PGT201E

INSTRUCTIONAL TECHNOLOGY
PRACTICES

Chapter 5:
Constructivism Learning Theory
(Edited by Chau Kien Tsong based on the foundation built by
Dr. Siti Nazleen Abdul Rabu and Dr. Mariam Mohamad)
Pusat Teknologi Pengajaran dan Multimedia
 Learning Outcomes
At the end of this lecture, students will be able to:
• Define Constructivist theory.
• Explain the core idea of
Constructivist Theory.
• Discuss the application of the
Constructivist Theory.
 KEY TERMS YOU MUST BE ABLE TO USE
If you have mastered this topic, you should be able to use
the following terms correctly in your assignments and
exams:
• Constructivist
• Social Constructivism
• Piaget’s 4 Stages of Cognitive Development
• Information Processing Model
• Intelligent Tutoring System
 Constructivism says ...(1)
• All knowledge is constructed (created) by the learner
inside their head.
• Meaning that knowledge is product of our own
construction: Learning is “doing” (You do
something, then you get the knowledge).
• Humans construct new knowledge from experience.
Humans do not simply acquire knowledge through
memorisation, not through transmission from those
who know to those who do not know, & not through
direct communication with teacher.
• Knowledge reproduction (memorising) is not
knowledge construction.
 Constructivism says ...(1)
• People only construct meaning, understanding, and
knowledge through experience and reflection.
• Constructivism expresses the idea that no one can
learn anything for someone else, but learning occurs
when students are actively engaged in the process.
• This represents the higher levels of Revised
Bloom’s Taxonomy: Create

Revised Bloom’s Taxonomy

Constructivism says ...(1)
Example: cannot learn to swim unless you get into
the water.

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 Constructivism says ...(2)
• Learning involves prior knowledge.
• Learners construct new understandings using what
they already know, and prior knowledge
influences what new or modified knowledge they
will construct from new learning experiences.
• Example: In studying science, students first
understand heat as a form of energy, then later as a
form of energy associated with the molecules.
• Each ‘new’ knowledge is integrated with prior
understandings and also integrated with other
related concepts, as in example above, including
other knowledge of molecular physics & chemistry.
 Constructivism says … (3)
• The meaning and interpretation of the knowledge are different
for each of the learners because:
 Everyone’s view of the external world differs from others
because of their unique set of experience in the past.
 Everyone has different experience.
 Each individual is unique, because the interaction of their
different experiences, and their search for personal
meaning, results in knowledge constructed by each person
being different from anyone else.
 Individuals consciously strive for meaning to make sense
of their environment in terms of past experience and their
present state, from personal reflection, seeking new
information, to testing ideas through social contact with
others.
• Therefore, we say we are constructors of our own knowledge.
 Constructivism says ...(4)
• Learning is an active process of constructing
knowledge.
• Meaning that students must engage in works
in order to learn actively.
• Learning is not the passive acceptance of
knowledge. Knowledge is not constructed if
learners are passive.
• Because of this, an instruction (or teaching)
must be an active process. Therefore, we say
we are active creators.
Constructivism says ...(4)
Constructivism previously took
the form of active learning,
cooperative learning, collaborative
learning, peer tutoring, and peer
assisted learning that involved the
student actively in the learning
process.
Constructivism says ...(5)

Knowledge is a dynamic and

changing. Therefore, learning is a
constantly dynamic process rather
than something absolute and finite.
Constructivism says ...(6)

Learning involves language, such as

discussion, expressing ideas, and positive
arguments.
Constructivism says ...(7)
• Learning is contextual: Meaning that
learning is acquired through practice
related to real life context.
• Example: When learning a new
language, one of the good ways is to
learn from native speakers.
 Constructivism says ...(8)
• Learning must be designed in a way that the
whole process is student-centered, not
curriculum based, not teacher-based.
• Student-centered means students self-
exploration: Starting from asking questions,
exploring, engaging in dialogue with others and
reassessing what they know, trial and error,
practice, and further self-discovery.
• Teachers are the facilitator: Meaning that
teacher only gives guidance, not spoon feed
them. Teachers groom, not control.
Constructivism says … (8)
.

The role of teacher has changed: From

the “sage on the stage” to “guide on
the side”. The teacher is facilitating
rather than teaching.
 Constructivism says ...(9)
• Learning is a social activity.
• Learning is a social process.
• It means:
 Knowledge is constructed and negotiated
socially.
 Learning requires communication and
cooperation, such as group work between
learner, teacher and others.
 Students learn effectively when they have social
interactions because knowledge is constructed
by the individual through interactions with
community and environment.
Constructivism says ...(9)

• Positive interactions accelerates

student development.
• Success depends on sharing and
communication.
Constructivism says … (10)
• Learning takes time to construct.
• Understanding of concepts or principles
develops and becomes deeper over
time.
• Example: A very young child
understands the concept of heat through
touch. As he get older, he realises that it
can be quantified, such as minus 20
centigrade being very cold.
Constructivism says … (10)
Understanding of concepts or principles
develops and becomes deeper over time.
Pre-Operation: 2-7 yrs We understand the concept
of heat
Very Young Child through touch

