Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.
- Lev Semyonovich Vygotsky (1896 – 1943)
- Jean Piaget (1896 – 1980)
- John Dewey (1859 – 1952)
- Jerome Seymour Bruner (1915 – 2016)
A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.
Vygotsky’s social development theory is one of the foundations for constructivism.
Additional Resources and References
- Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
- Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge.
- Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance improvement quarterly, 6(4), 50-72.
- Cooper, P. A. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational technology, 33(5), 12-19.