Constructivism, as perspective in education, is based on experimental learning through real life experience to construct and conditionalize knowledge. It is problem based, adaptive learning, that challenges faulty schema, integrates new knowledge with existing knowledge, and allows for creation of original work or innovative procedures. The types of learners are self-directed, creative, innovative, drawing upon visual/spatial, musical/rhythmic, bodily kinesthetic, verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, and naturalistic intelligences.
The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge.
The educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning.
The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge. Exemplars of constructivist theory may be found in the works of John Dewey, Maria Montessori, and David Kolb.
The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge.
The educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning.
The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge. Exemplars of constructivist theory may be found in the works of John Dewey, Maria Montessori, and David Kolb.
Constructivism influences Instructional theory by encouraging discovery, hands-on, experiential, collaborative, project-based, and task-based learning. Constructivist epistemology, as a branch of the philosophy of science, offers an explanation of how human beings construct knowledge from information generated by previous experiences. It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world. Ernst von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. It has influenced a number of disciplines, including psychology, sociology, education and the history of science.[2] During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Jean Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results
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