EDIT 6100/ Constructivist Theory
Summary and brief bibliography
General characteristics of Constructivist
Theory
Constructivist
Theory:
Is,
in a sense, using what you have and building on it. J.Bruner suggests
that learning is an active process in which learners construct new
ideas or concepts based upon their current/past knowledge. The learner
selects and transforms information, constructs hypotheses, and makes
decisions, relying on a cognitive structure to do so. Cognitive
structure (i.e. schema, mental models) provides meaning and
organization to experiences and allows the individual to ?go beyond
information given.? Because of this, curriculum should be organized in
a spiral manner so that the student continually builds upon what they
have already learned.
According
to arts in ed. com
What
is meant by constructivism? The term refers to the idea that learners
construct knowledge for themselves---each learner individually (and
socially) constructs meaning---as he or she learns. Constructing
meaning is learning; there is no other kind. The dramatic consequences
of this view are twofold;
- We have to focus on the learner in thinking
about learning (not on the subject/lesson to be taught):
- There is no knowledge independent of the
meaning attributed to experience (constructed) by the learner, or
community of learners.
Uses of Constructivism
We
must provide learners with the opportunity to: a) interact
with
sensory data, and b) construct their own world.
In
the Classroom
The
constructivist teacher sets up problems and monitors student
exploration, guides the direction of student inquiry and
promotes new patterns of thinking. Classes can take unexpected
turns as students are given the autonomy to direct their
own explorations.
The
classroom should provide a neutral zone where students exchange
their personal views and test them against the ideas of
others; each student can continue to build understanding
based
on empirical evidence.
Examples:
Higher
Education Courses:
- Studio
(given some resources, you manage and construct
an independent project)
- Independent
studies (rather than read about the census,
students examine and interpret census data. Or better yet,
they plan a mini-census, gather their own data, and interpret
the results)
Grade
School Courses:
Establish
a framework for the combination of software and pedagogical
principles to create a constructivist learning environment
(math, science, social sciences, etc.)
Other
areas
Hands-on
learning/interaction with opportunities to manipulate
objects that involves that not only involves motor skills
but also intellectual skill such as developing personal
learning strategies.
Learning
portfolio (Since the idea is to build upon current knowledge
and define principles through exploration, this seems
to be utilizing constructivism).
Limitations of Constructivist Theory
Limitations of Constructivists:
- The
methods are very time consuming
- Research
indicates that constructivist methods work best for learners with
well-developed metacognitive skills.
- Strict
constructivists techniques are good in some types of learning, some
situations and for some learners, but not all.
- Research
also says micro-level instruction is recommended:
-
Constructivists lessons
-
Labs
- Activities
- Interaction
types
-
We have to focus on the learner in thinking about learning
(not on the subject/lesson to be taught)
- There
is no knowledge independent of the meaningattributed
to experience (constructed) by the learner, or community
of learners.
- If
we accept the constructivist position we are inevitably
required to follow a pedagogy which argues that we
must provide learners with the opportunity to:
a)
interact
with sensory data,
and
b) construct their own world.
BIBLIOGRAPHY
Bruner (Constructivism),http://tip.psychology.org/bruner.html
Constructing
Knowledge in the Classroom,
http://www.sedl.org/scimath/compass/v01n03/1.html
Constructivist
Learning
Theory,http://www.exploratorium.edu/IFI/resources/constructivistlearning.html
Constructivist
Learning Theory, http://www.artsined.com/teachingarts/Pedag/Dewey.html
Instructional Design, Patricia L. Smith and TIllman J. Ragan, Merrill,
1999.
Multimedia
for Learning - methods and developments, By Stephen M. Alessi &
Stanley R. Trollip
Theory Into Practice Database (TIP),
http://tip.psychology.org
Haley Grizzle, John Kriemeyer,
Ericka Mayweather, and Robin Fay.