Constructivist Learning Theory

Stephanie Boersma

EPSY 302

6 April 2017

Tell me and I forget. Teach me and I remember. Involve me and I learn. This quote by

Benjamin Franklin embodies the substance of the constructivist learning theory, which is based

on the notion that learning is an interactive process in which individuals actively learn as a result

of their own experiences and ideas. The theory of constructivism was significantly influenced by

several philosophers, but most notably Swiss philosopher Jean Piaget, who rejected the idea that

learning was the passive absorption of given knowledge and contended that learning is a process

in which learners construct knowledge for themselves as a result of the combination of their

experiences and ideas ("Constructivism and Social Constructivism). Rather than focusing on

what influences learning, as many did in Piagets time, Piagets theory essentially addressed how

learning occurs. By addressing how students actually learn, educators can apply the

constructivist theory directly to the classroom and their role within it. However, to properly

understand the role of constructivism in the classroom, one must develop an understanding of the

theory itself.

Constructivism is based on the idea that learning is the creation of knowledge from an

individuals experiences and reflecting on those experiences. Individuals then assimilate what

they learn into cohesive bodies of knowledge (Ormrod). This knowledge helps individuals to

create a sense of meaning in the world around them, empowering them to learn and grow as a

result. Constructivism recognizes that each individual is a unique learner who has different needs
and abilities. Hence, each individual has their own personal interpretation and construction of the

knowledge process, based on their own personal experiences and cultural factors (Davey).

A chief contributor to constructivism, Piaget believed individuals learn through the active

process of creating and testing their own theories of the world. Piaget studied the learning

process and the intellectual development of individuals from infancy to adulthood. Piagets

contribution to constructivism included a four-stage theory of a childs cognitive development.

The stages include the sensorimotor stage (typically from birth to age two), the pre-operational

stage (from age two to age seven), the concrete operational stage (from age seven to age eleven),

and the formal operational stage (typically beginning at age eleven and lasting into adolescence

and adulthood) (Piaget Stages of Development). Piaget formed his theory on the assumption

that children build and construct knowledge based on their experiences and observations. The

knowledge children construct is then organized into schemas, or groupings of similar actions or

thoughts. These schemas are building blocks of intelligent behavior which enable individuals to

form a mental representation of the world. Piaget believed schemas to be very important in

cognitive development because individuals use them to understand and respond to situations.

When a childs existing schemas can describe what the child observes around them, then this

child is said to be in a state of equilibrium, or mental balance (McLeod). Furthermore, Piaget

recognized two main components which enable the process of constructing ones knowledge:

assimilation and accommodation. Assimilation is the process by which a child incorporates new

experiences into old experiences. Children ultimately alter their perceptions by developing new

outlooks or evaluating what is truly important. Accommodation, on the other hand, is reframing

the world and new experiences into the mental capacity already present ("Piaget's Theory on

Constructivism"). Piaget made significant contributions to the theory of constructivism with the
introduction to the concepts of Piagetian development, schemas, assimilation, and

accommodation to explain how individuals learn, rather than merely looking at what influences

learning.

Piagets theory of constructivism focuses primarily on individual constructivism, which

emphasizes how individuals construct meaning from their own personal experience. However,

there is another type of constructivism called social constructivism. This perspective places the

focus on how people can collectively create meaning from the world (Ormrod). Social

constructivism was pioneered by Soviet psychologist Lev Vygotsky, who rejected the

assimilation and accommodation components of Piagets theory. Vygotsky believed learning is

the process by which learners are integrated into a knowledge community. Vygotsky held the

belief that learning was a byproduct of social interaction, not simply the learners assimilation

and accommodation of new knowledge (Social Constructivism). Vygotskys idea of the zone of

proximal development, or ZPD, illustrates this belief. The ZPD is defined as the range of tasks

which a child cannot yet perform independently, but can do so with the help and guidance of

others. This guidance from others is called scaffolding, and is the temporary support given to an

individual by someone more knowledgeable, such as a parent or teacher (Constructivism and

Social Constructivism). The concepts of ZPD and scaffolding stress the importance of social

interaction in an individuals cognitive development. The notion of social constructivism

emphasizes the role of culture and social context in the learning process, rather than the

individuals own personal experiences and theories, as in individual constructivism.

Although individual and social constructivism are intrinsically different, they can both be

applied in the constructivist classroom. The application of constructivism in the classroom

contrasts the traditional classroom in many ways. The constructivist classroom shifts the
responsibility for learning from the teacher to the students. Rather than a lecture-style classroom

in which the teacher pours knowledge onto the students for them to absorb like a sponge, the

teacher acts as a facilitator whose role is to aid students in coming to their own understanding.

