900:, which demonstrated the value of experts collaborating to push the boundaries of knowledge, including communal construction of new knowledge between experts, rather than the social construction of knowledge, as described by Vygotsky, where there is a learner to teacher scaffolding relationship. "Communal constructivism,” as a concept, applies to those situations in which there is currently no expert knowledge or research to underpin knowledge in an area. "Communal constructivism" refers, specifically, to the process of experts working together to create, record, and publish new knowledge in emerging areas. In the seminal European SchoolNet research where, for the first time, academics were testing out how the internet could support classroom practice and pedagogy, experts from a number of countries set up test situations to generate and understand new possibilities for educational practice.
744:, particularly when it comes to creating instruction for beginners. While some proponents of constructivism claim that "learning by doing" improves learning, critics argue that there is insufficient empirical evidence to support this assertion, especially for novice learners. Sweller and his colleagues argue that novices do not possess the underlying mental models, or "schemas" necessary for "learning by doing". Additionally, Mayer (2004) conducted a review of the literature and concluded that fifty years of empirical data do not support the use of pure discovery as a constructivist teaching technique. In situations requiring discovery, he recommends the use of guided discovery instead.
481:, and background play a significant part in shaping the learning experience. Students compare their own thoughts with those of the instructor and their peers, leading to the development of a new, socially validated understanding of the subject matter. The task or problem serves as the interface between the instructor and the student, creating a dynamic interaction. As a result, both students and instructors need to develop an awareness of each other's viewpoints and consider their own beliefs, standards, and values, making the learning experience both subjective and objective at the same time.
614:, which offers a distinct approach to evaluating learners compared to traditional tests. Dynamic assessment extends the interactive nature of learning to the assessment process, emphasizing interaction between the assessor and the learner. It involves a dialogue between the assessor and the learner to understand the current performance level on a task and explore ways to improve future performance. This approach views assessment and learning as interconnected processes, rather than separate entities.
203:, a theory of knowledge concerned with the logical categories of knowledge and its justification. It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences. While Behaviorism focuses on understanding what students are doing, constructivism emphasizes the importance of understanding what students are thinking and how to enrich their thinking.
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including autonomy, relatedness, and competency. During the historical event of COVID-19, the basic needs were hindered in some way, along with environments that were meant to foster education and growth, which was hindered through the change from traditional in-person classes to online classes that left students with significantly less opportunities for social interactive and active learning opportunities.
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576:. This is defined as the gap between a learner's actual developmental level, determined by independent problem-solving, and the level of potential development, determined through problem-solving under adult guidance or in collaboration with more capable peers. It differs from Piaget's fixed biological stages of development. Through a process called "
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the discussion. They work together as a team, sharing responsibility and goals. The ultimate aim is to illuminate the subject, interpret different viewpoints, and piece together a comprehensive understanding. Discussion skills are crucial, and every participant is expected to contribute to keeping the discussion engaging and productive.
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Incorporating an appropriate balance between structure and flexibility into the learning process is essential. According to Savery (1994), a highly structured learning environment may pose challenges for learners in constructing meaning based on their existing conceptual understandings. A facilitator
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In order to effectively engage and challenge students, it is important that the tasks and learning environment mirror the complexity of the real-world environment in which the students are expected to operate upon completing their education. Students should not only take ownership of the learning and
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The "Harkness" discussion method is named after Edward
Harkness, who funded its development at Phillips Exeter Academy in the 1930s. This method involves students sitting in a circle, guiding their own discussion. The teacher's role is minimized, with the students initiating, directing, and focusing
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process of development and learning through the student's active construction should be facilitated and promoted by adults". The romantic maturationist stream emphasizes the natural development of students without adult interventions in a permissive environment. In contrast, constructivism involves
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According to
William Cobern (1991) Contextual constructivism is "about understanding the fundamental, culturally based beliefs that both students and teachers bring to class, and how these beliefs are supported by culture. Contextual constructivists not only raise new research questions, they also
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Instructors should recognize that while they are given a set curriculum to follow, they inevitably personalize it to reflect their own beliefs, thoughts, and emotions about the subject matter and their students. As a result, the learning experience becomes a collaborative effort, influenced by the
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The concept of the learner as an active processor is based on the idea that there are no universal learning laws that apply to all domains. When individuals possess decontextualized knowledge, they may struggle to apply their understanding to real-world tasks. This is due to the lack of engagement
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According to other constructivist scholars, individuals create meanings through their interactions with each other and the environment they inhabit. Knowledge is created by people and is shaped by social and cultural influences. McMahon (1997) also emphasizes the social nature of learning, stating
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When it comes to organizing subject matter, the constructivist perspective suggests that the fundamental principles of any subject can be taught to anyone at any point, in some capacity. This approach entails introducing the foundational concepts that makeup topics or subject areas initially and
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According to a study on the impact that COVID-19 had on the learning process in
Australian University students, a student's motivation and confidence depends on self-determination theory. This theory requires support from the educational environment to fulfill three basic needs to achieve growth,
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can be perceived as a relational consequence of radical constructivism. In contrast to social constructivism, it picks up the epistemological threads and maintains the radical constructivist idea that humans cannot overcome their limited conditions of reception. Despite the subjectivity of human
