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Definition:A theory of learning that is developed from the principle of children's thinking. Constructivism states that children learn through adaptation. Children are not passive in knowledge, but active at making meaning, testing out theories, and trying to make sense out of the world and themselves. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences
Primary Theorists: Piaget, Vygotsky, and Bruner
Principles/Underlying Concepts: Learning is an active process and knowledge is subjective as each person creates personal meaning out of experiences and integrates new ideas into existing knowledge structures.
In order for us to teach the children better, we ourselves must understand they way students are thinking when they become aware of the world and take for granted that their ideas are right.
Classroom Implications: Students work in groups. Teachers guide the children in their growth and development. Students ask question.
Implications Related to Technology Use: Printing, power point, video, computer graphics and animation.
Nanjappa, A. & Grant, M. M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 2(1). Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm
Comparison
Traditional Classroom
Constructivist Classroom
Curriculum begins with the parts of the whole. Emphasizes basic skills.
Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly valued.
Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.
Materials include primary sources of material and manipulative materials.
Learning is based on repetition.
Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.
Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.
Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.
Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert.
Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone.
Students work primarily in groups.
References: Gordon, Miles Ann.,and Kathryn Williams Browne. Begining and Beyond: Foundatins in Early Childhood Education.Clifton Park: Delmar Learning,2008. Print.
KempKempoKempo. "Students Working Together." You Tube. 27 Feb. 2008. Web. 30 Jan. 2011.
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