Constructivist teachers seek and value their students point of view in order to help formulate

lessons and differentiate instruction in accordance with each students needs. In addition,

teachers in the constructivist classroom understand that relevance must be attached to the

curriculum to pique student interest and maximize learning. The lessons are structured around

primary themes, rather than small pieces of information. The exposure to large concepts allows

students to determine for themselves relevant information as they break down their

understanding of the main themes. Furthermore, teachers do not evaluate their students progress

through traditional testing. Instead, student progress is evaluated in the daily classroom context

and through direct observations. Constructivist assessment is based on the understanding that the

process of learning is an important part of the final product (Brooks). Students have the

opportunity to present their knowledge daily in a variety of ways. The theory of constructivism

allows learners to control their own learning through their search for understanding.

The application of the constructivist theory in the classroom is often seen through

collaborative learning. Collaborative learning, the process of peer interaction which is facilitated

by the teacher, can be seen in the constructivist classroom in a variety of different activities.

Class discussion is one of them. Teachers can promote discussion by presenting specific

concepts, problems, or scenarios and guide the discussion through effectively directed questions

or references to previously learned material. For example, students may perform an experiment

independently, formulate their own ideas and questions, and then come together as a class to

discuss the results. Off-campus field trips also promote the constructivist learning theory by
allowing students to use concepts and ideas discussed in class for a real-world application. Other

applications of the constructivist theory in the classroom include roleplaying, debating

controversial topics, utilizing cooperative learning groups to gain different perspectives, and

internships. Learning is most meaningful for students when they are able to interact with a

problem or concept, and each of these activities allows students to be actively engaged in the

learning process and create meaning from experience.

Another educational technique in the classroom based off of the constructivist learning

theory is problem-based learning, or PBL. This is an instructional model where students work

collaboratively to solve complex tasks which represent real world problems. This technique

challenges students to identify a real world problem through research, and then develop a

solution using evidence to support the claim. Students learn by doing, and PBL projects require

students to use their own innovative approaches to solve these problems (Delisle). Some

examples of PBL projects include planting and managing a garden to feed the local homeless,

designing an app with a specific purpose for a specific audience, or designing an alert system to

halt the spread of a deadly disease. PBL is an application of the constructivist theory because it

makes learning meaningful for students as they complete an in-depth investigation of a real-

world topic worthy of a students attention and effort. PBL prompts inquiry and allows for

multiple interpretations and expressions of learning, which allows students to be active

participants in the learning process.

The notion that learning is an active and interactive process is one of the key principles of

the constructivist theory. Learners are in control of their learning, coming to their own

conclusions about what they are being told. Piagets contributions to the theory of constructivism

were significant, proposing new information must be anchored in the knowledge base of the
learner, as one produces schemas by forming knowledge based upon their experiences.

Assimilation and accommodation also occur, causing one to develop new outlooks or reframe

new experiences into the existing mental capacity. This type of constructivism is called

individual constructivism. Conversely, social constructivism was pioneered by Vygotsky, who

emphasized that two or more people can collaborate to gain a better understanding than an

individual can gain by himself. A combination of each type of constructivism can be applied in

the classroom to facilitate effective learning. As teachers engage students with problem solving

and meaningful contexts, students begin to search for their own understanding, which is what

ultimately motivates them. Applying a constructivist philosophy in the classroom provides

students with experiences which give them the opportunity to inquire, explore, examine,

imagine, and invent. The educators role in this process is to facilitate student learning as an

integrative process of combining multiple learning experiences.

Brooks, Martin G., and Jacqueline Grennon Brooks. "The Courage to Be Constructivist."

Educational Leadership 57.3 (1999): 18-24. Web.

"Constructivism and Social Constructivism." Open Educational Resources of USD Teaching and

Learning. N.p., n.d. Web. 06 Apr. 2017.

Davey, K. "Constructivism." Learning Theories. N.p., 20 June 2015. Web. 06 Apr. 2017.

Delisle, Robert. How to Use Problem-Based Learning in the Classroom. Moorabbin, Vic.:

Hawker Brownlow Education, 2004. ASCD. ASCD. Web. 6 Apr. 2017.

Ormrod, Jeanne Ellis, and Brett D. Jones. "Learning as a Constructive Process." Essentials of

Educational Psychology: Big Ideas to Guide Effective Teaching. Upper Saddle River, NJ:

Pearson Education, 2018. 18+. Print.

McLeod, Saul. "Jean Piaget." Simply Psychology. N.p., 01 Jan. 2015. Web. 06 Apr. 2017.

"Piaget's Theory on Constructivism." Teachnology. Teachnology Inc., n.d. Web. 06 Apr. 2017.

"Social Constructivism." GSI Teaching Resource Center. UC Regents, n.d. Web. 06 Apr. 2017.

"Piaget Stages of Development." WebMD. WebMD, n.d. Web. 06 Apr. 2017.