constructivist learning theory problem solving and transfer

Constructivism Learning Theory & Philosophy of Education

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations , and incorporate new knowledge into their schemas . This promotes deeper learning and understanding.

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 on constructivists’ ideas, Arends (1998) states that constructivism believes in the personal construction of meaning by the learner through experience and that meaning is influenced by the interaction of prior knowledge and new events.

Constructivism Philosophy

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).

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.

John Dewey valued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.

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 partners 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.

Fox (2001, p. 30) argues:

• Although individuals have their own personal history of learning, nevertheless they can share in common knowledge, and
• Although education is a social process powerfully influenced by cultural factors, cultures are made up of sub-cultures, even to the point of being composed of sub-cultures of one.
• Cultures and their knowledge base are constantly in a process of change and the knowledge stored by individuals is not a rigid copy of some socially constructed template. In learning a culture, each child changes that culture.

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.

Types of Constructivism

Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget ; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.

According to the GSI Teaching and Resource Center (2015, p.5):

Cognitive constructivism states knowledge is something that is actively constructed by learners based on their existing cognitive structures. Therefore, learning is relative to their stage of cognitive development.

Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.

According to social constructivism, learning is a collaborative process, and knowledge develops from individuals” interactions with their culture and society.

Social constructivism was developed by Lev Vygotsky (1978, p. 57), who suggested that:

Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).

The notion of radical constructivism was developed by Ernst von Glasersfeld (1974) and states that all knowledge is constructed rather than perceived through senses.

Learners construct new knowledge on the foundations of their existing knowledge. However, radical constructivism states that the knowledge individuals create tells us nothing about reality, and only helps us to function in your environment. Thus, knowledge is invented not discovered.

Radical constructivism also argues that there is no way to directly access an objective reality, and that knowledge can only be understood through the individual’s subjective interpretation of their experiences.

This theory asserts that individuals create their own understanding of reality, and that their knowledge is always incomplete and subjective.

The humanly constructed reality is all the time being modified and interacting to fit ontological reality, although it can never give a ‘true picture’ of it. (Ernest, 1994, p. 8)

Constructivism Teaching Philosophy

Constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.

What is the role of the teacher in a constructivist classroom?

Constructivism is a way of teaching where instead of just telling students what to believe, teachers encourage them to think for themselves. This means that teachers need to believe that students are capable of thinking and coming up with their own ideas. Unfortunately, not all teachers believe this yet in America.

The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning.

From this perspective, a teacher acts as a facilitator of learning rather than an instructor.

The teacher makes sure he/she understands the students” preexisting conceptions, and guides the activity to address them and then build on them (Oliver, 2000).

Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her help in response to the learner’s level of performance.

In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009).

What are the features of a constructivist classroom?

A constructivist classroom emphasizes active learning, collaboration, viewing a concept or problem from multiple perspectives, reflection, student-centeredness, and authentic assessment to promote meaningful learning and help students construct their own understanding of the world.

Tam (2000) lists the following four basic characteristics of constructivist learning environments, which must be considered when implementing constructivist teaching strategies:

1) Knowledge will be shared between teachers and students. 2) Teachers and students will share authority. 3) The teacher’s role is one of a facilitator or guide. 4) Learning groups will consist of small numbers of heterogeneous students.

What are the pedagogical (i.e., teaching) goals of constructivist classrooms?

Honebein (1996) summarizes the seven pedagogical goals of constructivist learning environments:

• To provide experience with the knowledge construction process (students determine how they will learn).
• To provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions).
• To embed learning in realistic contexts (authentic tasks).
• To encourage ownership and a voice in the learning process (student-centered learning).
• To embed learning in social experience (collaboration).
• To encourage the use of multiple modes of representation, (video, audio text, etc.)
• To encourage awareness of the knowledge construction process (reflection, metacognition).

