Constructivism and learning
Introduction The article was originally published in the International Encyclopedia of
Education by Elsevier on January 2010. Sjoberg, the author of the article
entitled as “Constructivism and learning” has rooted to the many faces of
Constructivism, discussed in a manner of defining Constructivism as The
Construction of What?, cited core ideas about Constructionism and Learning,
and, discussed about the many phases, some widening perspective, and cited
perspectives of Constructivism as a Paradigm or a Research Program.
As a teacher, to my personal perspective based on my teaching experiences,
like any other learning theories, Constructivism, itself, has its strengths and
loopholes. In the field of education, it has proven its effectivity on the learning
process of the students, and there are instances that this learning theory does
not prove something on some certain situations and needs of the students.
Summary The article is all about how Constructivism has been defined by a lot of field
of epistemology and how this term is used and interpreted by a specific field of
profession. The article also explained that definitions of this learning theory
which has been misunderstood together with its real and false disagreements.
The article also discussed the learning theory based on how it should be taken;
on how people construct meaning and knowledge. And these are constructed:
(1) Our individual knowledge about the world, (2) The shared and accepted
scientific knowledge about the world as it exists in established science, and, (3)
the world itself. However, these constructions are all addressed to the different
fields such as psychology, educational theory, philosophy and epistemology,
itself.
Sjoberg enumerated some of the core ideas about constructivism and learning
that is according to Taber, 2006: (1) Knowledge is actively constructed by the
learner, not passively received from the outside. Learning is something done
by the learner, not something that is imposed on him. (2) Learners come to the
learning situation with existing ideas about many phenomena. (3) Learners
have their own individual ideas about the world. (4) These ideas are often at
odds with accepted scientific ideas and some of them may be persistent and
hard to change, (5) Knowledge is represented in the brain as conceptual
structures and it is possible to model and describe these in some detail. (6)
Teachers have to take the learners’ existing ideas seriously if they want to
change and challenge these. And, (7) Learner’s construct their knowledge
through their interaction with the physical world, collaboratively in social
settings and in a cultural and linguistic environment.
The author also discussed some data explaining how Piaget’s educational
background have affected his learning theory’s evolution of definition differed
from one specific time and phase in his life to the later depth of knowledge he
has been proving and studying up until Constructivism has been emerged.
Piaget developed his theory of knowledge based on the ideas derived from
biology like the process of adaptation, consisting of assimilation and
accommodation. Piagetian concepts like self-regulation also indicate his belief
that the development of intelligence and thinking should also be understood as
the individual’s biological adaptation to the external world.
Sjoberg, lastly emphasized Constructivism as a Paradigm, implies that the idea
is so strong that it completely dominates an entire field or discipline, and that
other ideas practically do not exist. Therefore, the term research program seems
more suitable. Lakatos (1970) stated that a research program is a set of ideas
that provide a platform of common assumptions and ideas about certain
phenomena.
The core set of ideas of constructivism is a sign of their current dominance. But
a set of principles for learning does not directly translate into a set of
recommendations for good teaching. One cannot logically deduce a
scientifically based pedagogy from a theory of learning.
Analysis There are a lot to take considerations how Constructivism was designed
according to how the founders have molded it. The process of molding such
learning theory was obviously based on the proponent’s educational
background with some set of academic disciplines that have influenced
Constructivism’s development that was evident in its application and execution
to the different expertise and fields.
In the field of education, what I am agreeing upon is the core idea based on the
analysis of Taber (2006), saying that “Knowledge is actively constructed by the
learner, not passively received from the outside. Learning is something done
by the learner, not something that is imposed on him.” Relevant to my teaching
experience, students are actively engaging to the process of knowledge that is
effective and efficient when learning is not something that the teacher is always
imparting. Meaning, they are acquiring knowledge through a process that is a
teacher-free environment and which environment is in a teacher-facilitated
manner. They act upon the process of learning that they are interacting with,
when they are creating something, and applying what they know in order to
learn another body of knowledge to which they are interested about doing and
performing. This teaching experience of mine also aligns to one of the core
ideas mentioned in the article that says “Learners construct their knowledge
through interaction with the physical world, collaboratively in social setting
and in a cultural and linguistic environment.”
Another core idea that I wanted to give emphasis to is that “Knowledge is
represented in the brain as conceptual structures and it is possible to model
and describe these in some detail.” and another relevant to that is the core idea
of “Teachers have to take the learner’s existing ideas seriously if they want to
change or challenge these.” To my point of view, the given conceptual
structures in the brain is referring to students own ideas of and about the world
that could be used as the basis upon representing how learners’ construct
knowledge that could be reflected on their learning styles, and upon which we
are analyzing here as their responses towards learning, in dealing and working
on the learning process. Thus, these conceptual structures as a model that is
described, could be the teachers’ key to designing a learning process that
constructs, builds, makes and interacts based on their individual ideas in order
to learn and construct new knowledge. Constructivism also makes difference
to relevant profession where in our profession, our epistemological views
dictate our pedagogical views. Teachers also interacts with how to design a
learning process that will make his/her students construct their own learning
through their own undertakings.
Conclusion Lastly, what I like about the article is the part that described Piagetian concepts
that say “Self-regulation also indicates his belief that the development of
intelligence and thinking should also be understood as the individual’s
biological adaptation to the external world.” which I think is important for
teachers to always consider about under this learning theory. Ideas through
process of adaptation, ideas that are consisting of assimilation and
accommodation is what the knowledge in the “theory of knowledge” is
referring to. And, the individual’s biological adaptation to the external world
is telling us about the learner’s key to understanding this specific knowledge.
Therefore, Constructivism learning theory is basically about how and what.
How refers to learners’ knowledge of/about the world which is always relevant
to what, that refers to a process of learning that constructs, creates, and interacts
to the world.