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The learning environment should be created in a way that both supports and challenges the student's thinking While it is advocated to give the student ownership of the problem and solution process, it is not the case that any and all activities or solutions are adequate. The critical goal is to
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with knowledgeable members of society. It suggests that without such interactions, it is challenging to grasp the social meaning of important symbol systems and learn how to effectively use them. Social constructivism also points out that young children develop their thinking abilities through
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as "unguided methods of instruction" and have suggested more structured learning activities for learners with little to no prior knowledge. Slezak has expressed skepticism about constructivism, describing it as "fashionable but thoroughly problematic doctrines that can have little benefit for
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resources, then the concept is considered unlearnable. This approach to learning can impact the understanding of essential theoretical concepts and reasoning. Therefore, for effective learning to occur, a child must operate in an environment that aligns with their developmental and individual
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emphasizes the importance of the student being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Von
Glasersfeld (1989) emphasized that learners
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and confidence. According to Von
Glasersfeld, a student's motivation to learn is strongly influenced by their belief in their potential for learning This belief is shaped by their past experiences of successfully mastering problems, which is more influential than external acknowledgment and
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According to this viewpoint, instructors should approach assessment as an ongoing and interactive process that evaluates the learner's achievements, the quality of the learning experience, and course materials. The feedback generated by the assessment process is crucial for driving further
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Students benefit from being challenged with tasks that require them to apply skills and knowledge slightly beyond their current level of mastery. This approach can help to maintain their motivation and build on past achievements to boost their confidence. This is in line with
Vygotsky's
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lecture that covers the subject matter, a facilitator assists the student in developing their own understanding of the content. This shift in roles places the focus on the student's active involvement in the learning process, as opposed to the instructor and the content itself.
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should strive to provide adequate structure to offer clear guidance and parameters for achieving learning objectives, while also allowing for an open and flexible learning experience that enables learners to discover, interact, and arrive at their own understanding of truth.
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Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher education. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp. 231–247). Heidelberg:
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and reason, either fit within the constraints of whatever reality may exist and, thus, are viable or do not and are not viable. As a theory of education, radical constructivism emphasizes the experiences of the learner, differences between learners and the importance of
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in shaping their understanding of truth. According to this theory, learners inherit historical developments and symbol systems from their culture and continue to learn and develop these throughout their lives. This approach highlights the significance of a learner's
222:(1896-1934), emphasized the importance of sociocultural learning in his theory of social constructivism, highlighting how interactions with adults, peers, and cognitive tools contribute to the formation of mental constructs. Building upon Vygotsky's work,
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Leask, M., and Younie, S. (2001a) 'Communal
Constructivist Theory: pedagogy of information and communications technology & internationalisation of the curriculum', Journal of Information Technology for Teacher Education, Vol. 10, Nos 1 & 2, pp117
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new information, they integrate it into their existing framework without altering that framework. This can happen when their experiences align with their internal view of the world, but it can also occur if they fail to update a flawed understanding.
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This again emphasizes the significance of presenting learning within a specific context. The world in which learners operate is not divided into separate subjects but rather comprises a complex array of facts, problems, dimensions, and perceptions.
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and practical activity. He emphasized that as children engage in practical activities, they construct meaning on an individual level, and through speech, they connect this meaning to their culture and the interpersonal world they share with others.
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compared to a teacher. For instance, a teacher imparts information, whereas a facilitator encourages questions; a teacher leads from the front, while a facilitator provides support from the background; and a teacher delivers answers based on a set
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It is important to note that constructivism is not a specific pedagogy, but rather a theory explaining how learning occurs, regardless of the learning environment. However, constructivism is often associated with pedagogic approaches that promote
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construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.
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interactions with peers, adults, and the physical world. Therefore, it is essential to consider the learner's background and culture throughout the learning process, as these factors help shape the knowledge and truth that the learner acquires.
460:, whereas a facilitator offers guidance and creates an environment for the learner to form their own conclusions. Furthermore, a teacher typically engages in a monologue, whereas a facilitator maintains an ongoing dialogue with the learners.
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732:, it is proposed that learning is influenced by the processing and representational resources available at a particular age. This implies that if the demands of a concept to be learned exceed the available processing efficiency and
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In the social constructivist viewpoint, the role of the facilitator involves both the instructor and the students being actively engaged in learning from each other. This dynamic interaction requires that the instructor's culture,
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is a suggested effective model of constructivist learning that aims to immerse students in authentic practices through activity and social interaction, similar to the successful methods used in craft apprenticeship.
418:," where students are challenged at a level slightly above their current development. By successfully completing challenging tasks, students build confidence and motivation to take on even more complex challenges.
655:. By doing so, instruction can stimulate the development of a range of functions that are in the learner's zone of proximal development. This highlights the crucial role of instruction in fostering development.