Brooks and Brooks (1993) list twelve descriptors of constructivist teaching behaviors:

• Encourage and accept student autonomy and initiative. (p. 103)
• Use raw data and primary sources, along with manipulative, interactive, and physical materials. (p. 104)
• When framing tasks, use cognitive terminology such as “classify,” analyze,” “predict,” and “create.” (p. 104)
• Allow student responses to drive lessons, shift instructional strategies, and alter content. (p. 105)
• Inquire about students’ understandings of the concepts before sharing [your] own understandings of those concepts. (p. 107)
• Encourage students to engage in dialogue, both with the teacher and with one another. (p. 108)
• Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. (p. 110)
• Seek elaboration of students’ initial responses. (p. 111)
• Engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. (p. 112)
• Allow wait time after posing questions. (p. 114)
• Provide time for students to construct relationships and create metaphors. (p. 115)
• Nurture students’ natural curiosity through frequent use of the learning cycle model. (p. 116)

Critical Evaluation

Constructivism promotes a sense of personal agency as students have ownership of their learning and assessment.

The biggest disadvantage is its lack of structure. Some students require highly structured learning environments to be able to reach their potential.

It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind, as without standardized grading teachers may not know which students are struggling.

Summary Tables

What is constructivism in the philosophy of education.

Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.

It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.

How would a constructivist teacher explain 1/3÷1/3?

They might engage students in hands-on activities, such as using manipulatives or visual representations, to explore the concept visually and tangibly.

The teacher would encourage discussions among students, allowing them to share their ideas and perspectives, and guide them toward discovering the relationship between dividing by a fraction and multiplying by its reciprocal.

Through guided questioning, the teacher would facilitate critical thinking and help students arrive at the understanding that dividing 1/3 by 1/3 is equivalent to multiplying by the reciprocal, resulting in a value of 1.

Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA: McGraw-Hill.

Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD. NDT Resource Center database .

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs . Washington, DC: National Association for the Education of Young Children.

Dewey, J. (1938) Experience and Education . New York: Collier Books.

Driscoll, M. (2000). Psychology of Learning for Instruction . Boston: Allyn& Bacon

Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd ed.) . Boston, MA: McGraw-Hill College.

Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications. Hiroshima Journal of Mathematics Education, 2 (1994), 2.

Fox, R. (2001). Constructivism examined . Oxford review of education, 27(1) , 23-35.

Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist learning environments : Case studies in instructional design, 11-24.

Oliver, K. M. (2000). Methods for developing constructivism learning on the web. Educational Technology, 40 (6)

Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism . Educational researcher, 24 (7), 5-12.

Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).

Teaching Guide for GSIs. Learning: Theory and Research (2016). Retrieved from http://gsi.berkeley.edu/media/Learning.pdf

von Glasersfeld, E. V. (1974). Piaget and the radical constructivist epistemology . Epistemology and education , 1-24.

von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concepts. Constructing mathematical knowledge: Epistemology and mathematics education, 5-7.

Von Glasersfeld, E. (2013).  Radical constructivism  (Vol. 6). Routledge.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.

Further Reading

Constructivist Teaching Methods

Constructivism Learning Theory: A Paradigm for Teaching and Learning Strategies Which Can be Implemented by Teachers When Planning Constructivist Opportunities in the Classroom

Constructivist Learning Theory: Understanding the Building Blocks of Knowledge

The Constructivist Learning Theory fosters an active learning environment, empowering students to discover answers independently.

• By Paul Holt
• Sep 20, 2023

E-student.org is supported by our community of learners. When you visit links on our site, we may earn an affiliate commission.

• The Constructivist Learning Theory emphasizes that people are active participants in their own learning process.
• According to this theory, our understanding is built on the combination of existing knowledge and new information.
• Constructivist teaching requires teachers to acknowledge the unique capabilities, experiences, and circumstances of each student.

Most, if not all, traditional methods of teaching place the responsibility for learning solely on the shoulders of educators. Teachers first filter and organize information before disseminating it to students who are ready to passively receive it. This means that inside the classroom, lessons are structured according to a fixed curriculum and the teacher’s preferences. In simpler terms, the teacher plans the lessons. He instructs, and the students listen.

