What is constructivism?
Constructivism is the theory that says learners construct knowledge rather than
just passively take in information. As people experience the world and reflect
upon those experiences, they build their own representations and incorporate
new information into their pre-existing knowledge (schemas).
Related to this are the processes of assimilation and accommodation.
• Assimilation refers to the process of taking new information and fitting it
into an existing schema.
• Accommodation refers to using newly acquired information to revise and
redevelop an existing schema.
For example, if I believe that friends are always nice, and meet a new person who
is always nice to me I may call this person a friend, assimilating them into my
schema. Perhaps, however, I meet a different person who sometimes pushes me
to try harder and is not always nice. I may decide to change my schema to
accommodate this person by deciding a friend doesn’t always need to be nice if
they have my best interests in mind. Further, this may make me reconsider
whether the first person still fits into my friend schema.
Consequences of constructivist theory are that:
• Students learn best when engaged in learning experiences rather
passively receiving information.
• Learning is inherently a social process because it is embedded within a
social context as students and teachers work together to build knowledge.
• Because knowledge cannot be directly imparted to students, the goal of
teaching is to provide experiences that facilitate the construction of
knowledge.
This last point is worth repeating. A traditional approach to teaching focuses on
delivering information to students, yet constructivism argues that you cannot
directly impart this information. Only an experience can facilitate students to
construct their own knowledge. Therefore, the goal of teaching is to design these
experiences.
Constructivism: The Long History from the Active Knower to the Active
Learner
As educators we are well aware of the many delays in bringing theory to practice.
Whether it is through delayed pedagogical recommendations in adjusting campus
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learning spaces, conceptual challenges encountered in effectively leveraging
distance and remote learning opportunities, or in identifying creative ways of
providing students with the course experiences sufficient to actively construct and
add meaning to their own learning, we are constantly dealing with the overarching
problem of delayed practical application of theory.
Consequences for the Classroom
There are many consequences for teaching and the classroom if you adhere to
constructivist principles. The following chart from the Teaching and Learning
Resources wiki compares traditional and constructivist classrooms across
several components
Traditional Classroom Constructivist Classroom
Curriculum begins with the parts Curriculum emphasizes big concepts,
of the whole. Emphasizes basic beginning with the whole and expanding to
skills. include the parts.
Strict adherence to fixed Pursuit of student questions and interests is
curriculum is highly valued. valued.
Materials are primarily Materials include primary sources of
textbooks and workbooks. material and manipulative materials.
Learning is interactive, building on what the
Learning is based on repetition.
student already knows.
Teachers disseminate
Teachers have a dialogue with students,
information to students.
helping students construct their own
Students are recipients of
knowledge.
knowledge.
Teacher's role is directive, Teacher's role is interactive, rooted in
rooted in authority. negotiation.
Assessment includes student works,
Assessment is through testing
observations and points of view, as well as
and correct answers.
tests. Process is as important as product.
Knowledge is seen as dynamic, ever
Knowledge is seen as inert.
changing with our experiences.
Students work primarily alone. Students work primarily in groups.
Essential Components to Constructivist Teaching
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There are several main components to include if you plan on adhering to
constructivist principles in your classroom or when designing your lessons. The
following are from Baviskar, Hartle & Whitney (2009):
• Elicit prior knowledge
New knowledge is created in relation to learner’s pre-existing knowledge.
Lessons, therefore, require eliciting relevant prior knowledge. Activities
include: pre-tests, informal interviews and small group warm-up activities
that require recall of prior knowledge.
• Create cognitive dissonance
Assign problems and activities that will challenge students. Knowledge is
built as learners encounter novel problems and revise existing schemas
as they work through the challenging problem.
• Apply knowledge with feedback
Encourage students to evaluate new information and modify existing
knowledge. Activities should allow for students to compare pre-existing
schema to the novel situation. Activities might include presentations,
small group or class discussions, and quizzes.
• Reflect on learning
Provide students with an opportunity to show you (and themselves) what
they have learned. Activities might include: presentations, reflexive
papers or creating a step-by-step tutorial for another student.
Examples of Constructivist Classroom Activities
• Reciprocal teaching/ learning
Allow pairs of students to teach each other.
• Inquiry-based learning (IBL)
Learners pose their own questions and seek answers to their questions via
research and direct observation. They present their supporting evidence to
answer the questions. They draw connections between their pre-existing
knowledge and the knowledge they’ve acquired through the activity. Finally, they
draw conclusions, highlight remaining gaps in knowledge and develop plans for
future investigations.
o Examples of Inquiry-Based Labs (Video)
o Inquiry-Based Labs: A Case Study in Biological Sciences (Video)
o Assessment Options for Inquiry-Based Labs: Summative
Assessment in Biological Sciences Example (Video)
• Problem-based learning (PBL)
The main idea of PBL is similar to IBL: learners acquire knowledge by
devising a solution to a problem. PBL differs from IBL in that PBL
activities provide students with real-world problems that require students
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to work together to devise a solution. As the group works through the
challenging real-world problem, learners acquire communication and
collaboration skills in addition to knowledge.
o PBL In Action in Medical School (Video)
o Mercer University School of Medicine PBL (Video)
• Cooperative learning
Students work together in small groups to maximize their own and each
other's learning. Cooperative learning differs from typical group work in
that it requires interdependence among group members to solve a
problem or complete an assignment.
