Kaylee Frey

Proofread by: Calvin Frey, Educational Psychologist

Learning Theory-Constructivism

Every child learns in their own way. Some students may prefer to sit and listen to a

lecture style teacher feed them information; others may learn best by participating in hands on

activities, while others may favor pictures and diagrams. Trying to apply one learning theory or

style to an entire class, and have everyone be successful, would be difficult. Each teacher should

comprise their own teaching style by combining multiple theories, and using that in their

classroom. There are several theories to study and choose from, but one that seems exciting and

innovative would be constructivism.

Constructivism is a theory about how people learn. According to WNET Education,

“…people construct their own understanding and knowledge of the world, through experiencing

things and reflecting on those experiences.” (WNET Education, 2004) It is further defined by a

scholarly article titled Early Childhood Curriculum: A Constructivist Perspective,

“Constructivism is a theory of knowing that emphasizes the role each person plays in

constructing his or her own knowledge rather than absorbing knowledge directly from the

environment.” (Branscombe, et al., 2014, p. 9) So basically, constructivism is a combination of

new learning and existing knowledge and experiences. The new is enhanced by the existing

because it allows the student to make a personal connection and retain that information, rather

than just memorizing and repeating material. Children are going to make the connections they

think are important, rather than just repeating information that someone else has given them.

(Branscombe, et al., 2014, p. 9)

 Jean Jacques Rousseau, Johann Pestalozzi, and Friedrich Froebel were some of the

founders of the constructivist movement. They thought the focus of the educational concerns

should be on the students. John Dewey used constructivist ideas when creating schools such as

the Laboratory School in Chicago and schools in Gary, Indiana and Winnetka, Illinois. They did

not have the same traditional, institutional feel as other schools. (Austin, 2016, p. 102)

According to Dr. Leonard Austin in his book Essentials of Educational Psychology, “Jean Piaget

too was another Constructivist who was unquestionably the pioneer of Cognitive Constructivism,

a theory that combines emphasis on thinking and construction of knowledge layer upon layer.”

(Austin, 2016, p. 102) Piaget’s beliefs helped to lay the groundwork for this theory.

The zone of proximal development was defined by Vygotsky. He “argued that scientific

concepts do not come to the learner in a ready-made form…They undergo substantial

development depending on the existing level of the child’s ability to comprehend the adult’s

model.” (Fosnot, 2005) When dealing with constructivism, the zone of proximal development is

an important concept. Because constructivism relies on the student’s experience and existing

knowledge to build upon, this zone is the target area for learning. Teaching material that the

student already knows does not do any good to the pupils, and would not interest them as much.

On the other hand, teaching material that is too advanced for the students is pointless because

that information is not going to make sense. There is a zone in which they can learn new

material, and have it build on their existing knowledge.

In the classroom, constructivism can be a useful tool. Traditionally, learning has had a

teacher centered approach. The teacher lectures and provides information, while the students

listen, memorize, and try to retain the given information. With the constructivist model, teachers

are there to guide learners and ask questions, while the student’s job is to actively involve
themselves in their own learning process. By using constructivism, teachers become interactive

participants in the students’ education. (WNET Education, 2004)

There are several ways to implement this theory into a classroom setting. Students

working in groups, rather than individually, are often seen with this model. Learning is an

interactive process, in which the teacher builds upon what the student already knows and has

experienced. Assessment of learning is determined by observation, tests, student works, and

points of view. Traditionally, assessment is measured by tests, but this model focuses mainly on

the students themselves. The process of learning is just as important as the results. Materials used

would include primary sources, as well as objects and materials that can be manipulated by the

students. Students are encouraged to ask questions to further build on their knowledge. (WNET

Education, 2004) The goal with constructivism is to allow the students to form their own

information based on their personal knowledge and experiences. The idea is that by doing so,

students will have a stronger understanding, and will be able to better retain the material.

When implementing constructivism theory into the classroom, it is important to

remember that not every student is going to learn in exactly the same way because everyone’s

experiences are going to be different. “Individuals act on their own environment and relate what

they notice to what they already know. Thus, each person’s knowledge is uniquely developed.”

(Branscombe, et al., 2014, p. 13) This means that teachers need to be aware of their student’s

needs, and make sure that the children are making the appropriate connections by using the

materials and resources they are given. Some examples of these materials and activities would be

anything that can be manipulated with the student’s hands. In some cases, this might mean

getting out building blocks to emphasize counting for young students, conducting science

experiments in the classroom, or completing hands-on projects. One example of a hands-on

project could be when students are learning continents. The teacher could create a floor sized

model of a world map. Each student would be assigned a country or continent (or older students

could be assigned a mountain range or river). The class, as a whole, would need to organize and

piece their world map together. This promotes group work, as well as allows students to build

those mental connections, and visually experience the world map, rather than just looking at it in

a textbook.

Field trips are another great way to use constructivism. Field trips allow students to use

their senses to experience history or a concept of some kind. There is a place in Nebraska called

Stuhr Museum. It is a museum where students can go to experience life as it was in previous

times. There is a blacksmith shop, an old school house, a farmhouse, a railway station, teepees,

and many other scenes. The workers there dress in the garments that would have been worn in

that era, and tour with the students to explain the lifestyles of people that lived during that time.

This experience allows students to visualize history.

Group work can also go a long way in helping students learn. Students can participate in

simple activities, such as breaking into smaller groups to complete packets of work or read

together. There can also be small group projects or experiments. For example, students could get

together and create a presentation on a topic. Their presentation could include visual aids or

props to help the rest of the class get a feel for the subject. Having the students present the

information, rather than the teacher, can get them to ask more questions and do a bit more

exploring on their own. It allows them to make the connections to their personal experiences and

understand the material in their own way. This is an activity that could be done individually as

well.
 Constructivism is a way for students to create their own learning. It can make the

classroom a fun and less institutionalized environment. Because it is student centered, and relies

on the children to make their own connections for learning, constructivism allows for a variety of

learning types. While this theory is innovative, teachers should still make sure they study

multiple theories to create their own unique teaching style. Every student learns differently, but

by using their own experiences, they are able to personally relate to the educational material.
 Works Cited

Austin, D. (2016). Essentials of Educational Psychology. Charlotte, NC: Kona Publishing and

Media Group.

Branscombe, N., Gunnels Burcham, J., Castle, K., Surbeck, E., Dorsey, A. G., & Taylor, J. B.

(2014). Early Childhood Curriculum. A Constructivist Perspective(2). New York, NY:

Routledge.

Fosnot, C. T. (2005). Constructivism: Theories, Perspective, and Practice. (2). New York, NY:

Teachers College Press.

WNET Education. (2004). Retrieved Jan 7, 2018, from Constructivism as a Paradigm for

Teaching and Learning:

http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html