Constructivist Theory-Rrl

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Constructivism is a learning theory which holds that knowledge is best gained through a
process of reflection and active construction in the mind (Mascolo & Fischer, 2005).
Thus, knowledge is an intersubjective interpretation. The concept of constructivism
entails the idea that learners are not simply passive recipients of information but actively
construct their own knowledge. By engaging with the world and reflecting on their
experiences, individuals create their own mental representations and integrate new
information into their existing schemas.
The theory of constructivism is centered on the notion that learners play an active role in
their own learning process, and knowledge is constructed through experience. As
individuals encounter new events, they engage in reflection and integrate the resulting
insights with their prior knowledge. Over time, learners develop schemas, or mental
frameworks, to organize and make sense of the knowledge they acquire. This approach
to learning was developed and expanded upon by influential figures such as Dewey,
Piaget, Vygotsky, Gagne, and Bruner.
Understanding the theory of constructivist learning is crucial for comprehending how

students learn. At the heart of constructivism is the notion that students are active
participants in the process of constructing knowledge. They integrate new experiences
into their existing understanding, building upon their prior knowledge to develop a
deeper comprehension of a topic. In this sense, students are continually adding new
information to their mental frameworks, constructing their understanding of the world
around them. As stated by Woolfolk (1993) “learning is active mental work, not passive
reception of teaching”.
A major theme in the theoretical framework of Bruner is that Learning is an active

process, and it involves learners constructing new ideas or concepts based on their
existing knowledge and experiences. In this process, the learner actively selects and
transforms information, formulates hypotheses, and makes decisions based on their
cognitive structure, which includes schemas or mental models. The cognitive structure
provides meaning and organization to experiences and allows individuals to interpret
and make connections beyond the given information.
When it comes to instruction, the instructor should strive to encourage students to

discover principles on their own, and engage in active dialogue, such as through
Socratic learning. The instructor's task is to translate information into a format that is
suitable for the learner's current level of understanding. The curriculum should be
organized in a spiral manner, allowing students to build upon what they have already
learned and continually expand their knowledge base.
Bruner (1966) states that a theory of instruction should address four major aspects: (1)
predisposition towards learning, (2) the ways in which a body of knowledge can be
structured so that it can be most readily grasped by the learner, (3) the most effective
sequences in which to present material, and (4) the nature and pacing of rewards and
punishments. Good methods for structuring knowledge should result in simplifying,
generating new propositions, and increasing the manipulation of information.
Piaget's theory of constructivism is focused on how learning occurs rather than what
influences learning. Teachers play a critical role in this theory, serving as facilitators
who aid students in developing their own understanding. This shifts the focus away from
the teacher and lecture and towards the student and their learning. In this approach,
lesson plans and resources take a different approach from traditional learning methods.
Instead of simply telling, the teacher must start by asking questions. They should not
only answer questions that align with the curriculum, but also help students come to
their own conclusions through inquiry-based learning.
In addition, teachers following Piaget's theory of constructivism must maintain an

ongoing conversation with students to create a learning experience that is responsive to
their needs as learning progresses. They must challenge students to become effective
critical thinkers and not just act as a "teacher," but also as a mentor, consultant, and
coach. Overall, Piaget's theory of constructivism emphasizes the importance of student-
centered learning and the role of teachers as facilitators in promoting a deeper and
more meaningful learning experience.
John Dewey is often referred to as the philosophical founder of constructivism. Dewey's

educational philosophy highlights the importance of experience in the learning process.
According to Dewey, educators should provide students with experiences that are
immediately valuable and help them contribute to society. This means that education
should have a purpose both for the individual and for society as a whole.
Dewey's theory is based on two key principles: continuity and interaction. Continuity
suggests that a person's past experiences have an influence on their future experiences.
Therefore, educators should take into account a student's prior experiences when
designing learning experiences. Interaction means that a person's past experiences
contribute to their present experiences. This highlights the importance of creating
learning experiences that build upon previous knowledge and experiences to create a
more meaningful and connected learning experience. Overall, Dewey's theory
emphasizes the importance of experiential learning and creating purposeful learning
experiences that benefit both the individual and society.
REFERENCES:
Constructivism. (2023, April 4). Office of Curriculum, Assessment and Teaching
Transformation - University at Buffalo.
https://www.buffalo.edu/catt/develop/theory/constructivism.html
Kurt, S. (2021, February 21). Constructivist Learning Theory - Educational Technology.
Educational Technology. https://educationaltechnology.net/constructivist-
learning-theory/
Constructivist Theory (Jerome Bruner) - InstructionalDesign.org. (2018, November 30).
InstructionalDesign.org.
https://www.instructionaldesign.org/theories/constructivist/
Piaget’s Theory on Constructivism. (n.d.). https://www.teach
nology.com/currenttrends/constructivism/piaget/
Meet the Theorists. (n.d.). Constructivism in Education - an Online Workshop.
http://constructivism512.weebly.com/meet-the-theorists.html

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Understanding the theory of constructivist learning is crucial for comprehending how

A major theme in the theoretical framework of Bruner is that Learning is an active

When it comes to instruction, the instructor should strive to encourage students to

In addition, teachers following Piaget's theory of constructivism must maintain an

John Dewey is often referred to as the philosophical founder of constructivism. Dewey's

Constructivism. (2023, April 4). Office of Curriculum, Assessment and Teaching

Transformation - University at Buffalo.

Kurt, S. (2021, February 21). Constructivist Learning Theory - Educational Technology.

Educational Technology. https://educationaltechnology.net/constructivist-

Constructivist Theory (Jerome Bruner) - InstructionalDesign.org. (2018, November 30).

Piaget’s Theory on Constructivism. (n.d.). https://www.teach

Meet the Theorists. (n.d.). Constructivism in Education - an Online Workshop.

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