What is Constructivism?

 

Constructivism is a belief that knowledge is acquired when people construct their own meaning from their own experiences and background. The constructivism approach makes learning relevant to students, helps students become problem-solvers, think critically, and learn how to learn.  Its emphasis is in the process of learning and not on searching for the right answer.  According to Whitehouse (2005),  constructivism encourage students to undertake activities that engage their interest and to build on their own experiences. 

 

Two Types of Constructivism in the Classroom

 

 According to Powell and Kalina (2009), in cognitive constructivism, ideas are constructed in individuals through personal process as where to social constructivism ideas are constructed through interaction with the teacher and others.

 

     

1.  Cognitive Constructivism by Jean Piaget

  

                                        

 

Piaget's main idea on constructivism has to do with the individual and how it constructs knowledge.  Piaget's theory proposes that humans cannot be given information in which they must understand and use; instead humans must construct their own knowledge.  Children's perspectives are constructed through the process of assimilation and accommodation when going through four different stages of development.

 

Piaget's Four stages of Development

1. Sensorimotor Stage
1. ages 0-2 years old
2. children begin to discover their own environment through their own senses, physical activity, and then language
           
2. Preoperational Stage  
1. ages 2-7 years old 
2. children develop their own language skills but still cannot grasp the thoughts of others
3. symbolic function ~ children begin to distinguish pictures or symbols for different objects
4. intuitive thought ~ children ask all kinds of questions about everything
   
   
3. Concrete Operational Stage
1. ages 7-11 years old
2. children begin to replace intuitive thought with their own logical reasoning
   
   
4.  Formal Operational Stage
1. ages 11-adulthood
2. start to use higher levels of thinking

 

           

 

 

Piaget's constructivism theory includes assimilation and accommodation, which children go through as a search for balance or "equilibration." Equilibration occurs when children move from one stage to another.  As they move from stage to another children are trying to make sense of the data or information they are receiving.  Assimilation is when children bring in new knowledge to their own ideas.  Accommodation is when children have to change their ideas to "accommodate" the new information.    Piaget's theory all have to do with the children's ability to construct cognitively or individually their new knowledge within their stages and resolve their conflicts.

 

Overall, Piaget's cognitive constructivism theory incorporates the importance of understanding what each individual needs to get knowledge and learn at his or her own pace ( Powell & Kalina, 2009).

 

2.  Social Constructivism by Lev Vygotsky

 

                         

 

Lev Vygotsky, the founding father of social constructivism believed in social interaction and that it was integral part of learning ( Powell & Kalina, 2009).  According to Vygotsky, social constructivism is based on the social interactions a student in the classroom along with a personal critical thinking process. Vygotsky's theory involved cognitive dialogue, the zone of proximal development (ZPD) social interaction, and culture and inner speech. 

 

Zone of Proximal Development (ZPD)

•   ZPD is a zone where learning happens when a student is helped in learning a concept in the classroom
•   learners learn more effectively when they have others to support their learning
•   scaffolding is an assisted learning process that gets the child to the next level of understanding
• in scaffolding a "getting it" moment will occur for each student
• for example, a child will be ask to perform a task that has some meaning to the child and with the right amount of assistance the child will complete the task

 

 

          

 

Cooperative Learning

• students should work with other students
• internalization occurs more effectively when there is social interaction 

 

Overall, Vygotsky's social constructivism theory incorporates the importance of scaffolding and cooperative learning.  A child will achieve its goals when a classroom is designed around this theory.

 

Comparing Cognitive and Social Constructivism

 

 

 

Below is a video presenting the comparison between Piaget & Vygotsky's development learning theories.

 

 

Tools and Practices for the Constructivist Teacher

 

• Allow students to discover knowledge individually
• include question and answer period after every significant topic
• conversation
• discussion
• inquiry
• establish debates
• develop trust and openness in the classroom for all students
• create an environment where students feel free to create a unique concepts
• provide means for students to experience real world or meaningful practices
• provide examples that students can relate to on an emotional or on a cognitive basis
  

 

Specific Constructivist Strategies

 

 

 

Topic Related Links

 

Piaget's Four stages of Development

 

Zone of Proximal Development (ZPD)

 

Cooperative Learning

 

Inquiry Learning Method

 

 

List of References

 

 

Jean-piaget1.png (PNG Image, 277x320 pixels). (n.d.). . Retrieved April 24, 2011, from http://1.bp.blogspot.com/_yXOCH9QfEzA/S8StAki0DcI/AAAAAAAAADM/4__i0ujnkJU/s320/jean-piaget1.png

 

M13-1c2.jpg (JPEG Image, 706x461 pixels). (n.d.). . Retrieved April 24, 2011, from http://faculty.plattsburgh.edu/william.gaeddert/images/M13-1c2.jpg

 

Piaget’s Four Stages of Cognitive Development | Education.com. (n.d.). . Retrieved April 24, 2011, from http://www.education.com/reference/article/piaget-four-stages-cognitive-development/

 

Piaget’s Stages of Cognitive Development. (2008). Retrieved from http://www.youtube.com/watch?v=LqnnqrCvPTc&feature=youtube_gdata_player

 

Piaget & Vygotsky in 90 Seconds (2009). Retrieved from http://www.youtube.com/watch?v=yY-SXM8f0gU

 

Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250.

 

3616863421_d737ace68a_z.jpg (JPEG Image, 464x640 pixels). (n.d.). . Retrieved April 24, 2011, from http://farm4.static.flickr.com/3375/3616863421_d737ace68a_z.jpg?zz=1

 

Teaching Tips: Inquiry-Based Learning - eThemes. (n.d.). . Retrieved April 25, 2011, from http://ethemes.missouri.edu/themes/1496?locale=en

 

Waterhouse, S. (2005). The power of eLearning: The essential guide for teaching in the digital age. Boston, MA: Peason Education Inc.

 

Zone of Proximal Development. (n.d.). . Retrieved April 24, 2011, from http://www.simplypsychology.org/Zone-of-Proximal-Development.html

 

Zone of Proximal Development. (2010). . Retrieved from http://www.youtube.com/watch?v=rX8lRh1u5iE&feature=youtube_gdata_player

 

zpd.gif (GIF Image, 960x720 pixels). (n.d.). . Retrieved April 24, 2011, from http://4.bp.blogspot.com/_VEGwiBQnJJk/TPXcsTD4q7I/AAAAAAAAAAc/GQNb1KSPyGw/s1600/zpd.gif