Constructivism

 

Origins

Constructivism evolved from Jean Piaget’s and Jerome Bruner’s theory of cognitive development. Later, Lev Vygotsky emphasized the importance of social interaction in the construction of knowledge and learning. (David L, 2016.)

Defined

Constructivist learning theory states that learning is not transferred, but rather is “constructed” by the learner based on their personal experiences and view of the world.

Methodology

Learning is student-centered and based on inquiry and discovery-learning. Like cognitivists, the teacher provides scaffolding to help guide the students toward incorporating the new knowledge into their schema. Vygotsky referred to this learning phase as the “Zone of Proximal Development,” and added that social interaction (family, peers, culture) also influences how  knowledge is constructed. (McLeod, 2019) The 5Es (Engage, Explore, Explain, Expand, Evaluate) instructional model developed by Rodger W. Bybee illustrated in the graphic below, is a useful framework to consider for a constructivist methodology. (Bybee et al, 2006)

Application

Applying a constructivist approach to instruction is most appropriate for higher order thinking skills and problem based analyses. Learners should engage in hands-on activities, problem solving and cooperative learning in order to consider multiple points of view. The process of learning is as much if not more important than the content being learned.

Example Learning Scenario

Using a Constructivist based activity to build on their prior learning, learners will be divided into groups of 4-5 either randomly picked or assigned by the instructor. Each group will be given a problem framing to read and consider for the following:

Based on your understanding of the different types of participatory design, propose a solution for the given problem framing by choosing one of the participatory design approaches that you think is most appropriate for the problem. Explain your choice using the guidelines below.

  1. How technical is the problem - what skills and knowledge will be necessary to design the solution?

  2. Who are the stakeholders? Describe from each perspective what will be necessary to get their buy-in.

  3. Is it important to build their capacity during the design process in order to continue to meet other challenges in their community?

  4. How much time and resources are available for this design activity?

Scaffolding will include the previously learned material about the types of participatory design, as well as the problem framings to which it will be applied. Groups will also have the opportunity to ask the instructor questions in their small groups before the activity begins.

Cooperative learning is the social constructivist strategy being used through team collaboration in their small groups.

The zone of proximate development occurs during the process when students will be moving from being able to identify and define the definitions of participatory design to the ability to construct and analyze how a particular design approach will be applied to a certain scenario with the assistance of the scaffolding from the instructor’s/more-knowledgeable peers’ guidance.

In addition to the students working together in groups to create a design solution to the problem they were assigned, they will then be required to present their solution to the rest of the class, where they will receive feedback from both the instructor and their peers. This introduces another opportunity to use a social constructivist strategy in order to support further learning.

References

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006, June 12). The BSCS 5E Instructional Model: Origins and Effectiveness, Full Report. Retrieved June 26, 2019, from https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

David L. (2016, September 8) Constructivism. Retrieved June 3, 2019, from https://www.learning-theories.com/constructivism.html

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved June 3, 2019 from http://www.edpsycinteractive.org/topics/cognition/bloom.html 

McLeod, S. A. (2019). What Is the Zone of Proximal Development? Retrieved June 2, 2019 from https://www.simplypsychology.org/Zone-of-Proximal-Development.html

Tchoshanov, M. (2013). Engineering of Learning: Conceptualizing e-Didactics. Retrieved June 7, 2019, from http://iite.unesco.org/pics/publications/en/files/3214730.pdf