Investigation of a learning theory:

Individual Essay

Kristian Peron

Investigation of a learning theory: Individual Essay

Constructivism
Learning is a complex subject and as such, there is no single
definition of the concept. Learning theories are constantly evolving
ideas as theorists delve deeper and further explore previous
theories or construct and explore new ways of thinking. Learning
covers a broad range of areas and has moved away from the
tradition acquisition of knowledge to encompassing the full
spectrum of emotional, social and societal dimensions (Illeris 2009).
The focal point of this essay will be the constructivist theory of
learning exploring the overlying ideas of constructivism and
addressing the main principles of a constructivist classroom as set
out by Brooks & Brooks. It will conclude with an insight into the
strengths and weakness of the theory.
Constructivism is an epistemology rather then a theory; it is the
explanation of human learning. In constructivist learning, learners
create their own understanding (Schunk 2012). Constructivism is
not one single, unified theory but rather, an array of perspectives
based around similar characteristics. Up to eighteen different forms
of constructivism have been recognised and these can be
categorized into three separate categories; (1) sociological (social),
(2) psychological, and (3) radical constructivism (Amarin & Ghishan
2013). According to Amarin & Ghishan (2013) all the various forms
of constructivism are based around the same distinct
characteristics. These include:
Knowledge is not discovered, rather it is constructed or made
Knowledge is created by linking or connecting it with prior
knowledge
Personal experience is used to construct knowledge
Cognitive growth is achieved through confrontation with
practical or personal problems
The general principle of constructivism is that the teacher or
educator is a facilitator to learning and their role is to engage the
student to construct their own, new knowledge. This is achieved
through bridging what a student already knows, their prior
knowledge, and what they are to learn (Amarin & Ghishan 2013;
Garbett 2011). As such, the teacher facilitates this by designing
purposeful and meaningful learning activities. These learning
activities enable the learner to build upon their own knowledge and

Investigation of a learning theory:

Individual Essay

Kristian Peron

experiences to develop an understanding of unknown concepts

(Amarin & Ghishan 2013; Garbett 2011). As Garbett (2011 pp. 3738) wonderfully states they (the learner) are involved in the
interpretation of meaning, the reflection of experience and the reconstruction of the experience to become more knowing.
Constructivist classrooms differ vastly from that of that of traditional
classrooms. The constructivist classroom should foster learning and
create rich experiences for the students. In traditional classrooms,
learning emphasis is placed on basic skills, knowledge is passed on
through textbooks and workbooks and assessment of knowledge is
achieved through tests. In the constructivist classroom the learning
environment is set up so that students can construct new
knowledge and skills (Schunk 2012). Several principles have been
set out by Brooks & Brooks (1999) pertaining to how to structure the
constructivist classroom. The first principle states posing problems
of emerging relevance to students (Brooks & Brooks 1999 pp. 35).
One contention with constructivism is the idea that the curriculum is
aligned to the interests of the student; students only learn when
they have an interest in the topic. Through this principle, students
dont need to have a pre-existing interest in the topic but rather
students can be aided in constructing understanding and knowledge
of these topics (Brooks & Brooks 1999). The initial lesson of a new
topic may involve questioning the students on their pre-conceptions.
While this is a time intense activity, it stimulates their interest
through personal experiences (Schunk 2012).
The second principle as stated by Brooks & Brooks is structure
learning around primary concepts (Brooks & Brooks 1999 pp. 46).
Through this principle, curriculum is organized around a cluster
problems or questions that focuses on holistic teaching rather then
teaching individual concepts. This is due to students being more
engaged when ideas are presented in a whole, rather then in
separate parts. Students who are presented with a series of small,
seemingly individual parts fail to put these into the context of the
whole idea and only focus on the small, memorisable sections
(Brooks & Brooks 1999; Schunk 2012). Brooks and Brooks (1999 pp.
46) summed this up by stating we need to see the whole before we
are able to make sense of the parts. By presenting students with
the whole concept, they can then seek to construct an
understanding for themselves (Brooks & Brooks 1999).

Investigation of a learning theory:

Individual Essay

Kristian Peron

Principle 3 states seeking and valuing students points of view

(Brooks & Brooks 1999 pp. 60). By understanding students
perspectives we can understand their reasoning behind their
thoughts. Learning activities can then be planned that are both
challenging and interesting to the student. When teachers and
educators understand the viewpoints of their students they are able
to use the students experience to guide their learning (Brooks &
Brooks 1999; Schunk 2012). Understanding of how a student arrived
at a certain answer plays a key role in constructivism. Questioning a
student over answers and probing how they came to a certain
conclusions can lead the student in their understanding of concepts
as they construct their knowledge (Schunk 2012).
Adapt curriculum to address students suppositions is Brooks and
Brooks (1999 pp. 69) fourth principle. This principle addresses the
pre-existing beliefs students bring to the classroom and makes links
between this and the demands of the curriculum. By challenging
students over their suppositions, content is given meaning and
made purposeful. When students suppositions are wrong, students
are challenged to reconstruct their understanding (Brooks & Brooks
1999; Schunk 2012).
Brooks and Brooks (1999 pp. 85) final principle states assessing
student learning in the context of teaching. In contrast to the
normal classroom where learning is assessed through summative
assessment including tests and exams, the constructivist
assessment process should be continuous throughout learning.
Assessment should be authentic and can include reflective writing,
discussions about learning or demonstrating skills and knowledge
through application (Brooks & Brooks 1999; Schunk 2012).
Through the principles outlined by Brooks and Brooks, the strengths
and weaknesses of the constructivist theory can be observed. The
first strength of the theory is that learning is structured around
whole concepts rather then being taught in small blocks that build
to the whole concept. This enables students to see the whole picture
before they begin to break it down. Another strength is that
students points of view and contribution to the learning
environment are valued. Allowing students this voice allows learning
to be explored through students explanation of their reasoning
behind certain answers. The observable weaknesses of the theory
stem from the last principle, where the assessment of student
learning becomes more abstract and taken away from the traditional

Investigation of a learning theory:

Individual Essay

Kristian Peron

test or exam. This places greater emphasis on the teacher to

monitor students throughout learning rather then at the end and
design assessment to be authentic and inline with the style of
learning (Brooks and Brooks 1999).
Constructivism is based the idea that students learn through
constructing their own knowledge. The teacher acts as a facilitator
to this learning by posing questions and designing learning activities
to be purposeful and meaningful. Learning is achieved through the
interpretation of meaning, the reflection of experience and the reconstruction of the experience (Garbett 2011 pp. 37-38). By
following the principles set out by Brooks and Brooks, the classroom
can be setup to foster student learning in a constructivist way.
References
Amarin, NZ & Ghishan, RI 2013, Learning With Technology from a
Constructivist Point of View, International Journal of Business,
Humanities and Technology, vol. 3, no. 1, pp. 52-57
Brooks, JC & Brooks MG 1999, In Search of Understanding: The Case
for Constructivist Classrooms, 1st edn, Association for Supervision
and Curriculum Development, USA
Garbett, D 2011, Constructivism Deconstructed in Science Teacher
Education, Australian Journal of Teacher Education, vol. 36, no. 6,
pp. 36-49.
Illeris, K 2009, Contemporary Theories of Learning: Learning
Theorists In Their Own Words, Routledge, Abingdon, Oxon
Peters, J & Le Cornu, R 2005, Towards constructive classrooms: the
role of the reflective teacher, Journal of Educational Enquiry, vol. 6,
no. 1, pp. 50-64
Schunk, D 2012, Learning Theories: An Educational Perspective, 6th
edn, Pearson, Boston