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Another tenet of social constructivism is that collaboration among individuals with diverse skills and backgrounds is essential for developing a comprehensive understanding of a particular subject or field.
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Additionally, a facilitator should be able to dynamically adapt the learning experience by taking the lead in guiding the experience to align with the learners' interests and needs in order to create value.
843:. Radical constructivism does not view knowledge as an attempt to generate ideas that match an independent, objective reality. Instead, theories and knowledge about the world, as generated by our
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280:. In its early stages, constructivism focused on the relationship between human experiences and their reflexes or behavior patterns. Piaget referred to these systems of knowledge "schemes."
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In recent decades, constructivist theorists have extended the traditional focus on individual learning to address collaborative and social dimensions of learning. It is possible to see
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218:. Piaget's focus was on how humans make meaning by integrating experiences with ideas, emphasizing human development as distinct from external influences Another influential figure,
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with the concept in its complex, real-world environment, as well as the absence of experience with the intricate interrelationships that influence the application of the concept.
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that it is not solely a mental process or a result of external factors shaping behavior. Instead, meaningful learning occurs when individuals participate in social activities.
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is the process of adjusting one's mental representation of the external world to fit new experiences. It can be understood as the mechanism by which failure leads to learning.
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and educators have raised concerns about the core principles of constructivism, arguing that these theories may be misleading or inconsistent with well-established findings.
602:, which involves students participating in activities directly related to the practical application of their learning within a culture similar to the real-world setting.
2478:"Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching"
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in the learning process. The social constructivist model underscores the importance of the relationship between the student and the instructor in facilitating learning.
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learning constraints, taking into account any deviations from the norm for their age. If this condition is not met, the learning process may not progress as intended.
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call for a new research paradigm. The focus on contextualization means that qualitative, especially ethnographic, techniques are to be preferred" (p. 3).
775:, and suggested that highly scaffolded constructivist methods such as problem-based learning and inquiry learning may be ineffective. They described several
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among learners, which contrasts with traditional competitive approaches. One concept from
Vygotsky that is particularly relevant to peer collaboration is the
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recognizes and embraces the individuality and complexity of each learner, actively encouraging and rewarding it as a vital component of the learning process.
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The Life We Live and the Life We
Experience: Introducing the Epistemological Difference between "Lifeworld" (Lebenswelt) and "Life Conditions" (Lebenslage)
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343:, some experts believe that it is more of a philosophical framework than a theory that can precisely describe instruction or prescribe design strategies.
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Views more focused on human development within the social sphere include the sociocultural or socio-historical perspective of Lev
Vygotsky and the
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Leutner, D. (1993). "Guided discovery learning with computer-based simulation games: effects of adaptive and non-adaptive instructional support".
580:," a learner can be extended beyond the limitations of physical maturation, allowing the development process to catch up to the learning process.
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Bauersfeld, H. (1995). "'Language games' in the mathematics classroom: Their function and their effects". In Cobb, Paul; Bauersfeld, H. (eds.).
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The social constructivist paradigm emphasizes that the environment in which learning takes place plays a crucial role in the learning process.
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from the environment and ideas from the individual interact to form internalized structures developed by learners. He identified processes of
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Savery, Lawson K. (1 June 1994). "The Influence of the Perceived Styles of Leadership on a Group of Workers on their Attitudes to Work".
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3036:; Björn Kraus: Plädoyer für den Relationalen Konstruktivismus und eine Relationale Soziale Arbeit. in Forum Sozial (2017) 1 pp. 29–35,
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emotions and life experiences of all involved. It's important to consider the student's motivation as central to the learning process.
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3187:. Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems. New York: ACM. pp. 1467–1475.
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Hsu, Liwei (2013). "English as a foreign language learners' perception of mobile assisted language learning: a cross-national study".
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The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 215-229)
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Tuovinen, J. E. & Sweller, J. (1999). "A comparison of cognitive load associated with discovery learning and worked examples".
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Derry, Sharon J. (2014). "A Fish Called Peer Learning: Searching for Common Themes". In O'Donnell, Angela M.; King, Alison (eds.).
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Ackerman, Phillip L. (1 March 1996). "A theory of adult intellectual development: Process, personality, interests, and knowledge".
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When students present and teach new material to their peers, it fosters a non-linear process of collective knowledge construction.
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Clark, R. C.; Zuckerman, P. (1999). "Multimedia Learning Systems: Design Principles". In Stolovitch, H. D.; Keeps, E. J. (eds.).
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and is then taken in by individuals. According to social constructivists, the act of sharing individual viewpoints, known as
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Social constructivism, which is strongly influenced by Vygotsky's work, proposes that knowledge is initially built within a
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Holt, Dan G.; Willard-Holt, Colleen (1 November 2000). "Let's Get Real™: Students Solving Authentic Corporate Problems".
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Liberal Exchange learning resources offering a constructivist approach to learning English as a second/foreign language
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Rhodes, Lynn K.; Bellamy, G. Thomas (1 January 1999). "Choices and Consequences in the Renewal of Teacher Education".
