Introduction to Constructivism

Donna B. Corcoran

American College of Education

January 2020

It is practically impossible to determine only one specific theory as best as most build upon the knowledge gained through the research of those that came before. Constructivism is an ideal theory for many of the CTE courses and their attendant activities. In its current iteration it is, however, a compilation of many theories (Yoder, 2014, p. 12) which include the value of hands-on active learning. Bruner’s Discovery Learning Model highlights the interactive nature of experiences which will be designed. The intent is to design activities which provide individual motivation and allow for learner creativity. Pacing should be under the learner’s control as well, allowing for autonomy and independence (Pappas, 2014). Research supports the idea that retention is increased when learners practice a skill themselves, rather than passively being taught about it without interaction. Reflection and timely feedback are also requisite elements for the Constructivist activities that follow Merrill’s principles of design.

Unlike John Locke, constructivism theorists do not believe that the learner is a blank slate to be written upon. Rather they acknowledge that each learner comes with a unique set of experiences, skills and beliefs. As noted in Berkley’s Cognitive Constructivism, application is key with a goal of assimilating new material and application to prior knowledge. The video below (Koslov, 2017) summarizes the principles of constructivism nicely.

(Koslov, 2017)