Constructivism asserts the role of the individual in actively constructing meaning and knowledge through experiences, interactions, and reflection and emphasises the role of prior learning and social interaction in shaping understanding.
Constructivist explanations of the learning process - a concise overview
Key constructivist principles
Constructivism underpins contemporary teaching practices. If you are to invest a little more time in 'learning about learning' then exploring the impact constructivism is your best bet as you will encounter its driving principles and idea throughout your university studies.
Of the various theories addressed in this guide, it is constructivism that has had the greatest influence on contemporary learning and teaching practice in UK higher education.
The foundational ideas of constructivism are found also in other key theories and their is particular crossover with Cognitivist and Humanist interpretations of learning
Many significant theorists, conceptual models and practical 'models' of learning stem from constructivist ideals and forms of which are common place in UK universities in the form of everyday classroom practices such as collaborative project work, seminar based discussion, problem-based learning and authentic and 'real world' approaches to learning. All these promote individual learning experiences that promote deeper learning.
Constructivist theory of learning centres on the idea that individuals actively construct their knowledge in an active and ongoing process, suggesting that learners create meaning through their experiences and interactions with their environment.
Fundamental to the constructivist view is the social context in which experience and thus learning takes place and it is through mutual social consensus that new ideas become accepted knowledge interaction is essential for constructing knowledge.
Therefore collaborative learning is viewed as a key process, promoting dialogue and enabling learners to experience multiple perspectives and diverse insights.
Learning it is viewed as situational and dependent on the context in which it takes place, in that it shapes the ways in which learners adapt their mental models in response to new information.
Knowledge is subjective and built individually or collaboratively. Prior knowledge and experiences, booth individual and cultural play a crucial role in shaping understanding.
Learning is a process through which we construct mental representations, these schemas or frameworks develop are the means by which we organise and make sense of new information and experience.
As such, mistakes and errors are seen as opportunities for learning and growth, as it through analyses of these that we learn.
Thus it through experience and our reflection on it that learners progress to take ownership of their learning, developing confidence, independence and a will to learn further for learning's sake.
Constructivist approaches therefore often seek to promote learner autonomy and independence and learners are viewed ad bing motivated by intrinsic curiosity and a desire to make sense of their world.
Teachers facilitate rather than dictate learning, they enable and guide learning experiences to take place, rather than transmitting it or instilling learning.
Reflective thinking and metacognition foster deeper understanding.
Teachers serve as facilitators and guides rather than knowledge transmitters.
Challenge and confusion when learning something new is a natural stage and is to be expected - in fact it is a fertile ground for significant learning breakthroughs to occur.
Learning is an ongoing and lifelong process, modern notions of the value of education throughout our lifetimes stem directly from this notion, a core theme within Humanism also.
