Constructivism Theory Overview

Definition: 
It is an overall philosophical approach to learning by active participation. (E.g. problem solving & creativity, thinking-based cognitive models for prospective teachers)

Constructivism is basically a theory where by learners start to actively construct their own knowledge rather than receiving performed information transmitted by others, from the external environment. Information cannot be simply deposited into learners' heads without external influences. There are different types of constructivism, and they are:

(i) Exogenous
- An acquisition of knowledge that reflects the reality of an external environment (e.g. via teaching methods or experiences) 
- The external environment strongly influences knowledge construction

(ii) Endogenous
- New knowledge develops out of their earlier knowledge through a process of cognitive development of the structures into which knowledge is organized. (essentially the model proposed by Piaget)

(iii) Dialectical
- Knowledge comes from the interactions between learners and the environment, as well as interactions with one another an with teachers (based on Vygotsky's approach)


The ESSENTIAL ingredients of constructivist instruction and participative learning in general are:

(1) ACTIVE involvement of the learner and,
(2) Challenging-thought provoking EXPERIENCES

Examples include small group learning and peer collaboration and experiments such as those used in Piaget's theory of development; learning by exploration, learning centers, use of themes, learner-centered orientation, and focus on the development of schemata. 


*Hypothesis:

The elements of Constructivism was not present in Andy's classroom setting, based on the PBL scenario. As mentioned above, Constructivism is a learning theory with an approach of active learning from the external environment. During Andy's Science lesson, there was no evidence of active learning and participation as the teacher, Ms Wong, was just emphasizing on repeating and memorizing the concepts of the topic on Water Cycle. According to Yilmaz 2008, meaningful learning takes place when real world tasks that is, constructivism as a learning theory can guide the process of learning and teaching in real classrooms setting. It is quite obvious that there was no active learning in Ms Wong class as she was the only one talking in class. It is a one-sided interaction. She was just merely emphasizing on passive teaching methods and not giving any chances of participation from her students. 

It is very important that all the above perspectives (types of constructivism) share the common assumption that knowledge must be constructed to be meaningful and can only be achieved through active involvement of the learner. This can be further referred to Vigotsky's approach, Social Constructivism, which is the idea that social interactions facilitate and also enhance learning. In this case, students work together to construct understanding is more effective than them working apart (Gauvain, 2001). 


Source taken from:
Bruce W. Tuckman and David M. Monetti 2011. Educational Psychology, Chapter 8: Constructivism, Problem Solving, and Creativity pg 310-312.