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Constructivist Learning Theories Explained

The document discusses constructivist theories of learning, emphasizing that learners actively construct knowledge through social interactions and prior experiences. Key concepts include the social nature of learning, the zone of proximal development, cognitive apprenticeship, and scaffolding. Constructivist teaching methods promote collaboration, discovery, and self-regulation in a classroom environment that acknowledges diverse backgrounds and experiences.

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najib yasin
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4 views7 pages

Constructivist Learning Theories Explained

The document discusses constructivist theories of learning, emphasizing that learners actively construct knowledge through social interactions and prior experiences. Key concepts include the social nature of learning, the zone of proximal development, cognitive apprenticeship, and scaffolding. Constructivist teaching methods promote collaboration, discovery, and self-regulation in a classroom environment that acknowledges diverse backgrounds and experiences.

Uploaded by

najib yasin
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Theories of Learning

Constructivist
Constructivist
 Views that learners actively develop knowledge,
rather than passively receive it from teachers or
other sources
 Based on the research of Piaget, Vygotsky,,
Bartlett, Bruner, John Dewey…
 Two main ideas; a) learners are active in
constructing their own knowledge b) social
interactions are important to knowledge
construction
Constructivist
 Based on the idea that all knowledge is constructed
based on previous experiences→ it is learning using
prior knowledge and connecting it to new information
 It challenges the learner to construct their own
knowledge and test their understanding on that particular
thing (Piaget’s cognitive constructivist focuses on the
meaning constructed by the individual in the learning
process)
 Modern constructivist based much of their work on
Vygotsky’s social constructivism which emphasized the
effects of one’s environment (family, friends, culture &
background) have on learning
Constructivist
 Four key concepts of modern constructivist were derived
from Vygotsky’s theory:
i. Social nature of learning – children learn through
interactions with adults and more knowledgeable peers
ii. Zone of proximal development - children/students learn
best in this zone
iii. Cognitive apprenticeship – a process where a learner
gradually gain expertise through interaction with an
expert
iv. Mediated learning – also known as scaffolding;
assisting students to complete a given task
Constructivist
 Constructivist T & L methods:
a. Top-down processing – give students a complex
task, then they will find/discover ways to
complete/solve the task, with the teacher
guidance’s
b. Cooperative learning – students will learn better
and faster
c. Discovery learning – students are encouraged
to discover on their own through active
involvement with concepts and principles ( ex.
Conduct experiments…)
Constructivist
d. Self regulation – process of activating and sustaining
thoughts, behaviors and emotions in order to reach
goals (enable students to have knowledge of effective
learning strategies and how and when to use them)
e. Self-regulated learning – a view of learning as skills and
will applied to analyzing learning tasks, setting goals
and planning how to do the tasks and making
adjustments about how learning is carried out
f. Scaffolding – support for learning and problem solving
Constructivist
 Characteristics of constructivist classroom:
 Teachers acknowledge that all students have different
backgrounds from experiences and cultural practices.
 Teachers know the students’ current level and help them
connect and expand to the new lesson; this ensures that
the new lesson will be meaningfully related to the
student.
 Using the “5 Es” concept – engage, explore, explain,
elaborate, evaluate
 Always promote group works
 Teachers as facilitators

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