Constructivist Perspectives

Constructivist Perspectives

Constructive perspectives explain that learning occurs by exploring the world around us, receiving feedbacks and drawing conclusions. It goes on to explain that new concepts and skills are constructed by integration of experience into already existing concepts and skills. In other words learning is internalized by the processes of accommodation and assimilation (Jean Piaget). 

One of the constructive approaches, ‘experimental learning’ was described by David. A Kolb, as a process of deriving meaning from experiences obtained through experimentation. Such approaches give little importance to how the learning is discernible from behavior.  Other constructivist approach include cognitive scaffolding, Problem Based Learning (PBL), research based learning and constructivist learning experiments. 

Kolb explained the approaches toward grasping experience: Concrete Experience, Abstract Conceptualization and approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb learning process engages these four approaches in response to necessitation. Individuals tend to develop one experience-grasping approach and one experience-transforming approach which result in the individuals learning style which could be Converger, Diverger, Assimilator, and Accommodator learning style.

 Kolb’s Cycle

 

Mark K. Smith reviewed critiques of Kolb’s model in his article, “David A. Kolb on Experiential Learning”. According to Smith’s research, there are six key issues regarding the model. They are as follows: 1) the model doesn’t adequately address the process of reflection; 2) the claims it makes about the four learning styles are extravagant; 3) it doesn’t sufficiently address the fact of different cultural conditions and experiences; 4) the idea of stages/steps doesn’t necessarily match reality; 5) it has only weak empirical evidence; 6) the relationship between learning processes and knowledge is more complex than Kolb draws it.

To promote constructivist learning teachers are to be provide a suitable environment for the students to discuss their ideas and be a guide to them by using enhancement elements such as scaffolding (described by Vygotsky) rather than preaching the. Apart from constructive discussion and skillful questioning, teachers should adapt more of Problem Based Learning (PBL),   experimental and research type of learning activities. 

There is no doubt that in a world of innovation and advancement of technology we need more and more constructive minds and henceforth probably constructivist approaches are the most valuable approaches in teaching.