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The organization of knowledge should prioritize integration over division into separate subjects or compartments.
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Meter, Peggy Van; Stevens, Robert J. (1 January 2000). "The Role of Theory in the Study of Peer Collaboration".
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that were favorable to problem-based learning given learners were provided some level of guidance and support.
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Social constructivist scholars view learning as an active process in which students are encouraged to discover
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2096:. Australasian Society for Computers in Learning in Tertiary Education 1997 conference. Vol. 327. Perth.
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constructions of reality, relational constructivism focuses on the relational conditions that apply to human
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practical pedagogy or teacher education." Similar views have been stated by Meyer, Boden, Quale and others.
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Hilbert, T. S., & Renkl, A. (2007). Learning how to Learn by Concept Mapping: A Worked-Example Effect.
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https://web.archive.org/web/20140902003411/http://www.ascilite.org.au/conferences/adelaide96/papers/21.html
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Social constructivism, also known as socioculturalism, emphasizes the role of an individual's background,
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von Glasersfeld, Ernst (1990). "Chapter 2: An Exposition of Constructivism: Why Some Like It Radical".
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by coupling Piaget's theory of learning and philosophical viewpoint about the nature of knowledge with
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adults actively guiding learning while allowing children to take charge of their own learning process.
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3099:"The European SchoolNet: An online community for European teachers? A valuable professional resource?"
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Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.),
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700:: students become "experts" on one part of a group project and teach it to the others in their group
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Rivers, R. H.; Vockell, E. (1987). "Computer simulations to Simulate scientific problems solving".
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Anderson, John R.; Reder, Lynne M.; Simon, Herbert A.; Ericsson, K. Anders; Glaser, Robert (1998).
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Brownstein, Bonnie (22 December 2001). "Collaboration: the foundation of learning in the future".
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Bryan Holmes, in 2001, applied this to student learning, as described in an early paper, "in this
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Vygotsky (1978) argued that effective instruction should be slightly ahead of a learner's current
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According to the social constructivist approach, instructors are expected to adapt to the role of
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The formalization of constructivism from a within-the-human perspective is commonly credited to
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as crucial in this interaction, as individuals construct new knowledge from their experiences.
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views. The constructivist (or cognitive-developmental) stream "is based on the idea that the
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2898:"Contextual Constructivism: The Impact of Culture on the Learning and Teaching of Science"
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as a bringing together of aspects of the work of Piaget with that of Bruner and Vygotsky.
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Developing constructivist early childhood curriculum: practical principles and activities
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Eckley, Darrell; Allen, Andrew; Millear, Prudence; Rune, Karina Tirsvad (February 2023).
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Greeno, James G; Collins, Allan M; Resnick, Lauren B (1996). "Cognition and learning".
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Slezak, Peter (2010). "Radical Constructivism: Epistemology, Education and Dynamite".
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Dalgarno, B. (1996) Constructivist computer assisted learning: theory and technique,
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Structured Controversies: Students work together to research a particular controversy
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3152:"Communal Constructivism: Students constructing learning for as well as with others"
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1900:. Handbooks of Sociology and Social Research. Springer, Boston, MA. pp. 37–63.
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was developed by Leask and Younie, in 1995, through their research on the European
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3062:. Understanding children's worlds (2nd ed.). Oxford, UK: Blackwell. pp.
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Applications and misapplications of cognitive psychology in mathematics education
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Many educators have raised concerns about the effectiveness of this approach to
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In some social constructivist models, there is an emphasis on the importance of
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When considering students' learning, it is essential to take into account their
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their understanding through experiences and social interaction, integrating new
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Holmes, Bryan; Tangney, Brendan; FitzGibbon, Ann; Savage, Tim; Mehan, Siobhan.
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530:, and facts independently. Therefore, it is crucial to promote speculation and
339:, or learning by doing. While there is much enthusiasm for constructivism as a
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2010:. Perspectives on Individual Differences. Boston: Springer. pp. 203–233.
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Social Work and Society. International Online Journal. Vol. 13, No. 2 2015,
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problem-solving process but also take ownership of the problems themselves.
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1801:"COVID-19's impact on learning processes in Australian university students"
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Interactive learning can be facilitated through various approaches such as
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Becoming a Brilliant Star: Twelve core ideas supporting holistic education
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Cognitively Guided Instruction reviewed on the Promising Practices Network
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Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
1233:
1076:
694:
Reciprocal Questioning: students work together to ask and answer questions
27:
Philosophical viewpoint about the nature of knowledge; theory of knowledge
3483:
The creative college: building a successful learning culture in the arts
3285:
2919:. Studies in Mathematics Education Series, no. 6. London: Falmer Press.
1858:
The emergence of mathematical meaning: interaction in classroom cultures
1234:"A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited)"
283:
Piaget's theory of constructivist learning has significantly influenced
141:
4013:
4008:
2692:"Should There Be a Three-Strikes Rule Against Pure Discovery Learning?"
