Team 6

Tracy Charles, Michelle McKenzie, Allecion Peters

Constructivism Summary, The University of the West Indies Open Campus

EDID6501: Learning Theory and Instructional Theory

October 8, 2022
 Constructivism Summary

Constructivism is a learning theory that states knowledge is best gained through a process of

reflection and active construction in the mind (Mascolo & Fischer, 2005). Thus, knowledge is an

intersubjective interpretation. This implies that knowledge is uncertain and that the process of

gaining it is the building on experiences. In the constructivist approach, learners are at the center

of the learning activity as they construct knowledge on their own initiatives, and teachers are the

facilitators of learning. In emphasizing constructivist ideas Arends (1998) states that

constructivists believe 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. The

constructivist theory posits that knowledge can only exist within the human mind and it does not

have to match any real-world reality (Driscoll, 2000). Learners will constantly try to develop

their own individual mental models of the real world from their viewpoint of that world. As they

analyze 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.

Furthermore, there are two camps of constructivism: radical and social. Radical constructivism

is the process of constructing knowledge based on an individual’s subjective interpretation of

their active experience. While social constructivism affirms, that human development is socially

situated and knowledge is gained through interaction. In addition, there are three foundational

psychologists of constructivism. Jean Piaget, the radical constructionist, Lev Vygotsky, the

social constructionist, and John Dewey, who straddles the line between the former two

perspectives. However, the common ground that united these psychologists under the umbrella

of constructivism is that they all believed that the learning theories did not adequately represent

the actual learning process. Therefore, their ideas were rooted in experiences in the classroom.
Consequently, the Constructivist Model can help engage, motivate and promote learners by

making them take an active role in the learning process as learning becomes more meaningful

through interactions with problems and concepts. Participation is the key to helping learners

construct knowledge based on their own experiences. As the facilitators of the learning process,

educators should create stimulating activities that would cater to the learners exploring and

building on their knowledge. The constructivist model leads learners into becoming fabricators

of their own learning capabilities. Hands-on experience guides exploring different ideas that add

to their knowledge and development.

Reference

Arends, R. I. (1998). Resource handbook. Learning to teach (fourth Ed.). Boston, MA: McGraw-

Hill.

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

Mascolo, M. F., & Fischer, K. W. (2005). Constructivist theories. Cambridge Encyclopedia of

Child Development (pp. 49-63). Cambridge, England: Cambridge University Press.

Mayer, S. J. (2008). Dewey's dynamic integration of Vygotsky and Piaget. Education and

Culture, 24(2), 6-24.