Generally, the traditional methods of teaching have been effective – older generations are a testament to this. However, a 2019 study has shown that students learn better when they’re active participants, not passive recipients. Moreover, traditional education relies on methods of instruction that do not consider the different ways people learn and their varying levels of understanding.

Applying the Constructivist Learning Theory theory in the classroom should help solve these issues. This theory states that we construct knowledge based on our experience and perception. When we are faced with new information, we view it using the lens of our current understanding, beliefs, and even cultural background – all of which influence our interpretation of new information.

In this article, we’ll be delving deep into Constructivist learning and how it differs from traditional methods. We’ll also look at its various benefits as well as discuss the different ways it can be applied in the classroom to boost learning and help students achieve their full potential.

Table of Contents

What is the constructivist learning theory.

The main idea of the Constructivist Learning Theory is that knowledge is actively constructed by the learner using his past knowledge and experience. In layman’s terms, learning is simply fitting new information into what we already know.

Here’s an example: As children, we learned about the concept of heat through touch. Later, we learned that heat is measured by temperature and that there are degrees of heat. In science class, we gained a better understanding of heat – it is a form of energy that transfers from a substance that has a higher temperature to one that has a lower temperature. We also learn that heat can move in different ways, such as conduction and radiation. As you can see, we were able to construct our knowledge of heat over time, building on the existing knowledge to help us understand the concept better.

That’s not all. According to the Constructivist Learning Theory, each of us organizes all the information we gain into our own individualized knowledge base according to our interpretation. What does this mean? Experience, past knowledge, and even cultural background can influence our interpretation of information. Since everyone’s experience and background are different, two different people absorbing the same piece of information would have their own unique interpretation of it.

For example, two students see a red object. Both would use red to describe the object. But their experience in learning about “the color red” would be different. The representations and associations they make with this color would also vary. Moreover, how they recalled the information would depend on their experience.

Moreover, our learning experiences change as we learn. That sounds confusing, right? Each learning experience makes an impact. Aside from influencing the meaning we place on the information we absorb, it can also affect how we learn in the future. This means that teachers can influence how students view learning, helping them develop a lifelong learning mindset.

There are two processes that occur during Constructivist learning:

Assimilation : During this process, the learner takes in new information and fits it into his current pre-existing knowledge (schema) or creates new ones.

Accommodation : During this process, the learner uses his newly acquired knowledge to revise and modify his existing knowledge (schema).

Principles of Constructivist Learning

The guiding principles of the Constructivist approach can help teachers to implement it in the classroom.

Benefits of Constructivist Learning Theory

Promotes student autonomy.

According to the Constructivist Learning Theory, students should be active participants in the learning process. Instead of having a fixed curriculum, constructivists suggest that teachers encourage students to explore the topic and ask questions. Their role is to guide the students in developing a deeper understanding of the material instead of telling them what to learn.

Increases student engagement

Since learners are active participants, teachers need to increase the student’s engagement in class. This can be done through various activities such as classroom discussions, group projects, and real-life simulations or roleplays.

Fosters deep learning

Students actively participate in problem-solving activities, which deepens their understanding of the material while helping them practice critical thinking skills.

Applying Constructivist Learning in the classroom

So, what does Constructivist Learning theory mean for teachers? Educators cannot simply transfer knowledge to students – telling them the information they need to know and then testing them on it. Students are not blank slates or empty vessels. They are not going to passively receive information given by the teacher.

Instead, students should actively participate in the experience. They should reflect on the information, see how it fits their past knowledge and experiences, and merge the new information with their current understanding. As such, teachers should create opportunities for their students to engage in learning experiences. They should also adapt their teaching techniques according to the student’s needs and level of understanding.

Below are some Constructivist teaching methods in the classroom, especially for distance learning (e-learning) programs:

• Problem-based learning (PBL): Allows your students to work together on solving real-world problems. They will need to analyze the problem using past knowledge, determine what information they are still lacking, and evaluate possible solutions.
• Inquiry-based learning (IBL): Allows the students to explore the topic in-depth. Encourage them to ask questions, follow their interest, and research the topic. Guide them in finding connections between what they already know and what they are learning at the moment.
• Cooperative learning : Let your students form small groups to work on an activity or project. Each member shares their knowledge to help the group further their own understanding. Unlike group-based learning, cooperative learning is interdependent; the students work as one to complete the task instead of dividing the labor amongst themselves. Some cooperative learning activities include jigsaw puzzle activities, concept mapping, and brainstorming.

