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Individual investigation of a learning theory

Constructivism is a theory which states that learners generate or construct their own
knowledge for themselves (Chisholm, 2012). When new information is presented, the learner
merges this with prior knowledge and personal experience, resulting in a reinterpretation of
meaning and understanding. Although constructivism states that learning is a personal act, it
doesnt mean that learning is completely different for every individual. Constructivists
believe that collectively, our mental constructs are more alike than unlike, which is why
shared meaning is possible and why we are social beings (Jordan, Carlile, & Stack, 2008).
Famed theorist and writer Jean Piaget is generally recognised as the founder of the term
constructivism. Written and coined by Piaget in the late 1930s, it wasnt until the late
1960s that his ideas on constructivism became widely popularized. This in turn generated a
huge amount of research which has increased our understanding of cognitive development.
Chisholm outlines Piaget's theory of constructivism has had a wide ranging impact on other
learning theories and teaching methods in education. He outlines this as an underlying theme
of many education reform movements (Chisholm, 2012). Many other theorists have also
thrown their hat into the constructivism ring, including, Immanuel Kant (17241804), who
stated that the way learners perceive stimuli from their environment shapes their
understanding of the world(D'Angelo, Touchman, & Clark, 2009). John Dewey (18591952) viewed knowledge as arising from an active adaptation of the human organism to its
environment and Leo Vygotsky (1896 1934) who was convinced that social interaction
played a fundamental role in the development of cognition, these are but a few examples
(D'Angelo et al., 2009; Field; Jordan et al., 2008).
According to the social constructivist approach, educators must adapt to the role of
facilitators and not teachers (Chisholm, 2012). In other words, a teachers role is to scaffold
the learning and guide the student to come to their own understanding. This takes the focus
from the teacher and puts it upon the student and their learning. So rather than telling, the
teacher must begin by asking and work it in a such a way that the student comes to the
conclusions on their own instead of being told. With constructivism at work in the classroom,
learning is interactive, stimulating and fun. Forget repetitive lecture teaching where the
students sit by themselves and copy off a blackboard, here the students are social beings,
working in groups, collaboratively discussing ideas and creating their own understanding,
which in turn promotes higher student engagement and self confidence.
Two subjects immediately spring to mind when looking at constructivism at work in schools.
The first is science. How many times have we seen groups of students in a science class
excitedly using Bunsen burners and the like, under the watchful eye of a nervous teacher?
Here, students are often actively engaged and socially constructing meaning by working
collaboratively on various tasks and experiments. The second subject that sticks out is drama,
as it seeks out explanations of the world through real, imagined or vicarious experience
(Braund, 2015). Whether it is rehearsing a play, inventing a new work or self-devised piece,
because of its emphasis upon participation, communication, reflection, and personal
interpretation, constructivism is especially alive in the drama classroom. Therefore, the
philosophical and pedagogical processes used in drama education should be of interest to all
in every facet of the education system (Wright, 2007).

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A robotics club project recently implemented at Point Cook Senior College is a great example
of constructivism at work in the classroom. In this club the students are put into groups of
four and given an EV robotics kit to construct. Central to this project is the idea that students
can have free reign over their learning and still achieve positive educational outcomes. While
instruction manuals are provided, they are not a strict mandatory requirement and it is hoped
that some groups will pursue exploration and self-discovery within their designs. The scope
of the project therefore employs constructivist techniques as the students can manufacture
their own learning by exploring content in ways that are meaningful to them.
Another example of constructivism at work in the classroom was with fellow students who
ran a science class on volcanoes using constructivism as the prime motivation for the
learning. After watching a two-minute video on volcanoes, the students acting as teachers
split the class up into three groups. In these groups, students collaboratively elaborated on
what was learned. Group one drew a picture of a volcano and wrote a poem. Group two filled
out a fill-in-the-blanks paper, while group three did a science experiment using bi-carb soda,
red dye and vinegar to simulate an active volcano. Each group took ten minutes to complete
their task and then swapped tables, so each group had a go at all three tasks. At the end, all
the groups did a three-minute presentation on what they learned. This example of applying
constructivism in the classroom was a great success. By incorporating an exchanging of
ideas, researching and presenting and with students taking charge of their own learning, this
class truly demonstrated the impact that constructivism can have in a learning environment.

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http://www.education.com/reference/article/constructivism/

http://www.iep.utm.edu/dewey/ 2
http://www.simplypsychology.org/piaget.html 3

Braund, M. (2015). Drama and learning science: an empty space? British Educational
Research Journal, 41(1), 102-121. doi:10.1002/berj.3130
Chisholm, B. (2012). Handbook of constructivism (concepts and theories): Delhi : Learning
Press.
D'Angelo, C. M., Touchman, S., & Clark, D. B. (2009). Constructivism. Retrieved from
http://www.education.com/reference/article/constructivism/ 1
Field, R. John Dewey (18591952). Retrieved from http://www.iep.utm.edu/dewey/
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to Learning : A Guide for Teachers
Retrieved from http://deakin.eblib.com.au/patron/FullRecord.aspx?p=369501
Wright, D. (2007). Constructivist inquiry and learning in drama. NJ (Drama Australia
Journal), 31(1).