Major Learning Theories: Constructivism

Constructivism is based on the premise that we all construct our own perspective of the
world, through individual experiences and schema. 

Behavioral and cognitive theories are primarily objectivistic: however, constructivist approach is more learner-centered. Although both cognitivists and constructivists view the learner as being actively involved in the learning process, the constuctivists look at the learner as more than just an active processor of information. Learners create their own meaning of knowledge. 

Therefore, the goal of instruction is not to know particular facts but to elaborate and interpret information. In other words, the flexible use of preexisting knowledge is more valuable than the recall of prepackaged schemas (Spiro, Feltovich, Jacobson, & Coulson, 1991). Both learner and environmental factors are important. In learning process, the key elements are activity (practice), concept (knowledge), and culture (context)
(Brown, Collins, & Duguid, 1989). 

Transfer can be facilitated by involvement in authentic tasks anchored in meaningful contexts. 

The role of teacher is 
(1) To instruct learners on how to construct meaning 
(2) To align and design experiences for the learner so that authentic relevant contexts can be experienced. 

Instructions in constructivism have some characteristics: 
(1) An emphasis on the identification of the context in which the skills will be learned and subsequently
applied
(2) An emphasis on learner control and the capability of the learner to manipulate information
(3) The need for information to be presented in a variety of different ways
(4) Supporting the use of problem solving skills that allow learners to go “beyond the information given”
(5) Assessment focused on transfer of knowledge and skills (Ertmer & Newby,1993).

- taken from the paper of Eun Ju Jung & Dr. Michael Orey, 2008.