1249:
759:
Kirschner et al. grouped several learning theories together, including
527:
440:
368:
261:
160:
2985:
2875:. Early childhood education series. New York: Teachers College Press.
2094:
Social Constructivism and the World Wide Web – A Paradigm for Learning
1518:
Carey, Susan; Zaitchik, Deborah; Bascandziev, Igor (1 December 2015).
1469:"Fallible or Inerrant? A Belated review of the "Constructivist Bible""
1404:
2503:
2148:
The World Wide Web and Distance Education: Congergenece or Cacophony?
2006:
Di Vesta, Francis J. (1987). "The Cognitive Movement and Education".
1195:
White, Fiona Ann; Hayes, Brett Kenneth; Livesey, David James (2016).
840:
839:
rejection of an objective reality independent of human perception or
546:
3637:
Sample Online Activity Objects Designed with Constructivist Approach
3636:
152:, which describes how children represent and reason about the world.
3000:
2969:
2942:
2897:
2636:
2610:"Vygotsky's Philosophy: Constructivism and Its Criticisms Examined"
1468:
1454:
Apprenticeship in thinking: cognitive development in social context
3327:
3098:
912:
908:
844:
452:
264:
of constructivism has impacted a number of disciplines, including
140:
3642:
2174:
Bruning, Roger H.; Schraw, Gregory J.; Ronning, Royce R. (1999).
3667:
2378:
Constructivism and the Technology of Instruction: A Conversation
1665:"Philosophical perspectives on constructivist views of learning"
3677:
2964:. National Council of Teachers of Mathematics: 19–29, 195–210.
2537:
Anderson, John R.; Reder, Lynne M.; Simon, Herbert A. (1998).
1727:
Mind in Society: Development of Higher Psychological Processes
915:
but instead leave their own imprint in the learning process."
36:
3224:
Nowak, Markus; Castellini, Claudio; Massironi, Carlo (2018).
1429:
The Construction Zone: Working for Cognitive Change in School
468:
support the student in developing effective thinking skills.
3476:
Oral presentation at the 12th Biennial Conference EARLI 2007
2767:"Cognitive load during problem solving: Effects on learning"
2151:. AUUG Conference Proceedings. AUUG, Inc. pp. 348–356.
1427:
Newman, Denis; Griffin, Peg; Cole, Michael (28 April 1989).
923:
Constructivism has influenced the course of programming and
663:
then consistently revisiting and expanding on these ideas.
3357:(2nd ed.). San Francisco: Pfeiffer. pp. 564–588.
1889:
Gamoran, Adam; Secada, Walter G.; Marrett, Cora B. (2000).
363:
The importance of the background and culture of the learner
179:
with their existing knowledge. This theory originates from
1334:
Psychology and Epistemology: Towards a Theory of Knowledge
622:
The selection, scope, and sequencing of the subject matter
3670:
XO laptop from a constructivist educator's point of view)
963:
has been explored as a paradigm to design experiments in
598:
One concept within social constructivism is authentic or
503:, and other methods that involve collaborative learning.
2958:
Journal for Research in Mathematics Education: Monograph
1663:
Prawat, Richard S.; Floden, Robert E. (1 January 1994).
1306:
1304:
783:
Confusion between constructivist and maturationist views
2471:
2469:
2467:
2465:
2463:
451:
As a result, a facilitator requires a different set of
3650:"Connecting cognitive development and constructivism."
3185:
Constructivist Design for Interactive Machine Learning
2833:
Meyer, D. L. (2009). "The Poverty of Constructivism".
2669:
Demetriou, A., Shayer, M., & Efklides, A. (1992).
2380:. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
1348:
Situated Learning: Legitimate Peripheral Participation
907:, students will not simply pass through a course like
610:
Holt and Willard-Holt (2000) highlight the concept of
3320:
How People Learn: Brain, Mind, Experience, and School
2917:
Radical Constructivism: A Way of Knowing and Learning
1891:"The Organizational Context of Teaching and Learning"
1520:"Theories of development: In dialog with Jean Piaget"
627:
Knowledge should be discovered as an integrated whole
541:
According to Vygotsky (1978), an important aspect of
295:
movements within cognitive science and neuroscience.
291:
in education. It serves as a foundational concept in
3318:
Bransford, J.; Brown, A. L.; Cocking, R. R. (2000).
2608:
Liu, Charlotte Hua; Matthews, Robert (9 July 2005).
2476:
Kirschner, P. A.; Sweller, J.; Clark, R. E. (2006).
2438:(11th ed.). Upper Saddle River, N.J.: Merrill.
1615:"Cognition, Construction of Knowledge, and Teaching"
939:
theory of Seymour Papert. These languages have been
690:A few strategies for cooperative learning include:
3977:
3954:
3917:
3864:
3843:
3772:
3711:
2566:
Constructivism in Science and Mathematics Education
1197:
Developmental Psychology: From Infancy to Adulthood
67:. Unsourced material may be challenged and removed.
3392:
3372:Clark, R.C.; Nguyen, F. & Sweller, J. (2006).
