Constructivism

Perhaps one of the most influential factors for students' success in the classroom is the
method used by the teaching teacher. Constructivism is most closely related to the Swiss
psychologist Jean Piaget (1896-1980), whose epistemological theory was considered one
of the most influential constructivist theories in education. After Piaget, his student
Seymour Pappert proposed a more developed concept of constructivism. Although both
constructivist constructivists have supporters and opponents, further research is needed
on the effectiveness of constructivist and constructivist teaching methods to ensure which
method is most effective in educating the learning environment.

Educational theorists have long tried to understand how to accumulate, transfer and
disseminate information from one person to another. If educators can only fully
understand the process, we can use the power of knowledge transfer to improve students'
learning outcomes. One of the pioneers of educational theory, John Dewey, asserts that
knowledge is transmitted from generation to generation by the learner learning and
reconstructing this information to present information that underpins this person's
understanding of this new information (1916).

In other words, it is based on learners (Hmelo-Silver, Duncan, & Chinn, 2007) and based
on previous experience. Constructivism believes that learners must consciously think
about meaning when they listen or watch teachers, and promote their learning
environment. Through this observation, learners can build their own knowledge.
Although their respective theories may be different, Piaget, Brown and Thomas
emphasize the principle of learning through social interaction (Piaget & Inhelder, 2008;
Thomas & Brown, 2011). This constructivist review aims to highlight the social drivers
behind the knowledge structure.

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By constructing their own knowledge, individuals learn and develop knowledge in a
social learning environment based on the patterns of information provided to them. For
example, when students arrive on the first day of the course, they observe how the
instructor turns on the computer, the projector, and then pulls the screen all the way down
to cover the blackboard, and they understand the steps the teacher is prepared for the
class.  

By constructing one's own knowledge, individuals learn and develop knowledge-based

constructivists in a social learning environment to assert that learners build knowledge
rather than acquire new knowledge; therefore, learning is the entire learner's experience
and a positive process in the environment is learning . Accepting constructivist learning
theory means following the path of social learning pioneers such as Vygotsky and
Leontiev and Brown, Collin and Duguid. All of the above supporters Social learning
believes that learning is an interactive social process. Accepting constructivism also
means that we must focus most of our attention on learners and collaborative
environments that create collaboration.

Vygotsky defined the approximate development zone (ZPD) to indicate the distance that
learners can achieve on their own, their actual development, and what they can achieve
with the help of others. This concept not only reveals the nature of social learning, but
until today it remains one of the most popular constructivist concepts in education
(Vygotsky, 1978).

The epistemological theory of the Swiss psychologist Jean Piaget is considered to be one
of the most influential constructivists (Jonassen, 1991). According to Piaget, the
knowledge that people interact with is added to the knowledge of the previous model, in
which learners build knowledge. This knowledge is formed by the learner's own
experience.

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