Here are some ideas on activities and digital technologies that you can use in both face-to-face and online classes:

• Role-playing: Let your students take on the role of a historical figure, an animal, a plant, or even a body organ. For example, students can take on the role of different plants and animals in an ecosystem to thoroughly understand how each living thing can impact their environment. They can also act as different organs in the body, explaining to the rest of the class how each one of them functions inside the body.
• Use interactive materials: Engage your students using interactive presentations made through Canva and Prezi. Get them to create connections between ideas through mind maps .
• Apply game-based learning: Motivate your students to explore a topic using platforms like Minecraft: Education Edition .
• Simulations: use augmented reality to provide students with immersive learning experiences that will allow them to apply their newly constructed knowledge.
• Ask open-ended questions: Create opportunities for engagement by asking questions that spur conversations or even a debate.

The Constructivist Learning Theory is an effective tool that educators can use to enhance student learning. When applied correctly, it promotes critical thinking, autonomy, and even a love for learning. More importantly, no student gets left behind because the learning process is individualized. Everyone gets to construct knowledge based on their level of understanding and personal experience.

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Constructivist Learning Theory

The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on experiences. As events occur, each person reflects on their experience and incorporates the new ideas with their prior knowledge. Learners develop schemas to organize acquired knowledge. This model was entrenched in learning theories by Dewey, Piaget , Vygotsky , Gagne , and Bruner.

See also: Cognitive Apprenticeship

The theory of constructivist learning is vital to understanding how students learn. The idea that students actively construct knowledge is central to constructivism. Students add (or build) their new experiences on top of their current foundation of understanding. As stated by Woolfolk (1993) “learning is active mental work, not passive reception of teaching”.

As an educator, it is important to understand the theory of constructivist learning. Each student that enters your classroom has a unique perspective on life that has been created by their unique experiences. This will impact their learning. If the basis of the constructivist theory states that students construct new knowledge on what they have already had, the entry point of their learning journey is of utmost importance. Learning theories are as valuable as credentials to educators; it is important to understand what will affect the learning journey of your students.

The theory of constructivism has many elements. These principles outline the theory as a whole and how they affect the learning of the students. The main points are listed below:

• Knowledge is constructed . Every student begins the learning journey with some preexisting knowledge and then continues to build their understanding on top of that. They will select which pieces of the experience to add, making everyone’s knowledge unique.
• Learning is a social activity . Interacting with others is vital to constructing knowledge. Group work, discussions, conversations, and interactions are all important to creating understanding. When we reflect on our past experiences, we can see how our relationship with others is directly connected to the information learned.
• Learning is an active process . Students must actively engage in discussions and activities in order to construct knowledge. It is not possible for students to take on a passive role and retain information. In order to build meaningful ideas, there must be a sensory response.
• Learning is contextual . Isolation is not the best way to retain information. We learn by forging connections between what we believe and the information we have already. Learning also occurs in the situation within the context of our lives, or alongside the rest of our understanding. We reflect on our lives and classify the new information as it fits into our current perspective.
• People learn to learn, as they learn . As each student moves through the learning journey, they get better at selecting and organizing information. They are able to better classify ideas and create more meaningful systems of thought. They also begin to recognize that they are learning multiple ideas simultaneously, for example, if they are writing an essay on historical events, they are also learning elements of written grammar. If they are learning about important dates, they are also learning how to chronologically organize important information.
• Learning exists in the mind . Hands-on activities and physical experience are not enough to retain knowledge. Active engagement and reflection are critical to the learning journey. In order to develop a thorough understanding, students must experience activities mentally as well.
• Knowledge is personal . Because every person’s perspective is unique, so will be the knowledge gained. Every individual comes into the learning activity with their own experiences and will take away different things as well. The theory of constructivist learning is based entirely around each individual’s own perspective and experiences.
• Motivation is key to learning . Similar to active participation, motivation is key to making connections and creating understanding. Students cannot learn if they are unwilling to reflect on preexisting knowledge and activate their thought process. It is crucial that educators work to motivate their students to engage in the learning journey.

