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Prior to engaging in this discussion, please read chapters five and six in your e-book and review the Instructor Guidance. You will discuss the theory of constructivism and its relationship to learning.
Constructivists suggest that a person鈥檚 reality is unique from others and thus, effects what, how, and how effective knowledge is acquired. This is suggested to be affected by numerous variables such as culture, past experiences, and past knowledge.
Consider the following as you discuss:
What does logical positivism suggest to us about constructivist-based theories? Do you agree or disagree?
How do exogenous constructivism, endogenous constructivism, and dialectical constructivism differ and why does it matter?
How does situated cognition (discussed in Week 3) support the suggestions made by constructivism?
Discuss a personal experience where you feel constructivism ideologies explained either the effectiveness of, or the non-effectiveness of, the learning experience. Would you consider this learning experience exploratory learning, inquiry learning, or problem-based learning? Why?
What implications in learning effectiveness might exist if construction of individualized knowledge is negated?
Learning Objectives
After reading this chapter, you should be able to do the following:
路 Explain the fundamental ideologies of constructivism.
路 Describe social constructivism and this perspective鈥檚 views of learning.
路 Compare and contrast situated cognition and the foundational ideas of cognitivism.
路 Explain the premise and variables associated with sociocultural theory.
路 Discuss how problem-based learning supports constructivist-based learning theories.
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Introduction
Introduction
Have you ever:
路 considered how your culture, social, and physical interactions affect how and what you assign meaning to?
路 learned a skill or professional role under the guidance of a more experienced peer?
路 desired to learn in a more self-directed, meaningful way?
The material in this chapter will address an area of learning theory that consists of constructivist-based principles, which we can use to help understand the significance of these types of questions. Foundationally, constructivism is a theory that supports the view that humans learn by connecting new information to their existing knowledge and that the knowledge is individualized, personalized, and reflective of one鈥檚 own perception of the information learned. For example, as you learn more about the field of psychology, the knowledge that you gain will be built (constructed) upon your previous understanding. Your understanding, in essence, is shaped by your initial perceptions about psychology, which may differ from another person鈥檚 perception of psychology. Thus, someone who considers how a concept could be applied only in psychological counseling may have more difficulty understanding how the same concept applies in other areas, such as organizational or educational psychology. Additional theories have been developed based on the foundations of constructivism. Social constructivism, situated cognition, and sociocultural theory (SCT) are some of the other theories based on constructivism, and they will be considered in this chapter.
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An aspect of constructivist thought is the idea of learning that builds upon previous understanding and knowledge.
Constructivist-based theories suggest that one鈥檚 environment plays a role in meaningful learning, as do socially oriented cognitive theories (discussed in Chapter 4). Constructivist theories, however, also suggest that learners are not just passive receivers of information but are active participants in their knowledge development, and this idea is a key component of the theories that support the perspective of individualized knowledge construction.
As mentioned in earlier chapters, theoretical propositions are not always accepted by all learning theorists. Constructivism, and the theories based on its foundations, is no exception. The notion that a learner鈥檚 knowledge is personalized is controversial because the assumptions of constructivism are difficult to prove or disprove (Phillips, 2000); it is considered by some as a subjective notion. Specifically,聽logical positivism, which is based on a perspective that argues that problems should be answered only through empirical research, suggests that constructivism, whether as a theory or a pedagogical strategy, is ideological鈥攖hat it lacks solid findings obtained through controlled observation or experimentation (Gross & Levitt, 1994; Matthews, 1992). Researchers aligned with other theoretical frameworks (e.g., behaviorism or cognitivism) also have suggested that the notion of individualized knowledge construction through discovery learning (drawing from one鈥檚 personal experiences to discover information) is a reflection of the values within education that were popular in the mid-20th century, such as child-centered instruction (Zhenlin, 2009), rather than a viable learning theory.
Additionally, cognitive theory suggests that the instructor or counselor is the crucial part of successful knowledge acquisition, and that discovery learning (a foundational proponent of constructivism) would be far too unstructured for effective knowledge development (Bulgren, Deshler, & Schumaker, 1997; Rosenshine, 1997). Yet, research has suggested that these arguments regarding the role of the instructor and discovery are not entirely accurate ones because constructivist ideas have proven to be effective in applied settings, such as the classroom (Brooks & Brooks, 1999) and in instructional design. Thus, you should continue to use critical thinking while evaluating the information included in this chapter and come to your own conclusions about the perspectives of constructivist-based theories.
The concepts and perspectives presented in this chapter align with the view that individuals are active participants in the process of learning鈥攖hat knowledge, and thus reality, is unique and personalized to each individual. The readings and areas of theory have been chosen to help support your understanding of the different frameworks that can be applied to discussions about knowledge construction:
路 Sections 5.1 and 5.2 will help you establish an understanding of the core elements of constructivism and social constructivism and how the concepts associated with these perspectives support the belief that learners are participants in the knowledge acquisition process.
路 Section 5.3 presents a cognitivist view that acknowledges the situational effects on learning, which is supported by constructivism鈥檚 ideology.
路 Section 5.4 addresses sociocultural theory, which focuses on language development as a key component of learning, suggesting that the interactions we experience can affect this process.
路 Section 5.5 considers problem-based learning (PBL), a type of learning activity endorsed by constructivists, and the application example further supports how constructivist ideologies look in action.
The prominent differences in the theoretical models presented in these readings will be the associative and specific nature of how, and to what extent, social, cultural, and physical variables influence the learning process.
As you evaluate the different theoretical frameworks, consider the findings that are presented, whether details might be missing, and if the findings support the argument that successful knowledge acquisition is more than the strict adherence to laws that often guide research. Ask yourself questions as you read, such as the following:
路 Is learning merely based upon the memory acquisition of the learner?
路 Can successful learning take place through attention and schema development alone?
路 Do we learn better when we actively do something than when we just read or listen?
路 Do constructivist-based theories reflect effective knowledge acquisition propositions?
These are just some of the many questions that should be considered when evaluating the suggestions presented based on constructivist principles and theories.