
7. Classroom Implications (Student)
Students should actively participate in
the learning process by using critical-
thinking skills to analyze a problem,
they will create, or construct, their own
understanding of a topic or problem.
Constructivists believe that students are
main origin of their own knowledge, and
that by being “hands-on” the student will
learn much more efficiently.
8. Below is a list of different methods of learning…
Lecture = 5%
Reading = 10%
Audiovisual = 20%
Demonstration = 30%
Discussion Group = 50%
Practice by doing = 75%
Teach others / immediate use of learning = 90%
9. Teaching with the Constructivist
Learning Theory
Search out students' understanding and prior experiences
about a concept before teaching it to them.
Encourage student critical thinking and inquiry by asking
them thoughtful, open-ended questions, and encourage
them to ask questions to each other.
Make sure to wait long enough after posing a question so
that the students have time to think about their answers
and be able to respond thoughtfully.
Encourage communication between the teacher and the
students and also between the students.
When assigning tasks to the students, use cognitive
terminology such as "classify," "analyze," "predict," and
"create."
10. My own thoughts…
Constructivism is an effective
learning theory in my eyes, as
teachers can only do so much
when trying to teach their
students. For the students to
truly be able to learn the content
they need to actively participate
in the process. A true
understanding of the material
requires students to be deeply
involved in the learning
experience.
11. The End…
Credits to:
Shelly, Gary B. Teachers Discovering Computers: Integrating
Technology in a Connected world. Seventh Edition. 2012.
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm