1. Constructivist View of Learning
Madhavi Dharankar
dharankar.madhavi@yahoo.com

2. Meaning - Definition
Constructivism is a psychological theory of
knowledge, which argues that humans
generate knowledge and meaning from their
experiences
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3. Origin of Constructivism
Latin words
con struere = to arrange or to give structure
Earliest Proponents:
Buddha
Jean Piaget
John Dewey
Lev Vygotsky
Jerome Bruner
Ernst von Glasersfeld
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4. Characteristics of Constructivism 1 of 2
Learning through problem- solving
Exploring possible answers
Developing products & presentations
Pursue global goals
Problem solving
Research skills
Stress more group work
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5. Characteristics of Constructivism 2 of 2
Emphasis on alternative learning & assessment methods
Exploration of & tests with open-ended questions and scenarios
Research
Product development
Student portfolios
Performance checklists
Descriptive narratives written by teachers
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6. Some Terminologies in Constructivism
Zone of Proximal Development
Scaffolding
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7. Needs addressed by Constructivism 1 of 2
Making skills more relevant to students’ backgrounds and
experiences by anchoring learning tasks in meaningful,
authentic and highly visual situations
Addressing motivation problems through interactive
activities in which students must play active roles
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8. Needs addressed by Constructivism 2 of 2
Teaching students how to work together to solve problems
through group-based, cooperative learning activities
Emphasizing engaging in activities that require higher- level
skills and pre- requisite lower level skills at the same time
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9. Goals of Instruction
Learning is an active process of constructing rather than
acquiring knowledge
Instruction is a process of supporting knowledge
construction rather than communicating knowledge
Do not structure learning for the task, but engage learner in
the actual use of the tools in real world situations
Learning activities should be authentic and should center
around the “problematic” or “puzzlement” as perceived by
the learner
The focus is on the process not the product
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10. Instructional Models
 Action Learning  Collaboration and social
 Case-Based Learning negotiation
 Collaborative Learning  Exploration
 Communities of Practice  Multiple perspectives and
 Discovery Learning case-based reasoning
 Problem-solving activities
 Distributed Learning
 Reflection (imitation, replay,
 Inquiry-Based Learning
etc.)
 Microworlds/Simulations
 Role-playing
 Problem-Based Learning (PBL)
 Self-directed learning
 Situated Learning
 WebQuest(s)
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11. Instructor’s Role
To construct a learning environment, and assist students as
they explore it by designing experiences that encourage
assimilation and accommodation.
To suggest that lasting learning comes as a result of activities
that are both meaningful to the learner and based in some
social context (other learners, colleagues, instructors,
clients, etc.).
To be a facilitator and architect of learning.
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12. Applications for Instruction
Pose "good" problems - realistically complex and personally
meaningful.
Create group learning activities.
Model and guide the knowledge construction process.
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13. Questions???
Discussions!!!
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