1724:
3266:"Radical Constructivism and Cognitive Psychology"
3038:http://www.ssoar.info/ssoar/handle/document/51948
2112:Leadership & Organization Development Journal
1346:Lave, Jean; Wenger, Etienne (27 September 1991).
931:have been created, either wholly or in part, for
3322:. Washington, DC: The National Academies Press.
2902:Theoretical Bases for Science Education Research
2008:Historical Foundations of Educational Psychology
1934:
1932:
1380:"Situated cognition and the culture of learning"
3964:List of standardized tests in the United States
3909:Principles and Standards for School Mathematics
2671:Neo-Piagetian theories of cognitive development
1718:
1716:
1714:
1712:
1710:
1561:Constructivist instruction: Success or failure?
979:Writers who influenced constructivism include:
730:neo-Piagetian theories of cognitive development
3305:Bruner, J. S. (1961). "The act of discovery".
2001:
1999:
1997:
484:Several studies highlight the significance of
3689:
3399:. Cambridge, UK: Cambridge University Press.
2585:Research Link / Caution: Constructivism Ahead
1658:
1656:
1378:Brown, J.S.; Collins, A.; Duguid, P. (1989).
76:"Constructivism" philosophy of education
8:
3660:Definition of Constructivism by Martin Ryder
1323:. Global Text Project, 2009, pp. 33–37.
472:Relationship between instructor and students
159:in education is a theory that suggests that
3027:http://www.socwork.net/sws/article/view/438
2311:(3). Taylor & Francis online: 197–213.
307:. Piaget described the mechanisms by which
3696:
3682:
3674:
3414:de Jong, T.; van Joolingen, W. R. (1998).
2675:Implications and applications to education
1860:. Hillsdale, N.J.: L. Erlbaum Associates.
1752:Ryan, Richard M.; Deci, Edward L. (2000).
1473:British Journal for the History of Science
919:Influence on computer science and robotics
671:The structuredness of the learning process
3114:
2782:
2710:
1832:
1591:. Cambridge, Mass.: Harvard Univ. Press.
1589:Vygotsky and the social formation of mind
1535:
1403:
199:Constructivism in education is rooted in
127:Learn how and when to remove this message
3602:Constructivism (philosophy of education)
3355:Handbook of Human Performance Technology
2685:
2683:
1310:Seifert, Kelvin & Sutton, Rosemary.
787:Many people confuse constructivist with
3562:Journal of Research in Science Teaching
2403:Cognitive Perspectives on Peer Learning
2340:The philosophy of mathematics education
1723:Vygotsky, L. S.; Cole, Michael (1978).
1624:. Springer, Dordrecht. pp. 11–30.
1283:Steffe, Leslie P.; Gale, Jerry (2012).
1232:Bjorklund, David F. (1 November 2018).
1187:
18:Social constructivism (learning theory)
3969:Standardized testing and public policy
2866:
2864:
2376:Duffy, Thomas; Jonassen, eds. (1992).
1898:Handbook of the Sociology of Education
1313:Educational Psychology: Second Edition
4080:Constructivism (psychological school)
3452:from the original on 27 February 2021
3240:from the original on 21 February 2019
3164:from the original on 27 February 2021
2547:from the original on 8 September 2011
2371:
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2201:The Journal of Experimental Education
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2103:
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7:
3894:National Science Education Standards
3800:Developmentally appropriate practice
3525:Logique et Connaissance scientifique
3468:, 2–4 December 1996, retrieved from
3270:Brookings Papers on Education Policy
2178:(3rd ed.). Prentice-Hall, Inc.
2176:Cognitive Psychology and Instruction
1917:from the original on 31 January 2018
1373:
1371:
1369:
1367:
747:Some researchers, such as Kirschner
639:Engaging and challenging the student
65:adding citations to reliable sources
3131:from the original on 15 August 2016
2646:from the original on 9 August 2021.
2518:from the original on 14 August 2021
2305:Computer Assisted Language Learning
2155:from the original on 14 August 2021
2145:Archee, Ray; Hill Duin, DA (1995).
1695:from the original on 14 August 2021
1622:Constructivism in Science Education
1499:from the original on 14 August 2021
1264:from the original on 14 August 2021
1130:Cultural-historical activity theory
3946:High school graduation examination
3648:Lutz, S., & Huitt, W. (2018).
2658:Life-span developmental psychology
2244:Handbook of Educational Psychology
1563:. New York: Taylor & Francis.
443:. While a teacher teacher gives a
25:
3533:Journal of Educational Psychology
3485:, Stoke-on-Trent: Trentham Books.
3183:Sarkar, Advait (1 January 2016).
2835:Educational Philosophy and Theory
1559:Tobias, S.; Duffy, T. M. (2009).
1199:(4th ed.). Melbourne, Vic.:
210:can be attributed to the work of
3705:Standards-based education reform
3662:(a footnote to the book chapter
2847:10.1111/j.1469-5812.2008.00457.x
1641:from the original on 16 May 2017
1089:
1075:
41:
3664:The Cyborg and the Noble Savage
3097:Younie, S.; Leask, M. (2001b).
