Summary of Driscoll Constructivism Chapter

Constructivism: A Contrasting Theory

According to Driscoll (2005):

- Piaget’s developmental and cognitive concepts are at the root of constructivism along with
Vygotsky and Bruner’s interactional and cultural concepts
- Constructivism is found in numerous subject areas including science and psychology

Constructivism Assumptions about Learning

- knowledge is not passively passed on to the learner

- learners actively seek out meaning
- learners construct knowledge to make sense of what they are experiencing

Constructivist Learning Goals

- students must find the learning activity meaningful

- learners knowledge is not static but, constantly changing
- learner must display a clear understanding of what they have learned (not simply memorize
without true understanding)
- learners need to actively recognize and follow their own learning goals
Problem: Are all students capable of recognizing and pursuing their own educational goals in an
effective manner?
- the teacher must ensure all student are learning in their zone of proximal development

Constructivist Conditions for Learning

1) Learning must take place in complex, realistic and relevant environments

- However the learning task should not be too simple or too hard as students’ effort levels will
drop.
2) Social interactions are important if learning is to occur
- Create a collaborative environment were students can discuss the learning activity (in an
effective manner).
- Students should learn to respect the opinions of their classmates (understand there may be
more than one right answer).
3) A topic may have multiple perspectives and be represented in many different ways
- Avoid generalizations
4) Students must take ownership over learning
- learning is active not passive
Problem: Research shows that students rarely take effective ownership over their learning.
They usually take the fastest route not the most effective route.

Constructivist Methods of Instruction

 1) Microworlds/Hypermedia- tiny but real environments that promote discovery based learning
2) Collaborative Learning and Problem scaffolding- makes use of collaborative learning
technologies that help individuals connect with one another
3) Goal based and Problem Based Learning- Learners solve “real” problems through cooperation

Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 384-407; Ch. 11- Constructivism).

Toronto, ON: Pearson.