In support of the constructivist theory of education for future athletic trainers

According to Anthony & Walshaw, (2009) within a constructivist view, it is a teacher’s role to facilitate the learning of a child by providing a resource rich environment from which they guide a students learning. A student within a constructivist-learning environment must become engaged in the learning process by becoming a researcher, identifying a problem, collecting and analysing data and formulating a conclusion. This process of engagement provides a student with endless opportunity to develop his or her own understanding and knowledge. An educators ability to understand this learning theory as a process of construction and development provides a conceptual framework from which to build a teaching practice.

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

It is important for teachers to recognize the learning approach to take when ensuring effective learning is taking place within the classroom and schooling environment. Approaches such as the cognitivist, behaviourist, constructivist and the humanist are key theories that have been used to explain how learners learn. Three of the learning approaches will be discussed in far more depth identifying the strength and weaknesses, comparing them against one another to see what approach would be best to take when considering the ways in which teachers can work towards enhancing learning.

This paper will draw on information to explore the definitions and features of the learning theories constructivism and behaviourism. Whilst exploring the solid benefits for learning and the learner and then moving onto the challenges and restrictions of both theories will be considered. Examining the distinctive aspects of the theories, this paper will conclude whether one theory or the blend of both theories is best when addressing the intricacies of an individual’s education.

There are a number of contemporary theoretical perspectives that surround the psychological process of learning. Over the years these perspectives have been examined and analyzed in the hopes of discovering the process that is most effective for the process of learning. Three of the top theoretical perspectives: Constructivist/cognitivist theory, Phenomenographic/Variation theory and Socio-Cultural theory are all theories that have been proven to be powerful processes in the field of learning. Although these perspectives are different in theory, they all focus on the context, meaning and experiences of learning, while having similar beliefs regarding the active role of the learner and the influence of their environment.

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

This essay will compare and contrast three key theories of learning; Behaviourism, Cognitive Learning Theory and Constructivism.

A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged

The very first thing one must know about the constructivist theory of learning is the premise that learners arrive at learning situations with prior knowledge and proceed to take and active part in building new knowledge upon that prior knowledge as they experience new things and reflect on those collected experiences (Learning Theories Knowledgebase, 2012). This theory directly contradicts the behaviorist learning theory in which learners are believed to arrive at learning situations with “clean slates” of understanding. From a behaviorist’s perspective, people learn because as they respond to negative and positive stimuli in their environment (Learning Theories Knowledgebase, 2012). While that may change observable behavior

Constructivism is connected to the theories of Piaget and Vygotsky. Piaget believed that cognitive development occurred in four stages that have distinct developmental characteristics.  He theorised that all information is organised into ‘schemas’, and this refers to the manner in which a child organisesand stores information and knowledge received. As new information is received, it is either incorporated into existing schemas (assimilation) or new schemas (accommodation) are created (McDevitt & Ormrod, 2010).  Vygotsky’s theories compliment those of Piaget and place a greater importance on social interaction as he considered cognitive development predominately was achievedthrough social interaction.  Vygotsky believed that learning could be accelerated with the assistance of a more advanced peer or teacher.  This concept is referred to as the zone of proximal development (ZPD) and works in conjunction with the theory of ‘scaffolding’, where a teacher provides support to student and as proficiency increases the scaffolding is decreased (Marsh, 2008). Evidence of scaffolding is seen throughout the Maths video as Ms Poole provides an outline of the lesson and the goals to allow students to establish a focus.

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students

Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.