virtuesinmelbourne: Constructivism---its assumptions, principles and application in a classroom

What is Constructivism ? let's look at this video first.

(Video 1)

Constructivism is a learning theory which acknowledges individuals' prior learnings in constructing new knowledge, as constructivists claim that human learning is constructed (Hoover, 1996). Over years evolution of constructivism, two major types of constructivism have been valued in educational fields. They are cognitive constructivism based on Jean Piaget's learning theory (refer to the video 2 below) and social constructivism depended on Vygotsky's theory : ZDP ( part of scaffolding learning theory see the picture 1 and 2 below). Apart from their differences on language development theory (cognitive constructivism argues that thinking precedes language while Social constructivism claims language precedes thinking), both groups put students in the centre of learning, they agree with inquiry teaching methods and students constructing new knowledge on the relevant and meaningful previous learning.(Powell, K. C.et al. 2009).

In order to effectively help students generate new knowledge in the classroom, it is important for educators to examine constructivism assumptions, principles and applications.

(video 2)

Graph 1 : Social Constructivism

Graph 2: ZDP

Assumptions

According to Muirhead (2006), the constructivism educational theory operates on the foundation of four assumptions.

Students' previous knowledge construction contributes to new learning. In other words, students' existing mental knowledge framework is not only help them to know the world but to interpret the new information through this framework. (Muirhead)
Students' existing mental framework constructed by the process of assimilation and accommodation. When students cannot assimilate the new information, they can accommodate the new information by constructing high level cognitive zones of new development.(Muirhead)
Learning is an organic process of invention, not mechanical (Muirhead). It is the students' abilities to hypothesize, predict, manipulate, and construct knowledge as a meaningful learning process rather than mechanically learning facts or information.
By reflecting and scaffolding new knowledge upon existing framework of knowledge, students create meaningful learning. During this process, students' cognitive developmental abilities played an important role in their learning and assimilating knowledge. (Muirhead)

Principles:

1. Knowledge is actively constructed by the individual
2. Learning is both an individual and a social process
3. Learning is a self-regulated process
4. Learning is an organizational process that enables people to make sense of their world
5. Cognition serves the organization of the experiential world, not the ontological reality. Truth as viability, not validity
6. Reality represents an interpretation

7. Learning is a socially situated activity that is enhanced in meaningful contexts.

8. Language plays an essential role in learning. Thinking takes place in communication
9. Motivation is a key component in learnin

(adapted from Simon S.D.The Principles of Constructivism, online)

(Graph 3: Constructivism principles )

Application

In recently years, lots of educators have investigated various ways in the application of constructivism in the classroom. There are three perspectives being discussed below.

First of all, the application of social constructivism, it is very important for educators to implement ZPD (refer to graph 2 ) and Scaffolding in the classroom. The joint construction of language is promoted between teachers and students. Meanwhile, teachers should gradually withdrawing their support once students gain independence in constructing new knowledge. (VELS,2009).

Second,it is educators' responsibility to apply inquiry learning strategy and problem-based learning in their classroom in order to foster the constructivism which the ultimate goal is to help students learn "how to learn". ( See the graph 4 and 5)

According to Recesso and Orrill (2008,Online) , inquiry includes:

Making observations,
Posing questions,
examining sources of information to what is already known
Planning investigations,
Reviewing what is already known in light of the student['s experimental evidence,
Using tools to gather, analyze and interpret data,
Proposing answers, explanations and predictions
Communicating the results

Graph 4

PBL: Courtesy of http://www.vcu.edu/cte/resources/nfrg/PBL_lg.png

(Graph 5: Problem-Based Learning)

Third, Gagnon,G.W.et al. (retrieved Jan 19,2011) applied constructivism in teaching from "Constructivist Learning Design" perspective and claimed that educators should consider six elements in designing constructivism theory in their teaching experience. These six elements include:

Situation (you arrange for the students to explain.)

Groupings (of students and materials.)

Bridge (between what students know and what they might learn.)

Questions (you will ask or anticipate students will ask.)

Exhibit (of student explanations for others to understand.)

Reflections (by students on their process of explanation.)

(Gagnon, G.W. et al.)

References:

Educational Broadcasting Corporation (EBC). (2004). Workshop: Constructivism as a paradigm for teaching and learning. Retrieved fromwww.thirteen.org/edonline/concept2class/ constructivism/index.html

Hoover, W.A. (l996, August). The practice implications of constructivism. SEDL Letter, 9(3). Retrieved from www.sedl.org/pubs/sedletter/v09n03/practice.html

Gagnon, G.W. et al (retrieved Jan 19, 2011). Constructivist Learning Design Notes. Retrieved from http://www.prainbow.com/cld/cldn.html

Muirhead, B. (2006). Creating concept maps: Integrating constructivism principles into online classes. International Journal of Instructional Technology & Distance Learning, 3(\), 1 7-30. Retrieved from http://itdl.org/Journal/jan_06/ article02.htm

POWELL,K.C. et al. (2009). Cognitive and social constructivism: developing tools for an effective classroom. Education