Overview
Constructivism is an educational theory based on the premise that knowledge is a construction made from the experiences of each individual. The ideas we have are part of an existing experience. The experience is critical to the understanding of the ability to use that idea. Many theorists have based their work in this approach. Vygostky, Piaget and Bruner are some of them.
Focusing Understanding
The underlying theme of all activities and modules of this course embraces the constructivist learning philosophy.
Through Social Constructivism Vygotsky suggest that knowledge is built from a shared cognition that is formed out of collective activity, culture, signs and symbols.
Piaget sustain that knowledge is transformation and it is operated through cognitive structures, which help us to respond to experiences in our environment and to make sense to this experiences.
Bruner posit that thinking is the outcome of cognitive development where people conceive the world through enactive, iconic and Symbolic representation.
Constructivism assumes that knowledge is constructed and intends to develop skills such as critical thinking, reasoning and problem-solving, understanding and use of knowledge, self-regulation and multi-reflection. Duffy & Jonassen (1992) explain the importance of instructional design and a commitment to a theory of practice. Constructivism is a theory in which experience is critical to understand ideas. Meaning does not exist in the world independently of us. We impose it on the world. Understanding is indexed and constructed by experience.
Duffy, T., Jonassen, D (1992). Constructivism and the technology of instruction. A conversation. New Jersey: Lawrence Erlbaum Associates. pp. 1-16
Reflections
Through this module we expect you to reflect on the main principles of the constructivist approach to learning, its relationship with learning through technology and your beliefs about education reflected on your own practice.
After you have reviewed the readings and completed the interactivities, share some of the important elements with your mentee. Be prepared to share your insights in the General Discussion Forums. Post any questions in the General Discussion Forums. Post any questions in the Module 4 Discussion Forum – Questions.
Interactivities
- Read: Duffy, T., Jonassen, D (1992). Constructivism and the technology of instruction. A conversation. New Jersey: Lawrence Erlbaum Associates. pp. 1-16.
- Think about the keys that define Constructivism and compare these principles to the reality experienced in your practice. Think on how Constructivist might be applied in environments that include different technologies for instruction.
- Take a look to Driscoll’s (2005) diagram for Constructivism:
- Watch a video about John Abbot’s ideas related to Constructivism.
- Answer the following questions individually:
1. Why does Abbot posit, “a constructivist never sees something totally objectively”?
2. According to Abbot’s ideas, what does a teacher do to facilitate learning in his/her students?
- Based on the reading, Driscoll’s diagram and the information provided on the video write brief statement of the keys to understand the constructivist approach.
- Think about your own practice and ask yourself if there are elements of the constructivist approach to learning that you would or wouldn’t apply in your practice. In both cases explain why. Also, think about the implications of this theory for Instructional Technology.
REFLECTION TASK- Post your response to the “Module 4-Constructivist Philosophy” Discussion Forum.
Conclusions
In this module you were introduced to the Constructivist Philosophy and its relationship with online learning. You reflected and discussed about the main principles of this theory and your beliefs about learning reflected on your practice.
References and Resources
List of References