The Pros And Cons Of Constructivism

Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge from experience, which is unique to each individual. The theories of constructivism require qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also, there’s a difference between cognitive constructivism and social constructivism. Cognitive Constructivism is when individuals construct ideas based off of personal process, whereas social constructivism believes that ideas are constructed through student and teacher interaction(Powell & Kalina, 2009) Many people give credit to Lev Vygotsky for his constructivist theory but Jean Piaget is the patriarch of the theory.

The concept of Constructivism underpins many features observed in inquiry learning. (Reynolds, 2014) A Constructivists approach maintains that individuals construct their own understanding and knowledge of the world through experiences and reflection. (Snowman & Biehler, 2006) Constructivism theory affirms that people create their own knowledge by drawing on their past knowledge and combining it with new ideas to create their own learning. The teacher’s role is to thoughtfully sequenced and facilitate the knowledge that is appropriate for the student’s current level of understanding. (McDevitt & Ormrod, 2010) These characteristics of Constructivism inspire the process of inquiry

conditions are present: a) The target has few prior, ingrained beliefs that are inconsistent with the socializing agency’s message; b) The socializing agency/individual is an authoritative member of the ingroup to which the target belongs or wants to belong; c) The socializing agency/individual does not lecture or demand but, instead, acts out principles of serious deliberative argument. However, in following the willingness of Checkel to focus on a synthetic approach beyond the rationalist constructivist dichotomy, it is intention of this research to embrace an approach that merges mechanisms of persuasion (towards the logic of appropriateness) with mechanisms of social influence, which are micro processes that the concept of socialization

The Constructivist learning theory focuses on learning through experiences and hands on activities. Constructivists believe that students learn better by students learning the material themselves rather than learning the material from a teacher (Ertmer, & Newby, 1993). Through personal experiences, when the teacher provides hands on activity the students have a better understanding of the material being learned. An example of this is if a teacher was teaching students about how much salt is left in the water from the sand run off the teacher would have the students put sand and salt on a cookie sheet. Then the students would pour water on the sheet as the cookie sheet is on a 45-degree angle. The teacher would then place the runoff on a bunsen burner. The teacher will give the students resources help them while they are setting their goals (Ertmer, & Newby, 1993). The students in a constructivist classroom work in cooperative or collaborative learning groups (Ertmer, & Newby, 1993). The students are assessed through authentic

A problem arises because teachers typically report they agree that constructivist teaching is more effective to achieve student learning goals, but the empirical research into how many teachers actually use a constructivist method in the classroom does not align with the reported teacher beliefs. The best way to align the reported beliefs of teachers with the strategies they use in the classroom is to praise and reward those who utilize it so that other teachers can follow in their footsteps as well as see the benefits of doing so.

Deconstructing the subject is first to analyses historically, the formation of different layers that have build the concept of the subject. When deconstruct the subject, it is important to analyze all the hidden assumption that are implied with the philosophical, ethical, theatrical and the political use of the concept of the subject.

As I attempt to explain and understand how the constructivist theory affected my transition from a beginning classroom teacher to an instructional school leader, I must admit that I didn’t really understand the process until it became a reality for me. I woke up one day and realized that things that were very difficult for me suddenly became second nature to me. Upon further reflection, I now realize that this was the culmination of past experiences, new knowledge, investigation, and synthesis producing genuine learning. Constructivism allowed me to mature into an instructional leader by taking all that I had experienced, combined with new skills learned, and create a foundation of knowledge to be applied to my job. Prior to working on this assignment, I had not given much thought to why I know what I know. Upon thinking and reflecting on this assignment, I now have a better understanding of how learners create knowledge and how the constructivist theory applies to education. True learning requires an individual to not only receive information, but to use it in a real world situation in order to facilitate the reflection of the true meaning of the experience. This reflection of the experience is the point at which true learning takes place.

Constructivism is a learning theory based on philosophy, psychology, sociology, and education with subsets of research within cognitive psychology and social psychology (Brandon & All, 2010). The theory focuses on how we learn and think, rather than memorization and recitation of the quantity of information (Liu & Chen, 2010). Trial constructivism is the root of constructivism and its principles originated from Jean Piaget (Liu & Chen, 2010). In trail constructivism the learner actively seeks knowledge instead of receiving it from the environment (Liu & Chen, 2010). Ernest von Glasersfeld then built on trial constructivism and founded radical constructivism, which is a process in which the learner uses interpretations their experiences to achieve knowledge

The Constructivist theory defined by Harasim (2012) denotes the assembling of ones “own understanding and knowledge of the world through experience and reflecting upon that experience” (p. 12). At the center of a learners’ educational experience is themselves. Learners erect their own knowledge by deducing and managing the information obtained. The Constructivist theory focus on promoting learning assembled, relative, and incorporated with prior knowledge and experience by the learner.

Constructivism in the classroom usually means students are engaged in activities like experiments, or real-world problem solving to increase knowledge, followed by a reflection of how their understanding of the concept has changed (Brooks, Ed.D, n.d.). Cognitivism methods of instruction are commonly integrated with the levels found in Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom, 1956). The instructor must understand the prerequisite knowledge possessed by the student, and the student is encouraged to use appropriate strategies to help make the learning meaningful.

Cognitive constructivist theories state that learning is a process that occurs when a learner adds new knowledge to his/her preexisting knowledge. It acknowledges that students have a pre-existing knowledge base. Through the process of learning, students are applying their individual values, identities, self-concept, and knowledge into learning new information. Therefore, effective learning can take place when educators focus on helping learners relate new knowledge to their preexisting knowledge (Woolfolk, 2015). Cognitive constructivists believe that learning occurs when educators allow learners to experience new things and let them reflect on those experiences so that they can relate them to their preexisting knowledge or skills. In essence, students construct knowledge when derive meaning from new experiences by relating them to their previous experiences (Wijayanti, 2013). Constructivism acknowledges that

Two of the more prevalent theoretical frameworks used in education are constructivism and andragogy. Savicevic (1991) points out that the popularity of andragogy has spread among practitioners and researchers in many countries, including Hungary, England, Finland, France, Germany, Poland, the Netherlands, and Russia (as quoted in Chan, 2010, p. 28). Constructivism, on the other hand, has become, as O’Neil (1992) observes, “a new catchword” among educators (as quoted in Oxford, 1997, p. 37). This view of education has come to dominate educational literature, according to Fox (2001), at least in Anglo-Saxon countries (p. 23) and has become one of the leading theoretical positions in education (Alt, 2015, p. 50). The ubiquity of these

Constructivist Learning theory is a theory that depends on perception and in a logical study about how individuals learn. This learning theory is a theory that upgrades the student’s sensible and reasonable development. The basic idea inside the constructivist learning theory is the part which encounters or associations with the abutting environment that plays in the student’s training. In this way, the constructivist learning theory says that individuals build their own comprehension and information of the world through encountering things on those encounters.

The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning “fosters critical thinking and creates active and motivated learners,” according to McClurg (2009). The educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).

The constructivism approach does not deal with a particular question or concept for example, if a group of students do not have a particular concept, how does a teacher work with them to foster their development of that concept?