Theoretical Framework: Constructivism States That Learning Is An Active, Constructive Process

Theoretical framework
Constructivism states that learning is an active, constructive process.

Constructivism is a theory founded on the premise that humans construct their
knowledge and understanding of the world by reflecting on their own
experiences.
The concept of constructivism dates back to ancient Greece, when Socrates

asked his students questions which led them to realize the weakness of their
thinking. Constructivist educators still use this method as a teaching
technique.
Swiss developmental psychologist Jean Piaget and American philosopher and

educational reformer John Dewey developed theories of childhood
development and education that led to the evolution of constructivism.
Russian psychologist Lev Vygotsky and American psychologists Jerome
Bruner and David Ausubel added new perspectives to the constructivist
learning theory.
Piaget believed that assimilation and accommodation are the two processes
through which knowledge is internalised by learners. He suggested that
humans construct new knowledge through their experiences. When
individuals assimilate new knowledge they add it to an existing framework,
without changing its structure. Accommodation is the process of changing the
internal mental structure to fit new experiences.
Teachers should create environments in which students can construct their

own ideas and understanding. Constructivist teachers encourage students to
assess how classroom activities help them gain understanding.
Unlike traditional teaching, in a constructivist classroom the focus is no longer
on teachers who transfer their knowledge to passive learners, but on
students, who are urged to be actively involved in the process of learning.
Teachers are facilitators who, by asking questions, mediate and help students
develop their understanding. Learners are encouraged to discover concepts
and facts for themselves. Constructivist classrooms are based on a constant
dialogue between teachers and students who develop an awareness of each
other's viewpoints and opinions. At the same time, learners are encouraged to
work in groups and collaborate in tasks.
Learners are encouraged to discover concepts and facts for themselves.
Constructivist classrooms are based on a constant dialogue between teachers
and students who develop an awareness of each other's viewpoints and
opinions. At the same time, learners are encouraged to work in groups and
collaborate in tasks. in traditional classrooms learning is based on repetition.
In constructivist classrooms learning is interactive and students build new
knowledge starting from what they already know.
Knowledge is not imposed from outside people but rather
formed inside them. A person’s constructions are true to
that person but not necessarily to anyone else. This is
because people produce knowledge based on their beliefs
and experiences in situations
(Cobb & Bowers, 1999), which differ from person to
person. All knowledge, then, is subjective and personal
and a product of our cognitions (Simpson, 2002). Learning
is situated in contexts
Constructivism contrasts with conditioning theories that
stress the influence of the environment on the person as
well as with information processing theories that place the
locus of learning
within the mind with little attention to the context in which
it occurs. It shares with social cognitive theory the
assumption that persons, behaviors, and environments
interact in reciprocal fashion (Bandura, 1986, 1997). A key
assumption of constructivism is that people are active
learners and develop knowledge for themselves (Geary,
1995). To understand material well, learners must discover
the basic principles.
Constructivism also has influenced educational thinking
about curriculum and instruction. It underlies the
emphasis on the integrated curriculum in which students
study a topic from multiple perspectives. Another
constructivist assumption is that teachers should not
teach in the traditional sense of delivering instruction to a
group of students. Rather, they should structure situations
such that learners become actively involved with content
through manipulation of materials and social interaction
Examples of constructivist activities
Furthermore, in the constructivist classroom, students work

primarily in groups and learning and knowledge are interactive and
dynamic. There is a great focus and emphasis on social and
communication skills, as well as collaboration and exchange of
ideas.[1] This is contrary to the traditional classroom in which
students work primarily alone, learning is achieved through
repetition, and the subjects are strictly adhered to and are guided
by a textbook. Some activities encouraged in constructivist
classrooms are:
Experimentation: students individually perform an experiment and then

come together as a class to discuss the results.
Research projects: students research a topic and can present their findings to
the class.
Field trips. This allows students to put the concepts and ideas discussed in
class in a real-world context. Field trips would often be followed by class
discussions.
Films. These provide visual context and thus bring another sense into the
learning experience.
Class discussions. This technique is used in all of the methods described

above. It is one of the most important distinctions of constructivist teaching
methods

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Theoretical framework

Constructivism states that learning is an active, constructive process.

The concept of constructivism dates back to ancient Greece, when Socrates

Swiss developmental psychologist Jean Piaget and American philosopher and

Teachers should create environments in which students can construct their

Examples of constructivist activities

Furthermore, in the constructivist classroom, students work

Experimentation: students individually perform an experiment and then

Class discussions. This technique is used in all of the methods described

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