Constructivism: Theory to Better Learning

Constructivism: Theory to Better Learning

Danita VanRegenmorter
Educational Psychology
November 14, 2014

Constructivism: Theory to Better Learning

Abstract
Constructivism is one of the three learning theories developed to help explain the way
children learn in the classroom. The scientist Jean Piaget and psychologist Lev Vygotsky were
the theorists who developed constructivism. (Pass, 2004) Teachers today use these ideas, some
use them at different times in their classrooms and others have used them combined into the
same lesson. Constructivism can help students understand and retain the information they learn
in the classroom. Piaget made detailed studies of cognition in children, these tests revealed that
children have different cognitive abilities. According to Piaget, children are born with a very
basic mental structure on where all learning and knowledge is based. Vygotsky believes that
young children are actively involved in their own learning and the development of new
understandings/schema. Vygotsky interpretation of interaction with peers is a good way to
increase strategies and developing skills. Vygotsky came up with the idea of the zone of
proximal development. He suggests that teachers who use cooperative learning exercises with
students who struggle in school, the students tend to do better with the zone of proximal
development. Teachers assist students by constructing the way of learning in the classroom, a
learning that will support them throughout school and in the students futures.

Constructivism: Theory to Better Learning

Constructivism: Theory to better learning

Theorists have made several studies on how children learn in the classroom atmosphere.
Out of the many theories, one that stands out is called constructivism. Advocates agree that it is
the individuals processing of stimuli from the environment, resulting in cognitive structures that
yields adaptive behavior. Constructivism was created by theorists Jean Piaget and Lev Vygotsky.
Cognitive constructivism is derived from the work of Piaget, which describes learning as an act
of accommodation, assimilation, and equilibration. (Brandon 2010)
Constructivisms primary theorist, Jean Piaget, suggested that there are four stages of
development each student reach at certain ages in their lifetime. Piagets stages included sensorymotor, pre-operational, concrete-operational, and formal operational. In sensory motor stage is
revealed through motor activity. Infants at about 7 months of age obtain a preference to an
object. (Huitt, W., & Hummel, J. 2003) This illuminates that at this age that children can have a
mental capacity to see the difference in a toy and determine which one they like better. Physical
development allows the child to begin developing new intellectual abilities. Physical
developments children experience is crawling, standing, and walking. Some language abilities
are developed at the end of this stage.
The pre-operational period occurs when the child is a toddler or in early childhood. In
this stage intelligence is measured when language use and memory matures. Imagination is
developed, but thinking is done in a no logical and nonreversible manner. The child tend to
think for themselves only and it usually comes as a tantrum. The concrete-operational is when a
child is at elementary age and early adolescence. In this stage intelligence is demonstrated

Constructivism: Theory to Better Learning

through logical and systematic manipulation of symbols related to concrete objects. The formal
operational stage is when children are in adolescence or adulthood. In this stage, intelligence is
proven through the logical use of symbols associated with abstract thoughts. Only 35% of high
school graduates in developed countries obtain formal operations; many people do not think
strictly during adulthood. (Huitt, W., & Hummel, J. 2003)
According to Ormrod (2006), the organizations of life-situations into certain categories of
actions or thoughts that are used repeatedly in the environment are known as schemes; children
are either familiar with a situation or unfamiliar with a situation. Students will use
accommodation to answer to a new object or event by either modifying an existing scheme or
forming a new one. Assimilation is responding to the object and possibly interpreting a new
event in a way that is consistent with an existing scheme. An example of assimilation is when a
child sees a zebra for the first time and calling it a horse. The child assimilates this information
into her schema for a horse. When the child accommodates information, she takes into
consideration the different properties of a zebra compared to a horse, perhaps calling a zebra a
horse with stripes. When she eventually learns the name of zebra, she has accommodated this
information. Equilibration is what Piaget suggests that children have an intrinsic desire to
achieve equilibrium that promotes the development of more complex levels of thought and
knowledge. (Ormord 2006)
Another contributor to the development of the theory of constructivism was Lev
Vygotsky. Vygotsky observed social interaction of children as the primary source of cognition
and behavior, known as Social Development Theory. He believed strongly that community plays
a central role in the process of "making meaning."(J.E., M. (2007) Vygotsky has established a
sociocultural method to cognitive development. He developed the Zone of Proximal

