Module in Facilitating Learning
MODULE 14. CONSTRUCTIVISM: KNOWLEDGE CONSTRUCTION/CONCEPT
LEARNING
Overview:
Constructivism is basically a theory -- based on observation and scientific study
-- about how people learn. It says that people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those
experiences.
Learning Outcomes:
1. Explain the role of constructivism in facilitating learning.
2. Describe strategies to promote knowledge construction.
3. Describe strategies to facilitate concept learning.
Discussion:
Constructivism is ‘an approach to learning that holds that people actively
construct or make their own knowledge and that reality is determined by the
experiences of the learner’ (Elliott et al., 2000, p. 256).
In elaborating constructivists’ ideas Arends (1998) states that constructivism
believes in personal construction of meaning by the learner through experience, and
that meaning is influenced by the interaction of prior knowledge and new events.
What are the principles of constructivism?
Knowledge is Constructed, rather than Innate, or Passively Absorbed
Constructivism's central idea is that human learning is constructed, that learners
build new knowledge upon the foundation of previous learning.
This prior knowledge influences what new or modified knowledge an individual
will construct from new learning experiences (Phillips, 1995).
Learning is an Active Process
The second notion is that learning is an active rather than a passive process.
The passive view of teaching views the learner as ‘an empty vessel’ to be filled
with knowledge, whereas constructivism states that learners construct meaning only
through active engagement with the world (such as experiments or real-world problem
solving).
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Information may be passively received, but understanding cannot be, for it must
come from making meaningful connections between prior knowledge, new knowledge,
and the processes involved in learning.
All Knowledge is Socially Constructed
Learning is a social activity - it is something we do together, in interaction with each
other, rather than an abstract concept (Dewey, 1938).
For example, Vygotsky (1978), believed that community plays a central role in
the process of "making meaning." For Vygotsky, the environment in which children grow
up will influence how they think and what they think about.
Thus, all teaching and learning is a matter of sharing and negotiating socially
constituted knowledge.
For example, Vygotsky (1978) states cognitive development stems from social
interactions from guided learning within the zone of proximal development as children
and their partner's co-construct knowledge.
All Knowledge is Personal
Each individual learner has a distinctive point of view, based on existing
knowledge and values.
This means that same lesson, teaching or activity may result in different learning
by each pupil, as their subjective interpretations differ.
This principle appears to contradict the view the knowledge is socially
constructed.
Learning Exists in the Mind
The constructivist theory posits that knowledge can only exist within the human
mind, and that it does not have to match any real world reality (Driscoll, 2000).
Learners will be constantly trying to develop their own individual mental model of
the real world from their perceptions of that world.
As they perceive each new experience, learners will continually update their own
mental models to reflect the new information, and will, therefore, construct their own
interpretation of reality.
Two Views of Constructivism
1. Individual Constructivism. This is called cognitive constructivism. It
emphasizes individual, internal construction of knowledge. It is largely based on
Piaget’s theory. Proponents of this type choose child-centered and discovery
learning. They believe the learners should be allowed to discover principles
through their own exploration rather than direct instruction by the teacher.
2. Social Constructivism. This view emphasizes that “knowledge exists in a social
context and is initially shared with other instead of being represented solely in the
mind of an individual. “it is based on Vygotsky’s theory. Here, construction of
knowledge is shared by two or more people. According to social constructivists,
the opportunity to interact and share among learners help to shape and refine
their ideas. Knowledge construction becomes social, not individual.
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Characteristics of Constructivism
1. Learners construct understanding
Learners are seen as active thinkers who interpret new information based
on what they already know.
Learners construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding
Background information is very important.
It is through the present views of scheme that the learner has that new
information will be interpreted.
3. Learning is facilitated by social interaction
Believe in creating a “community of learners” within classroom.
Learning communities help learners take responsibility for their own
learning.
Learners have a lot of opportunities to cooperate and collaborate to solve
problems and discover things.
Teachers play the role of a facilitator rather than an expert who has all the
knowledge.
4. Meaning learning occurs within authentic learning tasks
An individual task is one that involves a learning activity that involves
constructing knowledge and understanding.
Organizing Knowledge
Concept – is a way of grouping or categorizing objects or events in our mind. A concept
of “teach” includes a group of tasks such as model, discuss, illustrate, explain, assist,
etc.
1. Concepts as Feature Lists – learning a concept involves learning specific
features that characterize positive instance of the concept.
Defining Feature – is a characteristic present in all instances.
Correlational Feature – is one that is present in many positive instances but not
essential for concept membership.
2. Concepts as Prototypes – a prototype is an idea or a visual image of a “typical”
example. It is usually formed based on the positive instances that learners
encounter most often.
Concepts as Exemplars – exemplars represent a variety of examples where it allows
learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn
concepts by doing the following:
Provide a clear definition of the concept
Make the defining features very concrete and prominent
Give a variety of positive instances
Give negative instances
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Cite a “best example” or a prototype
Provide opportunity for learners to identify positive and negative instances
Ask learners to think of their own example of the concept
Point out how concepts can be related to each other
Schemas and scripts
Schema – is an organized body of knowledge about something or it is like a file of
information you hold in your mind about something.
Script – is a schema that includes a series of predictable events about a specific
activity.
Applying Constructivism in Facilitating Learning
Aim to make learners understand a few key ideas in an in-depth manner, rather
than taking up so many topics superficially.
Give varied examples
Provide opportunities for quality interaction
Have a lots of hands-on activities
Relate your topic to real life situations
Do not depend on the explanation method all the time.
Exercises/Drills:
1. Give at least 5 characteristics of a constructivist teacher by either a song, poem,
drawing, photo essay or a clip art.
Evaluation:
1. Describe strategies to promote knowledge construction.
2. Describe strategies to facilitate concept learning
3. Explain the role of constructivism in facilitating learning.
Please watch this video for additional information
https://www.youtube.com/watch?v=drBEboJSwVQ
References:
Maria Rita, D. L. (2014). Facilitating Learning: A Metacognitive Process: Lorimar
Publishing
Brawner, D.G. (2018). Facilitating Learner-Centered Teaching. Adriana Publishing Co.
Inc.
Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist
classrooms, ASCD. NDT Resource Center database.
http://www.ruelpositive.com/constructivism-knowledge-construction-concept-learning-
teaching
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