2915:von Glasersfeld, Ernst (1995).
2617:International Education Journal
2405:. Hoboken: Taylor and Francis.
1613:Von Glasersfeld, Ernst (1998).
1120:Constructivist teaching methods
975:List of notable constructivists
753:constructivist teaching methods
751:(2006), have characterized the
686:Constructivist teaching methods
216:theory of cognitive development
189:theory of cognitive development
150:theory of cognitive development
52:needs additional citations for
3899:National Skill Standards Board
3879:Certificate of Initial Mastery
3656:(pp. 45–63). IngramSpark.
3515:The Psychology of Intelligence
3423:Review of Educational Research
2896:Cobern, William (April 1991).
1805:Social Psychology of Education
1431:. Cambridge University Press.
1350:. Cambridge University Press.
708:The Harkness discussion method
1:
3628:by Martin Dougiamas, 1998–11.
3626:A journey into Constructivism
3527:, Encyclopédie de la Pléiade.
3001:"Constructing Constructivism"
2660:(pp. 179–269). London: Wiley.
2282:10.1016/S0160-2896(96)90016-1
2092:McMahon, M. (December 1997).
1467:Eddy, Matthew Daniel (2004).
507:Learning is an active process
499:, problem-based instruction,
3616:Resources in other libraries
3507:10.1016/0959-4752(93)90011-N
3059:How Children Think and Learn
2871:DeVries, Rheta, ed. (2002).
2784:10.1016/0364-0213(88)90023-7
2317:10.1080/09588221.2011.649485
2016:10.1007/978-1-4899-3620-2_11
1960:Journal of Teacher Education
1731:. Harvard University Press.
646:zone of proximal development
574:zone of proximal development
554:Collaboration among learners
416:zone of proximal development
3376:. San Francisco: Pfeiffer.
1896:. In Hallinan, M.T. (ed.).
1336:(New York: Grossman, 1971).
1285:Constructivism in Education
1166:Teaching for social justice
1115:Constructivist epistemology
431:Instructors as facilitators
397:The motivation for learning
385:Responsibility for learning
183:developmental psychologist
4096:
3545:10.1037/0022-0663.91.2.334
3307:Harvard Educational Review
3230:Constructivist Foundations
3005:Constructivist Foundations
2808:Constructivist Foundations
2596:Educational Leadership, 57
2056:10.1177/003172170008200315
1972:10.1177/002248719905000103
1817:10.1007/s11218-022-09739-x
1587:Wertsch, James V. (1997).
1456:. Oxford University Press.
821:
683:
557:
426:The role of the instructor
230:introduced the concept of
29:
3936:Criterion-referenced test
3611:Resources in your library
3435:10.3102/00346543068002179
3116:10.1080/13664530100200140
2999:Gash, H. (15 July 2014).
2721:10.1037/0003-066x.59.1.14
2496:10.1207/s15326985ep4102_1
2213:10.1080/00220970009600652
2124:10.1108/01437739410059863
1770:10.1037/0003-066X.55.1.68
1681:10.1207/s15326985ep2901_4
1485:10.1017/s0007087403005338
1396:10.3102/0013189x018001032
865:relational constructivism
856:Relational constructivism
809:Contextual constructivism
587:The importance of context
517:collaborative elaboration
352:The nature of the learner
232:instructional scaffolding
228:educational psychologists
163:do not passively acquire
3904:No Child Left Behind Act
3874:Adequate Yearly Progress
3495:Learning and Instruction
3481:Jeffery, G. (ed) (2005)
2765:Sweller, J (June 1988).
2571:18 November 2009 at the
2483:Educational Psychologist
2434:Woolfolk, Anita (2010).
2342:. London: Falmer Press.
1669:Educational Psychologist
1537:10.1016/j.dr.2015.07.003
1452:Rogoff, Barbara (1990).
604:Cognitive apprenticeship
543:intellectual development
497:cognitive apprenticeship
439:rather than traditional
4039:Traditional mathematics
3825:Outcome-based education
3193:10.1145/2851581.2892547
1146:Philosophy of education
965:rehabilitation robotics
894:Communal constructivism
888:Communal constructivism
723:cognitive psychologists
347:Constructivist pedagogy
4075:Educational psychology
3889:National Reading Panel
3835:Small schools movement
3830:Problem-based learning
3815:Inquiry-based learning
3668:One Laptop Per Child's
3666:where Ryder discusses
3582:10.1002/tea.3660240504
3517:. New York: Routledge.
3513:Piaget, Jean. (1950).
2436:Educational psychology
1384:Educational Researcher
1318:29 August 2017 at the
1136:Educational psychology
967:and more precisely in
961:Radical Constructivism
833:radical constructivism
824:Radical constructivism
818:Radical constructivism
773:Inquiry-Based learning
545:is the convergence of
495:, peer collaboration,
410:This idea aligns with
208:educational psychology
153:
4070:Alternative education
4034:Traditional education
3043:1 August 2020 at the
3032:13 April 2019 at the
2699:American Psychologist
2590:27 April 2006 at the
2575:, Michael R. Matthews
2338:Ernest, Paul (1991).
