Constructivism…an Educational

Theory
Fadra Hepner
Education 310
 Constructivism
• What is it?

• What does it have to tell us?

• How can we apply it to our work?

During the 1930’s and 40’s, Constructivism was the
leading view of Public school educators in the U.S.

• Nothing terribly new about it!

• Many basic beliefs stated by Dewey among
others
• Comprised primarily of the research by:

Jean Piaget
Lev Vigotsky
But first…...
Jerome Bruner
 Constructivism..What is it?
• An educational theory • Based on the idea that
that places emphasis All knowledge is
on the learner CONSTRUCTED
• Teacher’s role: Act as based on previous
a facilitator experiences
 But what does this mean?
• In order to understand something,
we MUST be able to relate it to
something else
• If at all possible, APPLY this
knowledge during the lesson to
foster concrete connections
• Differs from traditional view; the
mind is a blank tablet
 Instead, Constructivism views knowledge as
“assimilated” into existing schema

• Idea largely based on Swiss

Biologist Jean Piaget’s research on
child development & learning
• Piaget’s theory states that children
learn by creating “mental maps” or
schemes
• These maps or schemes are added
to and adapted as needed to help
them understand their environment
• Structure becomes more complex
as child develops
 4 Developmental stages according to Piaget

• 1. Sensory motor stage (birth-2 yrs)

-through physical interaction with environment, child
develops set of concepts about reality & how it
works
-stage where child is unaware that if an object is not
seen it still exists (object permanence)
 2. Preoperational stage (2-7)

• Child needs concrete

physical situations and
is unable to
conceptualize in the
abstract
-needs to see, hear, feel
in order to understand
something
 3. Concrete operations (7-11)

• Child begins to conceptualize based on

physical experiences
-creates logical structures to explain his/her
environment
-abstract problem solving possible
Example: math with #’s, not objects
 4. Formal operations (12+)

• Cognitive structures are like an adult and

include conceptual reasoning

-Piaget classified as a “cognitive

constructivist” focusing on processes of the
mind and its effects on learning
 Lev Vigotsky
• Russian psychologist & philosopher in
1930’s usually associated with Social
Constructivism
• Social Constructivism emphasized the
effects of one’s environment (family,
friends, culture & background) have on
learning
• Today, Co-Constructivism Seems to
prevail, incorporating Cognitive and
Social aspects
 Modern Constructivism!!!

• Jerome Bruner most recent

contributor
• 1966-1990 Has incorporated
social and cognitive aspects
• These ideas originated from a
conference for math and science
learning
Jerome Bruner
 3 Principles of Constructivism:
• Instruction must be concerned with
experiences and contexts that make students
willing & able to learn (readiness)
• Must be structured so it is easily grasped
(spiral organization)
• Should be designed to facilitate
extrapolation or “fill in the gaps” (going
beyond information given)
During the math and science conference, a modified
lesson plan was developed with Bruner’s assistance

The five E’s:

• Engage- do this! Engage the students and get
them interested in learning

Ex: ask a question, define a problem, surprise them,

use problematic situations

TWO VOLUNTEERS PLEASE!

 Explore
• Get the students
directly involved in
the material
• Have them work in
teams
• Act as a facilitator
• Use their inquiry to
drive the process
 Explain
• Explanations come from:
-Students working together
-Teacher introducing concepts and vocabulary for
experiences Example: magnets-attracting force
• This is also the time for the teacher to determine
levels of understanding and clarify misconceptions
• Drawing, writing and video are great tools to help
the teacher assess development and growth
 Elaborate
• Students expand on concepts learned
• Make connections
• Apply understandings to own environment
& world around them
• These connections lead to further inquiry &
new understandings
 Evaluate
• On-going diagnostic process
• Can occur at all points of the instructional
process
-Examples: rubrics, teacher observation, student interviews,
portfolios, project & problem based learning products, etc.
• Used to guide teacher in further planning of
lessons
• May also be utilized by the students; Ex:
Feedback Fridays
 To summarize:

• Learning is active
• Engage the students on their own cognitive level
• Make it interesting!
• Work in groups
• Act as a facilitator, not a record player
• Make learning cyclical. They should have more
questions when the lesson is over!
 Bibliography!!!!!
• http://www.miamisci.org/ph/lpintro5e.html

• http://www.funderstanding.com/piaget.cfm

• http://web.psych.ualberta.ca/~mike/Pearl_Street/Diction
ary/contents/P/piaget’s_stages.html

• http://pdts.uh.edu/~srmehall/theory/social.html

• http://www.artsined.com/teachingarts/Pedag/Constructi
vist.html