Constructivism

Constructivism, as perspective in education, is based on experiential learning through real life experience to construct and conditionalise knowledge. It is problem-based, adaptive learning that challenges faulty schema,

integrates new knowledge with existing knowledge, and allows for creation of original work or innovative procedures. The types of learners are self-directed, creative, innovative, drawing upon visual/spatial, musical/rhythmic, bodily kinaesthetic, verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, and naturalistic intelligences.

The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge. The educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning. The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge. Exemplars of constructivist perspective may be found in the works of John Dewey (1929 & 1933/1998), Maria Montessori, (1946) and David Kolb (1975,  1976 & 1984) (Kolb & Fry. 1975) (Lombardi, 2011).

Constructivism influences Instructional theory by encouraging discovery learning, hands-on learning, experiential learning, collaborative learning, project-based learning, and task-based learning. Constructivist epistemology, as a branch of the philosophy of science, offers an explanation of how human beings construct knowledge from information generated by previous experiences (heuristic knowledge). It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world.(Glaserfeld, 1989)

source:http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

 Constructivists

• • John Dewey (1859-1952)
  • Maria Montessori (1870–1952)
  • Heinz von Foerster (1911–2002)
  • Ernst von Glasersfeld (1917–2010)
  • Paul Watzlawick (1921–2007)
  • David A. Kolb (1939–)

References

Dewey, J. (1929). My pedagogic creed. Journal of the National Education Association, 18(9), 291-295.

Dewey, J. (1933/1998). How we think (rev. ed.). Boston, MA: Houghton Mifflin Company.

Glaserfeld, E. (1989). Constructivism in education. Oxford, England: Pergamon Press.

Kolb, D. (1976). Learning style inventory technical manual. Boston, MA: McBer.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. A. & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.) Theories of Group Process, London: John Wiley.

Learning Theories website http://www.learning-theories.com/, accessed on numerous occasions

Lombardi, S.M. (2011) Internet Activities for a Preschool Technology Education Program Guided by Caregivers (Doctoral dissertation) North Carolina State University, Appendix B: Learning Theory Matrix ~ A Study Guide p. 139. Retrieved 29 December 2011 from http://repository.lib.ncsu.edu/ir/bitstream/1840.16/6826/1/etd.pdf.

Montessori, M. (1946). Education for a New World. Madras, India: Kalakshetra Publications.

Simply Psycology website, http://www.simplypsychology.org/, accessed on numerous occasions

Wikipedia web site, http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education), accessed on numerous occasions