See also: Erikson’s Stages of Psychosocial Development

Constructivism in Education

It is not enough to simply know the theory of constructivist learning. Educators must also know how to implement it in their classrooms. Their goal is to create a welcoming environment that promotes active engagement in learning. In the theory of constructivist learning, instructors act as facilitators. They must promote collaboration and adjust their lessons based on the prior level of understanding of the class. Once they identify students’ existing knowledge, instructors must work to grow the understanding in those areas.

There are four key areas that are crucial to the success of a constructivist classroom:

• The instructor takes on the role of a facilitator instead of a director.
• There are equal authority and responsibility between the students and the instructor.
• Learning occurs in small groups.
• Knowledge is shared between both the students and the instructor.

These four areas must be addressed in order for the constructivist classroom to be successful. As you can see, it differs greatly from the traditional classroom. Constructivist classrooms are more student-centered and the learning revolves around their interests and questions. Teachers guide learning by implementing group activities, creating collaborative dialogue, and facilitating interactive experiences. Students build on their prior knowledge and construct new understanding based on the lessons taught. Dialogue and negotiation are also key components to successful learning.

In the table below, you can see how the constructivist classroom compares to the traditional classroom. Each style has its own benefits and consequences.

When implementing the constructivist theory in the classroom, lessons must include the following components:

• Eliciting prior knowledge . As new understanding is constructed on preexisting knowledge, the instructor must first activate prior knowledge. This can be done with collaborative activities, relaxed discussions, or pre-tests.
• Creating cognitive dissonance . Knowledge is built when new ideas are presented and activities are just challenging enough for students. “Just right problems” force students to reevaluate the schemas in their mind and organize new solutions.
• Applying knowledge with feedback . The instructor’s role is to encourage students and provide feedback. This may be seen in the form of quizzes, presentations, or discussions in the classroom. The goal of applying feedback should be to encourage even more growth and challenge knowledge of the new situation.
• Reflecting on learning . Students should be offered the opportunity to reflect on their understanding and demonstrate their learning. This could be in the form of an essay, a presentation, or even the responsibility of sharing their knowledge with another student.

Examples of constructivist classroom activities

• Reciprocal teaching/learning : a group of 2 or more students work together and teach one another.
• Inquiry-based learning : students create their own questions and seek to solve them through research and observations. After underlining the arguments for their response, they make connections between their prior knowledge and the information discovered through their research. Students conclude by identifying possible gaps and developing further questions for the next project.
• Problem-based learning : similar to inquiry-based learning, except focuses on problems in the real world. Students work in groups to research possible solutions and gain valuable skills by working together. Seeking evidence, making connections, and drawing conclusions as a team help students develop communication and collaborative skills while solving real-world issues.
• Cooperative learning : small group activity with one key difference – interdependence. While most constructivist activities rely on group learning, cooperative activities are where group members are dependent on others to achieve solutions. There is no division of tasks in cooperative learning; instead, group members rely on the knowledge of others to further their own understanding.

See also: How Can We Align Learning Objectives, Instructional Strategies, and Assessments?

References:

Woolfolk, A. E. (1993). Educational psychology. Boston: Allyn and Bacon.

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Constructivist Learning Theory

Our understanding of how people learn is ever-growing and changing. Likewise, the way that we process what we learn is an ongoing process—a constant update to our view of the world.

Few learning theories better embody this concept than constructivism. One of the most influential learning theories today, it has been used in classrooms and other learning environments around the world for decades, and it continues to be a powerful tool for teachers and learners alike.

Constructivism in education is an approach that focuses on allowing students to construct their own understanding of a subject by actively engaging with the material presented to them.

This theory emphasizes learner-centric approaches where the student takes ownership of their knowledge and experiences as they progress through a course or program. It encourages exploration, experimentation, collaboration, critical thinking, and reflection—all essential components of effective education systems today. 

This article will leave you with a better understanding of constructivism as well as a handful of methods you can use to implement this learning theory in your learning management system.

• What is constructivist learning theory?

The constructivist learning theory refers to the method of learning that allows learners to “construct” their knowledge and skills through meaningful interactions and empowers them through their own self-directed learning.

This educational theory leans in to the idea that each individual learner develops their own understanding through experience and reflection. Rather than memorizing facts from a teacher or external source, learners actively construct meaning for themselves.

At the core of constructivism is discovery—a crucial aspect of the learning process.

Learners take new information and internalize it, integrating it with their prior knowledge and experiences. The constructivist theory of learning emphasizes the importance of social interaction in the learning process, as learners absorb information in two ways:

Assimilation: Learners take in information from their environment and integrate it into what they already know.

Accommodation: Learners adjust their existing understanding to incorporate new knowledge or experiences. 

These two methods of learning are used either interchangeably or simultaneously by all learners to better comprehend their environment and those in it. 

• Principles of constructivism

The principles of constructivist learning theory revolve around facilitating meaningful learning. They are:

1. Learners construct meaning. Learning is an active process where students build upon their existing knowledge to make sense of new information. Through constructivism, learners formulate and modify their opinions regularly.

2. Learning is inherently social. Social interaction plays an essential role in helping learners understand, evaluate, and internalize ideas and concepts. Learners are far more likely to encounter new information when they interact with others and their environment.

3. Knowledge is situated. Meaningful learning takes place when knowledge can be applied to real-world or relevant contexts. You don’t just learn for the sake of learning—your education is meant to assist you.

4. Reflection plays a key role. Constructivism also stresses the importance of reflecting on one’s learning process and understanding. Through reflection, learners can assess their current level of knowledge and identify areas where they need to improve or gain further insight. 

5. Mistakes are part of the process. Making mistakes is an important aspect of learning, as it allows for opportunities for growth and development. Experimentation with different strategies often leads to successful outcomes later on down the line.

These aspects make up a learning theory that leaves learners with their own evolving paradigm with which to process future information.

3 main types of constructivism

There are three main types of constructivism that have been identified, each having a significant (and slightly altered) impact on the way learners interact with their environment. 

• 1. Social constructivism

This type of constructivism emphasizes the importance of social interaction in learning. It suggests that learners understand and internalize new concepts and ideas through collaboration, dialogue, and discourse with other people. 

• 2. Cognitive constructivism

This type of constructivism focuses on the individual learner’s ability to form meaning from their experiences. It views learning as an active process where knowledge is constructed by each individual through reflection, exploration, experimentation, problem-solving, and critical thinking. 

Note: Constructivism vs. Cognitivism

Cognitive constructivism should not be confused with cognitivism—another important learning theory. While similar, the difference in cognitivism vs constructivism has to do with the theory’s approach.

Cognitivism explains the internal, psychological processes that occur when information is absorbed. By contrast, constructivism explores the social and collaborative aspects of learning.

• 3. Radical constructivism

This type of constructivism stresses the idea that knowledge is subjective and personal. Knowledge cannot be shared or transferred between individuals because their unique perspective will cause them to interpret information differently.

• Using constructivist learning theory in your employee training programs

Constructivist learning theory has been used in a variety of educational settings, such as classrooms, museums, libraries, and online environments. However, it can also be used to improve employee training programs in a number of ways. Here are some constructivism examples being used in the workplace:

1. Break down traditional learning models. Traditional learning models rely heavily on lectures and memorization. However, constructivism encourages experiential learning, which encourages learners to actively engage with the material presented to them. Provide learners with opportunities to experiment and explore the material through projects, simulations, or other activities .

2. Provide feedback. Constructivism emphasizes the importance of reflection and feedback. Make sure to create a learning environment where learners feel comfortable providing feedback on their own experiences as well as offering constructive criticism or suggestions to their peers.

3. Encourage collaboration. As mentioned earlier, constructivist learning theory emphasizes the importance of social interaction in the learning process. Encourage learners to work together and share their experiences in order to better comprehend the material.