1758:American Psychologist
1044:Ernst von Glasersfeld
996:Władysław Strzemiński
929:programming languages
882:social constructivism
876:Social constructivism
829:Ernst von Glasersfeld
390:Social constructivism
357:Social constructivism
144:
4029:Tracking (education)
3941:Norm-referenced test
3931:Authentic assessment
3478:in Budapest, Hungary
3391:de Jong, T. (2005).
3056:Wood, David (1998).
1524:Developmental Review
1171:Vocational education
935:use, to support the
742:instructional design
560:Learning by teaching
501:Anchored Instruction
214:(1896–1980) and his
61:improve this article
30:For other uses, see
4024:Standard algorithms
3652:In W. Huitt (Ed.),
3574:1987JRScT..24..403R
3466:ASCILITE Conference
3157:. Trinity College.
3103:Teacher Development
2746:on 15 February 2015
2677:. London: Routledge
2598:(3). November 1999.
1287:. Oxon: Routledge.
951:and its successor,
680:Teaching Techniques
653:developmental stage
493:reciprocal teaching
414:'s concept of the "
378:social interactions
3994:Direct instruction
3956:Standardized tests
3866:Learning standards
3856:Educational equity
3805:Discovery learning
3292:on 5 February 2018
1250:10.1111/cdev.13019
1156:Situated cognition
1151:Reform mathematics
1014:Heinz von Foerster
612:dynamic assessment
532:intuitive thinking
278:history of science
239:situated cognition
206:Constructivism in
169:direct instruction
154:
4052:
4051:
3820:Open-space school
3597:Library resources
3383:978-0-7879-7728-3
3337:978-0-309-06557-3
3073:978-0-631-20007-9
3021:See Björn Kraus:
2882:978-0-8077-4121-4
2771:Cognitive Science
2445:978-0-13-714454-9
2412:978-1-4106-0371-5
2387:978-0-8058-1272-5
2185:978-0-13-716606-0
2025:978-1-4899-3622-6
1907:978-0-387-32517-0
1738:978-0-674-57629-2
1631:978-0-7923-4924-2
1438:978-0-521-38942-6
1357:978-0-521-42374-8
1294:978-1-136-47608-2
1238:Child Development
1201:Pearson Australia
1125:Critical pedagogy
1097:Philosophy portal
1056:Humberto Maturana
959:systems, whereas
941:dynamically typed
600:situated learning
322:When individuals
285:learning theories
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3744:Maria Montessori
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2005:
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1995:
1957:
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1571:
1558:
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1517:
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1512:
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1500:
1466:
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1461:
1451:
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1426:
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1377:
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1327:
1320:Wayback Machine
1309:
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1267:
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1193:
1189:
1184:
1161:Socratic method
1141:Learning styles
1095:
1090:
1088:
1081:
1074:
1071:
1038:Paul Watzlawick
977:
937:constructionist
921:
890:
878:
858:
826:
820:
811:
806:
785:
719:
710:
688:
682:
673:
641:
629:
624:
589:
562:
556:
509:
474:
433:
428:
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387:
365:
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341:design strategy
337:active learning
301:
243:Mikhail Bakhtin
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70:
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58:
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35:
28:
23:
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5:
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4083:
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4057:
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4050:
4049:
4047:
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4044:Whole language
4041:
4036:
4031:
4026:
4021:
4016:
4011:
4006:
4004:Guided reading
4001:
3996:
3991:
3989:Decodable text
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3840:
3838:
3837:
3832:
3827:
3822:
3817:
3812:
3807:
3802:
3797:
3795:Constructivism
3792:
3790:Cognitive load
3787:
3782:
3776:
3774:
3770:
3769:
3767:
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3761:
3756:
3751:
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3734:Caleb Gattegno
3731:
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3719:Benjamin Bloom
3715:
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3591:External links
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3568:(5): 403–416.
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3539:(2): 334–341.
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684:Main article:
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513:social setting
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32:Constructivism
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4019:Rote learning
4017:
4015:
4012:
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4005:
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4000:
3997:
3995:
3992:
3990:
3987:
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3754:William Spady
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3333:
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3202:9781450340823
3198:
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3018:
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3011:(3): 302–310.
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2623:(3): 386–99.
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1105:Autodidactism
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789:maturationist
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117:December 2023
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78: –
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72:Find sources:
66:
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55:
50:This article
48:
44:
39:
38:
33:
19:
3979:Standardized
3794:
3764:Lev Vygotsky
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3565:
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3498:
3494:
3482:
3475:
3465:
3454:. Retrieved
3426:
3422:
3394:
3373:
3354:
3319:
3310:
3306:
3294:. Retrieved
3290:the original
3269:
3242:. Retrieved
3233:
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3184:
3178:
3166:. Retrieved
3145:
3133:. Retrieved
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