Constructivism: Theory to Better Learning

Development which relates to the difference between what a child can accomplish by themselves
and what a child can achieve with help and reassurance from a peer or teacher. This expression
shows where students still need support from the teachers so the student can gain skills to
complete the subject material on their own. Scaffolding is the supported problem solving
teachers delivered to their students. (Zaretskii 2009) states practices of scaffolding in classrooms
as follows:
We show the child how the problem should be solved and look to see whether or not,
imitating what hes been shown, he completes the problem. Or we begin to solve the problem
and allow the child to complete it. Or we give him problems that are beyond the bounds of his
mental age to solve in collaboration with another, more developed child, or, finally we explain to
the child the principles for solving the problem, pose a leading question, break the problem down
into pieces for him, and so forth. In short, we ask the child to solve problems that are beyond the
bounds of his mental age using one form of collaboration or another. (p. 76).
Teachers practice scaffolding in several ways to teach their students in their classrooms.
A students knowledge is not constantly reached on their own. They might need help and
leadership from teachers to help them reach their potential in their education. Teachers support
students when they know the student has the competence to obtain a skill in their zone of
proximal development.
The thoughts projected by Piaget and Vygotsky can be demonstrated in the way students
are taught material in the classroom. Teachers must let their students to get involved in activities
and group discussions in class so that they are part of active learning. For instance, a teacher may
lecture the class and then ask the students to answer the questions during the lecturing. Another
strategy that teachers can use is asking students to write down what they already know than

Constructivism: Theory to Better Learning

conversing with other students what they had written down to broaden their knowledge. This is
called a KWL graph sheet. This graph is split into three parts it first starts with the K part,
secondly the W part, thirdly the L part. The K portion is what the student already knows about
the subject. Then the W portion is what the students want to learn about the subject when they
are instructed by the teacher. Lastly the L portion is what the student learned from the teachers
instruction. This shows exactly what the student learned during the lesson. Another way
constructivist teachers teach is by allowing the students know why they are studying or learning
a specific subject. A goal for constructivist teachers is to have their student model them and to
ponder about what they are learning from the activities they do during class time (Brandon,
2010). Instead of asking what they should teach the student? they should ask what the
students need to understand? Teachers should also use many techniques and dialogues to create
more knowledge and understanding of the subject on hand.
Teachers should let the student attempt the activity or problem on their own at first before
they assist them, so the student uses their own knowledge and problem solving techniques.
When the student tries the problem, but fails to succeed, then the teacher should intervene and
assist the student by helping them solve and understand what went wrong in the way they
completed the activity or problem. This determines the element that the educator, stated by
Brandon (2010), is performing as an organizer or trainer encouraging the students to take the
constructivist approach of students taking learning into their own hands and trying to solve
problems on their own.
The constructivist teacher keeps the students vigorous in their learning. Teachers today
use these ideas, some use them at different times in their classrooms and others have used them
combined into the same lesson. In addition, instructors realize that instead of questioning

Constructivism: Theory to Better Learning

themselves what it is they need to teach, they ask what it is that the students in their classrooms
need to learn based on what they already know (Brandon, 2010). The concepts placed out by
theorists Piaget and Vygotsky, and applying them in the classroom, educators can assist their
students to learn to do their best potential in the classroom and their futures.

Bibliography
Brandon, A. F., & ALL, A. C. (2010). Constructivism Theory Analysis and Application to Curricula.
Nursing Education Perspectives, 31(2), 89-92.
Burman, J. (2008). Experimenting in Relation to Piaget: Education is a Chaperoned Process of
Adaptation. Perspectives On Science, 16(2), 160-195.
Huitt, W., & Hummel, J. (2003). Educational Psychology Interactive: Cognitive Development. Retrieved
November 3, 2014.
J.E., M. (2007). Vygotsky | Simply Psychology. Retrieved November 3, 2014.
Ormrod, J. E. (2006). Essentials of Educational Psychology. Pearson Merrill Prentice Hall.
Pass, S. (2004). Postgraduate work. In Parallel paths to constructivism Jean Piaget and Lev Vygotsky (p.
1, 45). Greenwich, Conn.: Information Age Pub.
Zaretskii, V. K. (2009). The Zone of Proximal Development: What Vygotsky Did Not Have Time to
Write. Journal Of Russian & East European Psychology, 47(6), 70-93.

Constructivism: Theory to Better Learning