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CONSTRUCTIVISM THEORY
- Constructivism has not dealt explicitly with memory. Its basic principles suggest that learners
are more apt to remember information if their constructions are personally meaningful to
them.
- Teachers should not teach in the traditional sense of delivering instruction to a group of
students. Rather, they should structure situations such that learners become actively involved
with content through manipulation of materials and social interaction.
- Teachers interact with students by seeking their questions and points of view. Assessment is
authentic; it is interwoven with teaching and includes teacher observations and student
portfolios. Students often work in groups.
- Teachers interact with students by seeking their questions and points of view. Assessment is
authentic; it is interwoven with teaching and includes teacher observations and student
portfolios. Students often work in groups.
- Piaget’s theory is constructivist and postulates that children pass through a series of
qualitatively different stages: sensorimotor, preoperational, concrete operational, and formal
operational. The chief developmental mechanism is equilibration, which helps to resolve
cognitive conflicts by changing the nature of reality to fit existing structures (assimilation) or
changing structures to incorporate reality (accommodation).
- Vygotsky’s sociocultural theory emphasizes the social environment as a facilitator of
development and learning. The social environment influences cognition through its
tools—cultural objects, language, symbols, and social institutions. Cognitive change results
from using these tools in social interactions and from internalizing and transforming these
interactions.
- Vygotsky’s sociocultural theory emphasizes the social environment as a facilitator of
development and learning. The social environment influences cognition through its
tools—cultural objects, language, symbols, and social institutions. Cognitive change results
from using these tools in social interactions and from internalizing and transforming these
interactions.
- Research shows that students who believe learning is under their control expend greater
effort, rehearse more, and use better learning strategies. Teachers convey their expectations
to students in many ways.
- Teachers’ expectations influence teacher–student interactions, and some research shows that,
under certain conditions, expectations may affect student achievement. Teachers should
expect all students to succeed and provide support (scaffolding) for them to do so..
- Teachers’ expectations influence teacher–student interactions, and some research shows that,
under certain conditions, expectations may affect student achievement. Teachers should
expect all students to succeed and provide support (scaffolding) for them to do so..
- Learning environments created to reflect constructivist principles look quite different from
traditional classrooms. The key is to structure the learning environment such that students can
effectively construct new knowledge and skills
- Aspects of motivation relevant to constructivism include contextual factors, implicit theories, and
teachers’ expectations. Multidimensional classrooms, which have many activities and allow for
greater diversity in student performances, are more compatible with constructivism than are
unidimensional classes.
- Characteristics that indicate dimensionality are differentiation of task structure, student autonomy,
grouping patterns, and salience of performance evaluations. The TARGET variables (task, authority,
recognition, grouping, evaluation, and time) affect learners’ motivation and learning.
- Characteristics that indicate dimensionality are differentiation of task structure, student autonomy,
grouping patterns, and salience of performance evaluations. The TARGET variables (task, authority,
recognition, grouping, evaluation, and time) affect learners’ motivation and learning.
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