Concrete operation: 7-11 yrs As we get older we realise

that it can be quantified,
Get Older such as minus 20
centigrade being very cold

Formal Operation : 12+ yrs As we study science, we

begin to understand heat
Teenage: Study Science differently, for instance, as
a form of energy transfer
Constructivism says … (11)

Learning process is a process of learn,

unlearn and relearn. Students are
responsible for own learning.
 Constructivism says … (12)
• The mind is not predictable.
• Brains have more plasticity, adaptability
and complexity than computer or software
programs.
• Other uniquely human factors, such as
emotion, motivation, free will, values, and
a wider range of senses, make human
learning very different from the way
computers operate.
• Therefore, no students are the same.
 Theorist of Constructivism
• Jean Piaget (Cognitive Constructivism)
• Lev Semyonovich Vygotsky (Social
Constructivism)
Constructivist Theorists (Piaget)
Jean Piaget said:
• The mind develops through specific stages.
These stages are biological developmental
stages, called “Cognitive Developmental
Stages”.
• These stages show different level of
maturity in thinking, which is based on age.
• Individual learner constructs understanding
differently, and understands the world
differently in different stages,
 Constructivist Theorists
(Piaget’s 4 Stages of Cognitive Development)

Stage 1: Stage 2: Stage 3: Stage 4:

Children Logical thinking Understands

develop and concrete world through
language & referencing hypothetical
memory. They develops. thinking,
understand Children abstract thinking,
world through understand and scientific
language and world through reasoning.
logical thinking.
mental images.
 Constructivist Theorists
(Piaget’s 4 Stages of Cognitive Development)
 Constructivist Theorists
(Piaget’s 4 Stages of Cognitive Development)
• Accommodation:
Two processes in
The process of
constructing knowledge
dealing with new
information or
events by either
modifying existing
scheme or forming
a new one.

Steps of constructing knowledge in brain:

• Involving process of resolving cognitive conflicts.
• Assimilation: The process of dealing with new
event in a way that is consistent with an existing
scheme.
Constructivist Theorists (Piaget)

Based on Cognitive Developmental

Theory, Jean Piaget said:

Learning = changes in thinking levels, and

changes in types and quality of thinking
within each level.
Constructivist Theorists (Vygotsky)
• Vygotsky’s Social-cultural Theory:
 Theorise how meanings and understandings
grow out of social encounters and social
activity.
 Vygotsky viewed socialisation as leading to
higher cognitive functions. Cultural and
social contexts played influential part in
learning.
• Example: students from sekolah kebangsaan
versus students from sekolah jenis kebangsaan
vs students from international schools
Constructivist Theorists (Vygotsky)

Learning is cognitive
development through
social interaction.
Comparison of Theorist of Constructivism
 CONSTRUCTIVIST APPROACHES TO
TEACHING

Although constructivist approaches

can be and have been applied to all
fields of knowledge, they are more
commonly found in approaches to
teaching in the humanities, social
sciences, education.
Constructivist Approaches To Teaching … (1)

Place emphasis on gradual building of

layers and depths of knowledge, from none
at all, to providing some guidelines on how
to solve the problem, on-going mental
processing (reflection, analysis and so on),
slowly to directing students to possible
sources of information that may be relevant
to solving that problem, and finally getting
students to brainstorm particular solutions.
.
Constructivist Approaches To Teaching … (2)

Constructivist Teaching Strategy

Focuses on the processes learning:

Exploration Term intro Concept formation

Constructivist Approaches To Teaching … (3)
• Request students to work in groups, help each
other and compare solutions to the problem. The
teacher acts as first among equals, and help direct
the process so that ‘suitable’ outcomes are
achieved.
• There may not be considered one ‘correct’
solution to the problem, but the group may
consider some solutions better than others,
depending on the agreed criteria of success for
solving the problem.
• The fundamental difference is that students have
to work towards constructing their own meaning.
 Constructivism Learning Technology

• In fact, Constructivism has stimulated

the development of variety of
technologies and their application.
• The use of the computer, and then the
Internet, was a powerful catalyst that
contributed significantly to the rise of
online learning and similar applications.
 Constructivism Learning Technology
• The technologies and computer-based software
associated with constructivist learning were
often referred to as “learning environments”,
which is open-ended to enable and require user
input and action.
• Students construct and develop their own
knowledge through finding resources from the
web, social interactions via online social media.
• The advance of online technologies in
education has matured in terms of the potential
for knowledge construction.
 Constructivism Learning Technology

Examples of Computer-based constructivist

learning environments:
 Scaffolded intentional learning
environments, learning networks
(telecollaboration) and computer-supported
collaborative learning environments
(CSCL) (developed in 1980s &1990s).
 Online course delivery.
Constructivism Learning Technology
Example: Social networking: enable students to
discuss, share opinion, collaborate.
Constructivism Learning Technology
Example: Blog and Moodle: enable students to
share opinions, thoughts, etc.
 Conclusion
• Constructivism: Dominating Learning Theory
in modern education.
• A theory of learning for the 21st century:
 Connectivism: Online Collaborative
Learning.
• Other learning approaches surface due to
advancement of technology:
 Blended Learning
 Flipped classroom
THANK YOU