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Exploring Constructivism in Education: Theory and Application

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Exploring Constructivism in Education: Theory and Application

Constructivism learning theory is one of the most relevant educational theories since it

holds that students must actively construct their understanding of knowledge through personal

experiences and reflection rather than taking in information passively. This theory aims to bridge

the gap between creativity and creative thinking in learners. Some of the components of the

constructivism learning theory are active engagement, scaffolding, reflection, social interaction,

constructed knowledge, multiple perspectives, authentic tasks, and metacognition. This theory

was initiated and expanded by several theorists including Lev Vygotsky, Jerome Bruner, Jean

Piaget, Seymour Papert, Howard Gardner, and John Dewey. As we look into the theory, we will

unveil it’s practical in the classroom and student learning. Through deep evaluation of the

constructivism theory, its history, and its impact on classroom management and student learning,

this paper aims to reveal how the use of this theory can help educators build conducive learning

environments and meaningful learning experiences.

Summary of the Constructivism Learning Theory Components and Theorists

Constructivism learning theory is a theory used by educators to ensure their students

actively build their understanding; not just receive information (Marougkas et al., 2023). This

theory enables students to experience and reflect on world happenings and come up with their

understandings while incorporating new information into their existing cognitive frameworks

(schemas). In other words, Constructivism suggests that learning is an active process where

learners actively build their knowledge and understanding from the world’s experiences, social

interactions, and reflection.

One of the most common components of Constructivism is constructed knowledge

(Efgivia et al., 2021). Constructivism highlights the importance of learners building new

information upon existing knowledge. Students get a chance to take fragments and assemble

them in their way, where each learner creates a distinctive structure. Plus, a student’s past

experiences, knowledge, and beliefs fuel their learning. Another important component of

constructivism is metacognition. Learners learn by building meaning and meaning systems. In

other words, current teachings help students with better comprehension of future concepts. For

instance, a history student learns about the meaning of chronology while learning about historical

events of certain past events. Efgivia et al., 2021 emphasize that active engagement is another

vital component of Constructivism learning theory. Since sensory input helps students build

meaning, students must actively engage with the learning materials and the environment by

participating in and exploring hands-on activities like discussions, and exercises.

Scaffolding is another key component of learning. Chew et al., (2019) emphasize that

teachers support every student to pass challenging tasks and develop cognitive abilities by

offering them custom prompts and feedback. Furthermore, learning doesn’t happen on isolated

facts or unrealistic theories. Constructivists offer meaningful learning by offering authentic tasks

that can be applied to the real world since learning is aimed at assisting us (Efgivia et al., 2021).

On the other hand, constructivist learning recognizes that social interactions allow students to get

new ideas by interacting with the people and the environment around them. Moreover, social

interaction helps learners retain knowledge since learning relates directly to other people and the

environment. Other components of Constructivism are personalized knowledge, iteration,

continuous motivation, and metallization.

Constructivism theory was initiated and expanded by 5 major theorists; Jean Piaget, Lev

Vygotsky, Jerome Bruner, Ernst von Glasersfeld, and John Dewey. Jean Piaget addressed

cognitive constructivism theory where he challenged that children have inferior thinking

capacities, as compared to adults (Veraksa et al., 2022). Piaget argued that children shouldn’t be

given certain tasks unless they went through the 4 stages of cognitive development as described

in Piaget's cognitive theory. The 2 processes of his theory were accommodation (mental

exposure to new world experiences), and assimilation (when the mind acquires new

characteristics from a group). The two processes must co-exist together to influence how a child

acquires new information.

Jerome Bruner also addressed cognitive constructivism where he helped bring to life the

concept of discovery learning to the theory (Kumari, 2022). According to Jerome, learners

discover facts for themselves and use past experiences and new knowledge to understand any

problems they face. This approach is used in various education models like problem-based

learning, simulation learning, case-based learning, and guided discovery. Unlike Jerome and

Piaget, Lev Vygotsky addressed social constructivism where he developed the social

development theory. According to Dasen, (2022), Lev believed that social interaction and

behavior lead to development and cognition. In other words, Vygotsky’s theory indicates that

learning happens at the zone of proximal development level; of social interaction. At this level,

children learn from parents and other knowledgeable peers.

John Dewey’s theory cut across the social and cognitive constructivism theories. This

theorist is most referred to as the Philosophical father of the Constructivism learning theory.

