Comparing constructivist and cognitive science approaches to pedagogy

The constructivist approach to pedagogy is based on the idea that learning is an active, constructive
process in which students construct their own understanding of the world through experiences,
interactions, and reflection. This approach emphasises the importance of student-centered learning,
where students are given the opportunity to explore, discover, and create meaning from their
experiences. According to constructivist theory, learning is not a passive process of acquiring
knowledge, but rather an active process of constructing new knowledge through active engagement
with the environment.

The cognitive science approach, on the other hand, focuses on the study of the mental processes and
mechanisms that underlie human cognition, such as memory, attention, problem-solving, and
decision-making. This approach emphasises the importance of understanding the cognitive processes
that are involved in learning, such as memory storage, retrieval, and transfer, in order to design
effective instructional strategies. Cognitive science theorists argue that to understand learning, one
must understand the cognitive processes that underlie it, and that by understanding these processes,
one can design instruction that is more effective at promoting learning.

One of the main strengths of the constructivist approach is that it encourages students to be active,
curious, and reflective learners, which can lead to deeper, more meaningful learning. Additionally, the
constructivist approach can be especially effective when it comes to teaching complex, open-ended
concepts, such as critical thinking, problem-solving, and creativity.

The cognitive science approach, on the other hand, has the strength of being based on a wealth of
empirical research on the cognitive processes that underlie human cognition. This approach can
provide university lecturers with a better understanding of the mental processes that are involved in
learning, and as a result, design instruction that is more effective at promoting learning. For example,
cognitive science research on memory can inform the design of instruction that helps students to
better encode, store, and retrieve information.

However, both approaches have their own limitations. One limitation of the constructivist approach is
that it can be difficult to measure the effectiveness of instruction, as it is not always clear what
students are learning or how they are constructing their understanding. Additionally, while the
constructivist approach can be effective for teaching complex concepts, it may not be as effective for
teaching more concrete, factual information.

On the other hand, one limitation of the cognitive science approach is that it can be overly
reductionist, focusing on the individual cognitive processes that underlie learning, without
considering the context in which learning takes place. Additionally, while the cognitive science
approach can provide a better understanding of the mental processes that are involved in learning, it
may not be as effective in providing guidance on how to design instruction that is more effective at
promoting learning.

In conclusion, both the constructivist and cognitive science approaches to pedagogy have their own
strengths and limitations. The constructivist approach emphasises the importance of student-
centered learning and the role of the student in constructing their own understanding of the world,
while the cognitive science approach focuses on understanding the cognitive processes that underlie
human cognition.
There are three essential features of scaffolding that facilitate learning. [2][3]

1. The first feature is the interaction between the learner and the expert. This
interaction should be collaborative for it to be effective.
2. The second is that learning should take place in the learner's zone of proximal
development. To do that the expert needs to be aware of the learner's current
level of knowledge and then work to a certain extent beyond that level.
3. The third feature of scaffolding is that the scaffold, the support and guidance
provided by the expert, is gradually removed as the learner becomes more
proficient.

Handelingspsychologie

Handelingspsychologie is een psychologische stroming die beweert dat de mens het meest leert door
te handelen. Daarbij is het belangrijk om van tevoren specifieke doelen in ons hoofd te hebben om
sneller bij een gewenst resultaat te komen.

De handelingspsychologen waren overtuigd dat interactie een belangrijke manier was om kennis over
te brengen. Als voorbeeld nemende dat de taalontwikkeling van kinderen vooral gebeurt door hun
omgeving na te doen.

De ideeën van de handelingspsychologie waren een belangrijke grondlegger voor het

constructivisme.

Constructivisme

Het constructivisme is een stroming die er vanuit gaat dat de werkelijkheid subjectief is, en dat we
door met elkaar te communiceren die subjectieve werkelijkheid samen creëren. Dat wil zeggen dat
we door onze waarnemingen te vertellen aan iemand anders, die persoon dat toevoegt aan zijn
waarneming, en wij onze waarneming ook weer kunnen aanpassen aan de nieuwe informatie die die
persoon ons heeft gegeven.

Dit wordt ook wel intersubjectiviteit genoemd.