Constructivism Pt.3: The principles of constructivism

Bruner’s 1966 text Toward a Theory of Instruction described the key principles of constructivism (p.225):

Table 1 Principles of constructivism

Principle

Definition

Readiness

Instruction must be concerned with the experiences and contexts that make the student willing and able to learn

Spiral organisation

Structure.

The content must be structured so that it can be grasped by the learner.

Sequence.

Material must be presented in the most effective sequences.

Generation

“Going beyond the information given” – Instruction should be designed to facilitate extrapolation and or fill in the gaps

Extending from these basic constructivist principles as well as from the work of other key figures in the constructivist school, Driscoll (1994) outlines five conditions for learning (p.382-3). Very much like the multiple approaches and interpretations that exist in constructivism, a number of conditions must be met for the approach to be implemented. It’s useful to elaborate briefly on these conditions, as they are relevant to the learning approach discussed in the rest of this series on the E-Learning Curve Blog.

  1. Providing complex learning environments that incorporate authentic activity. Constructivists argue that learners should learn to solve the types of complex problem they will face in real life. Learning how to do this is difficult unless complex and authentic learning environments are available to the learners.
  2. Providing for social negotiation as an integral part of learning. Bruner (1986) explains that learning is a cultural interchange between group members. Collaboration creates an opportunity for learners to share their understandings with others and to have others do the same with them. This provides multiple perspectives to each learner, and this negotiation process between peers should lead to enhanced understanding.
  3. Support multiple perspectives and the use of multiple modes of representation. Because learning skills, behaviours and knowledge can be diverse and complex, constructivists believe that to achieve complete understanding the learner must examine the material from multiple perspectives. If they are not supported in this endeavour, the learner will achieve only a partial understanding of the material. Multiple modes of representation allow the learner to view the same content through different sensory modes.
  4. Nurture reflexivity. Duffy and Cunningham (1996) characterise reflexivity as “the ability of students to be aware of their own role in the knowledge construction process.” (p.172). It could also be described as the learner taking ownership of their own thinking and learning processes. Driscoll (1994) assets that reflexivity and by extension critical thinking are central attributes in the constructivist methodology, as it enables learners to understand how and why cognition creates meaning. This enables learners to attain goals such as reasoning, understanding multiple perspectives, and expressing and defending their own beliefs.
  5. The last condition Driscoll describes is to “emphasise student-centred instruction.” Bruner (1966) calls this “discovery learning”. By obtaining knowledge by themselves, learners select and transform information, construct knowledge, and make decisions in the context of a cognitive structure that provides meaning and organisation to experiences and allows the individual to “go beyond the information given”. Students are actively engaged in determining what and how they will study or gain understanding.

These principles and conditions position the constructivist approach to learning as an appropriate orientation for learning sans frontiers; using technologies like the Internet, websites and virtual learning environments, applying collaborative learning, problem-based learning and goal-based mechanisms, making Open Source Software and Course- and Content Management Systems accessible to learners, and using e-learning applications like online conferencing and collaboration tools could be the foundation for these multiple constructivist conditions for learning. (Duffy & Jonassen 1992, Driscoll 1994; Schank 1994)

These characteristics provide an appropriate framework for knowledge workers to learn (and for the learning intervention), given that their ongoing development is based in the context of already-established cognitive schemata (from the learners’ perspective), the knowledge and skills are applied to solve real-world problems, and their expertise (behaviours) are typically used in collaboration with their peers to enhance the performance of organisations.

More…

References

Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass: Harvard University Press.

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA. Allyn & Bacon.

Duffy, T. M. & Cunningham, D. J. (1996) Constructivism: Implications for the design and delivery of instruction. IN: Jonassen D. H. (Ed) Handbook of Research for Educational Communications and Technology (pp.170- 198). New York: Simon & Shuster Macmillan.

Schank, R. (1994) Active Learning Through Multimedia, IEEE Multimedia, 1(1), pp.69-78.

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November 18 2013 09:00 am | learning theory

6 Responses to “Constructivism Pt.3: The principles of constructivism”

  1. Deirdre on 07 Jan 2008 at 8:34 pm #

    Your article has been included in the Active Learning Blog Carnival, a monthly online journal about the best active learning blogs. It will be available after Jan. 12th at http://activelearningcarnival.blogspot.com/

  2. Heather Stuart on 19 Apr 2008 at 3:44 am #

    Michael

    Thanks for pointing me in the direction of your blog.

    Your posts on constructivism have helped me firm up my own framework for exploring e-learning – both in terms of my studies & application in my workplace.

    Now to read on.

    Heather

  3. Michael Hanley on 21 Apr 2008 at 12:13 pm #

    Heather –
    That’s great to know, and I really appreciate your feedback. Good luck with your ongoing investigation of e-learning, and I’ll be keeping an eye on ‘Views from the Gulch’ – I think that you’re developing a very interesting perspective on the whole discipline.
    Michael

  4. Open source e-learning development 11: Moodle | E-Learning Curve Blog on 09 Nov 2009 at 4:31 pm #

    [...] to Moodle.org, The design and development of Moodle is guided by a “social constructionist pedagogy.” [This approach] can help to focus on the experiences that would be best for learning from [...]

  5. Stephanie Parker on 17 Nov 2009 at 3:58 pm #

    As an educational psychologist, I taught graduate courses in instructional design and instructional leadership. I taught using a constructivist approach and engaged my students (i.e., teachers, principals) in using constructivist concepts and techniques and taking a leadership role in promoting and supporting constructivism throughout the educational process. Something that seems to be missing, however, in discussions and application of constructivism is recognition and use of Universal Design for Learning methods and techniques—UDL provides the important link to making curriculum and instruction accessible to learners/students who come to a learning process with a variety of disabilities that limit how they learn.

  6. A Model for Corporate Learning Environments | E-Learning Curve Blog on 25 Feb 2010 at 4:03 pm #

    [...] information is contingent on their ability to process information on a meaningful fashion. This Constructivist view of learning, and particularly Bruner’s concept of instructional scaffolding should be an [...]