According to Dewey, learning is based on the principles of continuity and interaction. Fogelberg
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et al., 2023 emphasize that continuity is when an individual’s current experiences influence their

future, while interaction refers to a situation where an individual’s experience influences the

current experience. Dewey argued that good education should good education is valuable to both

the learner and the society by offering valuable experiences that empower them to be productive

in society. Ernst von Glasersfeld addressed radical constructivism, which claims that knowledge

isn’t a commodity possible to be transferred from one person to another through communication

(Peters, 2020). Ernst von Glasersfeld argued that learners combine experiences and ideas to

come up with what is possible and true. Thus, how a learner constructs knowledge depends on

what the learner interprets experiences from their experiences and the ability to apply such to

new happenings. In other words, Ernst argued that teachers help and guide students towards

making sense of certain life events, rather than dispense knowledge.

Integration in the Classroom

Constructivism theory promotes deeper learning and skill acquisition. Here are 3

examples of how lessons and classroom activities would be differentiated to incorporate this

theory. One way to offer a differentiated teaching experience is by implementing scaffolding

techniques where teachers would offer custom support and guidance to students. This way,

teachers will help learners improve their skills and be independent. In other words, scaffolding

techniques will help break on complex new information, build on older knowledge, offer a

positive environment, and provide support and assistance. In addition, teachers can use visual

aids, pre-teaching vocabulary, modeling, and think-aloud to scaffold learning.

The second way that lessons and classroom activities would be differentiated to

incorporate the constructivism theory is by introducing problem-based learning activities. For

instance, teachers may test students with a class problem of measuring a “Mayflower” and allow

learners to reflect and build their measurement methods. Hands-on activities provide students

with the chance to be involved actively but also get a deeper understanding. Thus, teachers may

offer activities like building staff out of blocks to illustrate concepts. Another way lessons and

classroom activities may be diffracted to incorporate the constructivist theory of learning is by

offering inquiry-based learning. Teachers may allow students to formulate their questions and

then solve them by reading, writing, and observing. In addition, teachers may allow for

reciprocal teaching and learning where in pairs, students teach each other.

Impact on Classroom Management and Student Learning

The influence of constructivism, on classroom management and student learning is

significant. This learning theory impacts classroom dynamics and student outcomes in the

following ways.

Constructivism emphasizes creating student-centered environments where learners

actively build their knowledge. Teachers act as guides supporting students as they explore

concepts of delivering information. This shift towards student empowerment encourages

independence and self-directed learning fostering a sense of ownership over the process. In

constructivism theory settings teachers take on the role of facilitators who assist and empower

students on their journey. Being the source of knowledge educators promote critical thinking and

problem-solving by asking thought-provoking questions and facilitating meaningful discussions.

This method empowers students to become accountable for their learning and cultivates skills for

education.
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Constructivism nurtures thinking skills through inquiry and problem-solving tasks. By

engaging with real-world challenges and constructing their knowledge students learn to evaluate

information and make well-founded decisions. In classrooms that follow the approach, students

are encouraged to participate and connect their learning to real-life situations. This leads to levels

of engagement and motivation as students take charge of constructing their knowledge and delve

into subjects that capture their interest. As a result, they are more likely to feel engaged and

driven to learn.

Why I Identify with the Constructivism Theory of Learning

I've always felt a real affinity for constructivism and what it stands for. Plus, I think

learning shouldn't be about passively taking up information - it should be an active adventure

where students construct their meaning and this idea resonates with my beliefs about education.

What I love about constructivism is how this theory gives students responsibility for their

learning. Growing up, I found a lot of classrooms restrictive with all the rote memorization.

But seeing students take charge of their learning journeys is incredible - it brings out their

curiosity, creativity, and independence.

Constructivism also matches my view that learning needs to connect to real learning

experiences. I've always thought the best learning happens when students can explore real

topics, solve problems collaboratively, and link theories to real-world applications.

Conclusion

Constructivism exemplifies education innovation and development. Due to its emphasis

on student-centered learning, teacher facilitation, and critical thinking, constructivism provides a

solid foundation for creating engaging learning environments. Constructivist education supports
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youngsters' intellectual curiosity and independence, promoting a love of learning outside the

classroom. After seeing constructivism, I believe education can change the world, which pushes

me to design classrooms where students actively participate in their education.

References

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Efgivia, M. G., Adora Rinanda, R. Y., Suriyani, Hidayat, A., Maulana, I., & Budiarjo, A. (2021).

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