SEQUENCE 3: A Comparative Analysis of Cognitivism and Constructivism

Content of lecture

Sequence 3 deals with two more recent approaches in the field of education. These
approaches explain how and what learners learn in the cognitivist and
constructivist visions of the process of learning. Indeed, the way one defines
language explains how one sees learning and what that entails. Both theories rely
on the active participation of students. Would please rewrite this.

3.1. Introduction
The field of education and psychology is enriched with diverse learning theories that
offer unique perspectives on how individuals acquire knowledge and learn. Cognitivism and
Constructivism are two prominent theories that have significantly influenced educational
practices and pedagogy. This essay will provide a comprehensive analysis of both theories
and highlight the notable contributions of Lev Vygotsky to the Constructivist framework.

3.2. Focus on Mental Processes

Cognitivism emphasizes the importance of mental processes such as thinking,
memory, problem-solving, and information processing in learning. It views learning as an
active process of acquiring and organizing knowledge. Constructivism also focuses on
mental processes, highlighting the active construction of knowledge by individuals through
experiences, interactions, and reflection. Learners actively build mental models and
frameworks to interpret and understand new information.

3.3. Active Learning

Cognitivist theories stress the importance of active engagement and participation in the
learning process. Learners are encouraged to think critically, make connections, and apply
existing knowledge to new situations. Constructivist theories similarly emphasize active
learning, where learners actively engage with the learning materials, collaborate with peers,
and construct their understanding based on prior knowledge and experiences.

3.4. Cognitivism: Understanding the Mind

Cognitivism is a learning theory that centres on the mental processes that underlie
learning. This theory, which emerged in the mid-20th century, views learners as active
processors of information and places great importance on cognitive structures such as
memory, problem-solving, and information processing (Ertmer & Newby, 2013). According
to cognitivists, learning is an active process where individuals acquire knowledge and
understanding by processing information, making connections, and employing cognitive
strategies. Cognitivism highlights the significance of cognitive development and emphasizes
the role of memory, attention, and problem-solving skills in the learning process. Cognitive
psychologists, such as Jean Piaget, have made substantial contributions to our understanding
of how individuals think, reason, and learn (Piaget, 1976).

3.5. Constructivism: The Learner as an Active Knowledge-Builder

Constructivism, on the other hand, is a learning theory that asserts that learners
actively construct their knowledge based on their experiences, interactions, and
understanding of the world. This theory emphasizes the role of social and cultural contexts
in shaping learning (Jonassen & Land, 2012). According to constructivism, learners build
mental models or schemas through their experiences and interactions. This perspective
underscores the importance of social interaction and collaboration in learning.

3.6. Lev Vygotsky's Contributions to Constructivism

Lev Vygotsky is a renowned psychologist who made important contributions to the
Constructivist theory. His work is foundational to the social and cultural aspects of learning
(Vygotsky, 1978). Vygotsky introduced the concept of the Zone of Proximal Development
(ZPD), which identifies the difference between what a learner can do independently and what
they can achieve with guidance and support. The ZPD highlights the importance of
scaffolding, where a more knowledgeable other, such as a teacher or peer, plays a critical role
in facilitating learning. He believed that learning is a social process, and language plays a
crucial role in shaping thought and knowledge. His sociocultural theory underscores that
learning occurs within a cultural and social framework, and language and communication are
key elements in this process (Vygotsky, 1978).
Vygotsky's theory places a strong emphasis on the role of social interaction and cultural
tools in the development of cognition and learning. Learning is deeply influenced by the
social and cultural environment in which an individual is situated. Social interactions, cultural
norms, and societal influences play a crucial role in shaping a person's cognitive development
and learning processes.
Scaffolding is the process through which a more knowledgeable person provides
temporary support to the learner. The support is gradually withdrawn as the learner gains
competence, fostering independent problem-solving and learning.
Vygotsky stressed that meaningful learning occurs through social interaction and
collaboration with others. Interactions with peers, teachers, or individuals that are more
knowledgeable facilitate the internalization of knowledge, cultural practices, and cognitive
processes. Cognitive development is inherently social and occurs through a continuous
process of social interaction, internalization, and cultural adaptation.

3.7. Problem-Solving and Critical Thinking

Cognitivist theories often focus on problem-solving skills and critical thinking
abilities. Learning involves the development of strategies to solve complex problems and
think analytically. Constructivist theories also emphasize problem-solving, critical thinking,
and metacognition. Learners engage in authentic tasks and reflect on their problem-solving
approaches to enhance their understanding.
Cognitivism and Constructivism offer distinct perspectives on learning. Cognitivism
focuses on the mental processes and cognitive structures involved in learning, highlighting
the importance of cognitive development and individual cognitive abilities. In contrast,
Constructivism emphasizes the active construction of knowledge through interaction with the
environment and social context, with an emphasis on the role of social interaction and cultural
influences.
In conclusion, Cognitivism and Constructivism are two influential learning theories
that have contributed to our understanding of how individuals learn. While Cognitivism
focuses on the cognitive processes underlying learning, Constructivism underscores the
active construction of knowledge within social and cultural contexts. Lev Vygotsky's
significant contributions to Constructivism, including the ZPD and the importance of social
interaction, have had a profound and enduring impact on educational theory and practice.
These theories, along with Vygotsky's insights, continue to shape the way educators approach
teaching and learning.

References:
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical
features from an instructional design perspective. Performance Improvement Quarterly, 26(2),
43-71.
Jonassen, D. H., & Land, S. M. (2012). Theoretical foundations of learning environments. Routledge.
Piaget, J. (1976). Piaget's theory. In J. P. Mussen (Ed.), Handbook of child psychology (Vol. 1, pp.
703-732). Wiley.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
A Comparative Analysis of Cognitivism and Constructivism. Web source.