4. Facilitate meaningful conversations. Constructivism is all about making meaningful connections between ideas. Encourage conversations between learners and instructors that go beyond memorization and focus on discussing and exploring the material.

As you create your employee training program, remember that mistakes are part of the learning process. Don’t be afraid to try new approaches in order to create the most effective learning environment for your employees.

Criticisms of constructivism

While constructivism has its merits, it is not without its criticisms.

• 1. Subjective truth

One major criticism of this learning theory is that it can be difficult to assess learner comprehension since there aren’t inherently right or wrong answers in a constructivist approach. Incorporating incorrect information into your understanding of a topic is more than a puzzle missing a piece—you’re more likely to miss future pieces, too.

• 2. Constant attention

Additionally, constructivism is often a self-directed method of learning but demands a great deal from mentors. Constructivism requires educators to remain attentive and provide learners with guidance complementary to their individual needs. However, this can be especially difficult (and time-consuming) if there are multiple learners involved.

• 3. Culturally biased

Some have also argued that constructivism does not take into account cultural or social differences between learners, and it can often be biased towards one group or another. The theory doesn’t offer an efficient way of teaching large groups at once, which increases the likelihood of unequal outcomes.

Constructivism’s Role in Shaping Future Training

Constructivism is an essential component of modern training, providing a framework within which learners can explore new concepts in a meaningful way.

Through exploration, experimentation, problem-solving and collaboration, learners are able to construct their own understanding of a subject, and find solutions that work best for them. 

Although it has its critics, constructivism remains a powerful tool for teachers and learners alike—one that is ever-evolving as our understanding of learning grows.

By understanding how this learning theory works and how it can be applied effectively in your organization’s training program, you can create an environment that fosters growth and development among your employees.

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Theoretical and Designing Framework of Constructivist Learning Environment Model that Promotes Ill-Structured Problem Solving and Competence in Psychomotor Skills for Industry Students

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• Onnapang Savaengkan 11 &
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Workers graduating from vocational institutions are of great importance for the development of the domestic industry and to promote the domestic industry to drive efficiently. Vocational institutions must produce knowledgeable workers. Analytical ability and able to solve problems with complex structures and competence in practical skills. Therefore, this research aims to synthesize the theoretical framework and design of a constructivist theory-based learning environment to promote poorly structured problem solving and cognitive skills. This research is used model research (Richey and Klein 2007 ) that focuses on the design processes and the development of learning models consisting of 3 steps. The steps include 1) Document analysis and learning context 2) Analysis of principles of learning theory and learning design theory 3) Synthesis and creation of theoretical framework and design framework. The research results showed that There are five elements of theory that support research to achieve its objectives: (1) learning theory (2) teaching style (3) contextual basis (4) poorly structured problem solving and skill proficiency. (5) Media Theory The design framework has five main goals: (1) stimulating cognitive structuring (2) promoting cognitive balance (3) promoting problem solving with poor structure (4) to promote the ability of mental skills; (5) the promotion and helps to create intellectual balance The framework design consisted of seven elements: (1) Problem situation, (2) Learning Resources, (3) Promoting ill-structured problem solving Center, (4) Promoting competence in psychomotor skills Center, (5) Collaboration Center, (6) Scaffolding Center, (7) Development center learning.

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Acknowledgements

This research was supported by Ph.D. Program in Educational Technology, Faculty of Education, Research Group for Innovation and Cognitive Technology, Khon Kaen, University, and Research and Technology Transfer Affairs Division, Khon Kaen University which hereby giving the thankfulness all through this.

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Savaengkan, O., Chaijaroen, S. (2022). Theoretical and Designing Framework of Constructivist Learning Environment Model that Promotes Ill-Structured Problem Solving and Competence in Psychomotor Skills for Industry Students. In: Huang, YM., Cheng, SC., Barroso, J., Sandnes, F.E. (eds) Innovative Technologies and Learning. ICITL 2022. Lecture Notes in Computer Science, vol 13449. Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_21

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