Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Constructivist theory views the student as one who acts on objects and events within his or her environment and thereby gains some understanding of the features held by the objects and events.

Constructivism is not a new idea. During the 1930s and 1940s, it was the leading perspective among public school educators in the United States. In this theory, the emphasis is placed on the student rather than the teacher. Teachers are seen as facilitators or coaches who assist students construct their own conceptualizations and solutions to problems.

Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.

The constructivistic school views knowledge as a constructed entity made by each and every learner through a learning process. Knowledge can thus not be transmitted from one person to the other, it will have to be (re)constructed by each person.

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".

As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialogue. The task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.

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The learner creates meaning from experience. The mind filters input from the external world to create its own singular version of reality. 

Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts, and the interaction between the learner and the environment.

Memory is the method by which learners accumulate experiences, generate concepts, and evolve information with each new situation. Constructivists view memory as the repository not for intact knowledge, but for flexible threads of information that can be reorganized in an unending variety of ways.

Transfer can occur by involving learners in completion of authentic tasks which are anchored within a context meaningful to them.

This type of learning structure may not be best for introductory knowledge acquisition which may require rote memorization of rules and facts, or building knowledge in a linear manner. However, for advanced knowledge acquisition, this learning theory works quite well. There are no preconceived limitations or barriers to knowledge. The student is free to create their own construct.

Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. 

Teaching strategies should be tailored to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress. 

 

Discussion
There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.

How Constructivism Impacts Learning?
Curriculum--Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction--Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment--Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.

Constructivist teaching is based on recent research about the human brain and what is known about how learning occurs. Caine and Caine (Caine, R.N., & Caine, G. 1991. Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development) suggest that brain-compatible teaching is based on 12 principles:

1. "The brain is a parallel processor" (p. 80). It simultaneously processes many different types of information, including thoughts, emotions, and cultural knowledge. Effective teaching employs a variety of learning strategies.

2. "Learning engages the entire physiology" (p. 80). Teachers can't address just the intellect.

3. "The search for meaning is innate" (p. 81). Effective teaching recognizes that meaning is personal and unique, and that students' understandings are based on their own unique experiences.

4. "The search for meaning occurs through 'patterning' " (p. 81). Effective teaching connects isolated ideas and information with global concepts and themes.

5. "Emotions are critical to patterning" (p. 82). Learning is influenced by emotions, feelings, and attitudes.

6. "The brain processes parts and wholes simultaneously" (p. 83). People have difficulty learning when either parts or wholes are overlooked.

7. "Learning involves both focused attention and peripheral perception" (p. 83). Learning is influenced by the environment, culture, and climate.

8. "Learning always involves conscious and unconscious processes" (p. 84). Students need time to process 'how' as well as 'what' they've learned.

9. "We have at least two different types of memory: a spatial memory system, and a set of systems for rote learning" (p. 85). Teaching that heavily emphasizes rote learning does not promote spatial, experienced learning and can inhibit understanding.

10. "We understand and remember best when facts and skills are embedded in natural, spatial memory" (p. 86). Experiential learning is most effective.

11. "Learning is enhanced by challenge and inhibited by threat" (p. 86). The classroom climate should be challenging but not threatening to students.

12. "Each brain is unique" (p. 87). Teaching must be multifaceted to allow students to express preferences.

 

Constructivism........

· emphasizes learning and not teaching

· encourages and accepts learner autonomy and initiative

· sees learners as creatures of will and purpose

· thinks of learning as a process

· encourages learner inquiry

· acknowledges the critical role of experience in learning

· nurtures learners natural curiosity

· takes the learner's mental model into account

· emphasizes performance and understanding when assessing learning

· bases itself on the principles of the cognitive theory

· makes extensive use of cognitive terminology such as predict, create, and analyze

· considers how the students learns

· encourages learners to engage in dialogue with other students and the teacher

· supports co-operative learning

· involves learners in real world situations

· emphasizes the context in which learning takes place

· considers the beliefs and attitudes of the learner

· provides learners the opportunity to construct new knowledge and understanding from authentic experience

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