Constructivism Theory (Research Paper) (Research Paper Sample)

Constructivism Theory
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Constructivism Theory
Constructivism is a theory based on the scientific study and observation of how humans generate knowledge, and learn from the interaction of their experiences and their ideas (Boekle, Rittberger &Wagner, 2011). The experiences provide a platform for reflection in creating their own understanding and gaining knowledge of the world. The learning process starts during infancy from the interaction between the reflexes/patterns and their experiences a condition known as schemata (Fosnot & Perry, 1996).
The education sector has experienced a significant shift and progress in the nature of human learning. This is seen from increased conditions that are implemented to promote the varied dimensions of human learning. Human learning has been a gradual process occurring in different stages; behaviorism, cognitivism and constructivism. Constructivism focuses on how people learn and is one of the most influential methods of learning applied. Various efforts and perspectives from constructivist theorists have increasingly influenced and represented a paradigm shift in the theory of learning and epidemiology of knowledge. This resulted in the formation of constructivism theory. Conceptual changes fundamental to perceptions of teaching and learning are reflected in the literature-based approaches that share constructivist roots and are contained in the current school textbooks and study materials.
Constructivism proposes that knowledge conception by the learner comes from his or her own meaning-making process of creating individual interpretations of own experiences. According to Schunk (2000), the disparity gives rise to different notions of knowledge nature and constructivism: endogenous constructivism, exogenous constructivism and dialectical constructivism. Endogenous constructivism proposes that knowledge construction is stimulated by the internal conflict of an individual in the search to solve mental disequilibrium. Exogenous constructivism focuses on the ability of individual mental structures to reflect on the experiences of nature in forming the realities experienced (Boekle, Rittberger &Wagner, 2011).
Philosophical Underpinnings of Constructivism Theory
Constructivism is rooted in different disciplines including education, philosophy and psychology. Some educators find constructivism a hard-to-define and an elusive concept of a philosophical nature than an instructional theory or model. However, constructivism theory allows for the viewing of a learner as an active participant in developing knowledge, instructional experience through the process of meaning-making and perception creation (Jonassen & Rohrer-Murphy, 1999).
Some situations, activities and social interactions are constantly offering challenges to the learner’s understanding resulting to new meanings. Overcoming these challenges has been made possible by a clear understanding of the context that frames knowledge because the activity is as important to the learner as the knowledge itself. Cognition or knowledge in constructivism is indexed to the learned experiences which yield infinite juxtapositions and multiple representations. According to Jonassen & Rohrer-Murphy (1999), lack of this vital information of constructivism is detrimental to the learner as it would be impossible to note how constructivism theory works without understanding the philosophical underpinnings of its foundation which include;
The social framework (context) for learning is as important as the content
Learners actively engage in the process of constructing knowledge;
Knowledge is most useful when the learner understands how to successfully apply it within a larger community;
Knowledge is flexible and changes as a learner has new experiences’
Instruction is intended to support construction of knowledge, not simply communicate it.
Constructivist Theorists
Jerome Bruner
Bruner is one of the constructivist theorists whose enormous contribution led to the understanding of the educational process. While working as a professor in Harvard University, Bruner developed interest in cognitive development of children where he wrote a much praised literature work “The Process of Education” to illuminate his views on constructivism. His stand on the constructivism theory is that learners develop their own knowledge based on the things they know now and also known in the past (Boekle, Rittberger &Wagner, 2011). Further research studies conducted by American psychologist on Bruner’s finding revealed that exploring the transfer of specific skills and the value gained from learning greatly influences the learner’s analysis, memory and judgment. Bruner argued that the thinking process transfer requires fundamental principles of a subject rather than mastering facts from one context to another and advocated for learning through enquiry, with the teachers guidance. According to Schunk (2000), Bruner organized “The Process of Education” into four themes that engineered the understanding of constructivism including;
The motives of learning
Readiness for learning
Analytical and Intuitive thinking
The role of structure in learning and how it can be central in teaching.
Lev Semenovich Vygotsky
Vygotsky was a Russian theorist of constructivism who greatly influenced the learning and development theories. He wrote many literature works that revolved around psychology before succumbing to tuberculosis aged 38 years in 1934. One of his famous publications includes the Psychology of Art released in 1925 (Boekle, Rittberger &Wagner, 2011). Vygotsky argued that the development process of ever learner is complex and requires a systematic approach to age, gender, economic status and other contributory factors such as culture and communication with the external environment. Vygotsky provided students with manipulative materials as ways of tackling solvable problems. Vygotsky emphasized the learner to gain knowledge through interaction with other students, teachers and sociocultural environment. He termed this approach instrumental in holistic capturing of available knowledge and enlarged the base for knowledge reception (Boekle, Rittberger &Wagner, 2011).
Jean Piaget
Piaget was a Swiss constructivist theorist who majored in genetic epistemology, in young children and a great pioneer of constructivist theory of knowing (Jonassen & Rohrer-Murphy, 1999). Piaget also contributed to the endogenous constructivism by emphasizing individual knowledge that is stimulated by internal cognitive conflict. The conflict is derived from dynamics of social exchange when the learner discovers an existing contradiction between his/her understanding and the existing experience. According to Fosnot & Perry (1996), the best environment for internal conflicts arises is one that poses problems, raises questions and offers alternative perspectives in promoting exchange of ideas and peer collaboration. He argued that child...