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Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Both theories are now encompassed by the broader movement of progressive education. Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge. [3]
From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. [3]
The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. [40] Constructivism has many varieties such as active learning , discovery learning , and knowledge building , but all versions promote a student's free exploration within a ...
Constructivism (philosophy of mathematics), a philosophical view that asserts the necessity of constructing a mathematical object to prove that it exists Constructivism (philosophy of education), a theory that suggests that learners do not passively acquire knowledge through direct instruction; instead, they construct their understanding through experiences and social interaction, integrating ...
Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience. Student-centered learning puts students' interests first, acknowledging student voice as central to the
Constructivism has been considered as a dominant paradigm, or research programme, [1] in the field of science education since the 1980s. [2] [3] The term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.
A branch of educational evaluation theory has emerged that focuses on constructive alignment as a key element in effective educational design. Known as design-focused evaluation , [ 2 ] this approach seeks student feedback on the efficacy of the designed alignment between the intended learning outcomes and the teaching and learning activities ...