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Constructivist Theory
Constructivist theory is a learning theory. Constructivist theory considers learning as a process in which people learn and construct new knowledge based on their previous experiences. According to constructivist theory, learning is a complex and nonlinear process, and it is a reconstruction rather than a transmission of knowledge. In the process, individuals learn by constructing mental models, conceptual frameworks, or paradigms to understand the world around them.
Constructivist theory is often discussed in comparison with other learning theories such as behaviorist (synonymous with objectivist) theory and cognitive theory. Behaviorists such as B. F. Skinner and Edward Thorndike believe that humans learn by practicing, repeating, and becoming conditioned so that they can acquire new knowledge and skills. In contrast to behaviorist theory, cognitive theorists believe that the learner plays an active role in the learning process. Built on cognitive theory, constructivist theory not only recognizes the learner’s active role in the learning process, but also the existing knowledge that a learner brings into the new learning environment. As a result, constructivist theory is often positioned on the opposite end of the spectrum from behaviorist theory, with cognitive theory in between the two.
While behaviorist theory deals with measurable outcomes, constructivist theory focuses on the cognitive processes in which learners develop their knowledge. Constructivist theory is also a very broad conceptual framework with various perspectives. This entry first discusses the perspectives of Jean Piaget and Lev Vygotsky before detailing the theory of constructivism developed by Jerome Bruner. It then relates constructivist theories to the use of educational technology.
Vygotsky and Piaget
Bruner’s theory of constructivism has been influenced by the earlier research from Vygotsky and Piaget. Vygotsky (1896–1934) is best known for his theory of the zone of proximal development (ZPD). ZPD refers to the distance between a child’s actual level of development and level of possible development, when helped by the guidance of an adult or in cooperation with peers. Piaget (1896–1980) discusses four stages in a child’s cognitive development: sensorimotor (birth to 2 years old), preoperational (2 to 7 years old), concrete operational (7 to 11 years old), and formal operational (roughly ages 11 to approximately 15 to 20 years old). According to Piaget, these four stages are not exclusive of each other, nor are they static. Therefore, it is important for teachers to find the rhythm of the child’s learning and follow the flow. Through the stages, a learner develops object permanence, symbolic thought, hierarchical classification, and abstract and systematic thinking step by step.
Bruner’s Theory of Constructivism
Bruner (1915–) is a psychologist who has made significant contributions to cognitive psychology and education philosophy. Similar to the other constructivists, Bruner believes that learners construct new ideas or concepts based on their prior knowledge. Learning involves processing information, deriving meaning from experience, forming hypotheses, and making decisions. Through his work, Bruner presents the idea that children are active problem solvers and are capable of exploring more difficult subjects of instruction. As a cognitive psychologist, Bruner is known for the term scaffolding in educational instruction. Scaffolding is built on Vygotsky’s concept of ZPD. A teacher uses scaffolding to assist a child to solve a problem that the child cannot solve alone. Scaffolding begins when a teacher motivates the child to take action and find solutions. With clues, supports, and interconnections, the child can begin, continue, and appreciate the significance of the journey and effort. Bruner believes that the teacher’s efforts play an important role in helping the child to progress through the zone of proximal development.
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