Constructivism

(Cognitive Learning Theory)

Student creates a
personal and meaningful
interpretation of external
ideas & experiences he
encounters
 Constructivist Learning Theories
 Meaningful learning
 The active creation of knowledge structures
(schemes) from personal experience

 Discovery Learning – Jerome Bruner (1960’s)

 Process vs. Products of Learning
 Students as active problem-solvers
 Relationships connecting knowledge and
concepts
 Constructivist Principles
 *Role of prior knowledge (Ausubel)
 “Entering behavior”
 Personal interpretation/experiences
 Common cultural/social understandings with
diversity of perspectives
 Construction influenced by interactions with
others (sharing of multiple perspectives)
*A strong relationship exists between
prior knowledge and performance
 Cognitive
vs.
Social Constructivism
 Constructivist theories generally focus on either
the cognitive form or the social form

 Cognitive: emphasizes effect of one’s cognitive

processes on meaningful learning

 Social: emphasizes effect of other’s arguments,

points of view on meaningful learning
 Cognitive Constructivism
Effect of one’s cognitive processes
on meaningful learning (Piaget)

 Cognitive Disequilibrium
A perceived discrepancy between an existing
scheme and something new

 Assimilation (adding)
A new experience is fitted into an existing scheme

 Accommodation (creating)
 Scheme is created/revised to fit new experience
 Social Constructivism
Effects of other people’s points of view
on meaningful learning. (Vygotsky)

 Role of culture
 Language, math, different ways to solve problems
 Use of these tools in real life situations to
create understanding
 Negotiated meaning
 discussion with others/multiple perspectives in
order to arrive at an understanding
Cognitive vs. Social Constructivism

 They emphasize different aspects of

learning, but they are not incompatible

 Cognitive doesn’t deny the value of

learning in group activities

 Social doesn’t deny the value of working

independently
 Conditions that foster
Constructivism
 Cognitive apprenticeship: We model ways of
thinking about real world problems. We apprentice
students into useful cognitive practices.
 Reciprocal Teaching & Scaffolding

 Situated learning: We situate our lessons in real

world problems, like the kind that real writers,
scientists, readers, economists, might face.

 Multiple perspectives: We create learning situations

that draw on all the facets of a situation or problem.
We view ideas from all points of view.
 Teaching using Constructivism
 Emphasis: guiding vs. telling
 Emphasis: encouraging discussion
 Emphasis: accepting different perspectives &
different solutions to problems
 Problems:
 Difficult to create detailed lesson plans
 Focuses on “teaching as an art”
 Places greater demands on students vs. DI
 Takes more time than regular lecture or direct instruction
 Students will “construct” their own interpretations
 You need to know when to use constructivism
 Problem Solving
 Types of Problems
 Well-structured, Ill-structured, Issues
 Problem Solving Steps
1. Find & Frame the Problem
• Realize problem exists
• Understand the nature of the problem
• Compile relevant information
2. Develop Problem Solving Strategy
• Sub-goaling
• Algorithms
• Analogies
• Means-end analysis
3. Evaluation Solutions
4. Analyze and Refine Problem Solving Approaches
 Transfer

Applying previous experiences

and knowledge
to learning or problem solving
in a new situation
 Transfer of Learning
Instruction should be taught in such a way
that students:

independently apply
the knowledge/problem-solving skills
they learn in school to:

similar but new situations

 Types of Transfer

 Positive
 Specific vs. General
 Low-Road verses High Road
(contemporary view of specific/general)

 Negative

 Zero
 Types of Transfer
 Positive: Previous learning aids later
learning

 Negative: Previous learning interferes

with later learning

 Zero: Previous learning has no effect

on new learning
 Types of Positive Transfer
 Specific Transfer
 Transfer due to specific similarities between
tasks
 First you learned to roller blade, and that helped
you learn ice skating
 General Transfer
 Usingsame cognitive strategies to learn
something new
 First you learned field hockey, and that helped you
deal with being a good group member in a book
club
 Teaching for Positive Transfer
 Teach for positive transfer!
 Insure students learn material well in the first place!
 Help students recall what they know before they
are asked to transfer it!
 Expose students to a range of similar tasks!
 Help students think mindfully about similarities in
apparently far transfer!
 Help students to stay calm and confident!
 Stay humble and realize that transfer is not simple!