| The focus of the constructivist theory is on the | | | | These principles and goals of teaching and learning for |
| process of constructing learning and the | | | | constructivists are threaded together by the |
| understanding through active engagement or | | | | interaction between the teacher and the student. |
| communication of the learners. Essentially, | | | | The student's role related to instruction should be |
| constructivists put the means of learning in the | | | | that of a participant in the construction of their own |
| control of the learner (Ormrod, 2008). The theory is | | | | knowledge. This theory is reflected in Dewey's |
| based on Piaget's research related to the way | | | | concept of experience as the interaction of the |
| learning takes place. He believed that reality is not | | | | person with her or his environment reflects this belief |
| absolute, and human beings construct knowledge | | | | (Gertek, p. 83). Students should theory the |
| based on their perceptions of the world (Fosnot, | | | | classroom as a place where they can transform |
| 1996). Other theorists that contributed to the | | | | themselves. The term "transform" implies renewing |
| current constructivist view include Lev Vygotsky, | | | | and awakening oneself intellectually, professionally, |
| Jerome Bruner, Howard Gardner, and Nelson | | | | and personally. In addition, students must adopt the |
| Goodman. | | | | belief that they are responsible for their own learning. |
| Overall, the theorists believed that the constructivist | | | | Students must actively take information and |
| theory of learning and development occur when | | | | conceptualize it into their own reality. The will |
| learners interact with the environment and people | | | | naturally promotes a change within the role of the |
| around them (Hunt, 1969). Therefore, the | | | | teacher and the student. |
| constructivist view empowers students to follow | | | | The teacher's role related to instruction and student |
| their own interests and make the connections | | | | success should be fostered by the ideal that |
| necessary to form new ideas. The theory rests on | | | | students are motivated by their own internal |
| the assumption that knowledge is constructed by | | | | perceptions, needs, and characteristics. Brook |
| learners as they attempt to make sense of their | | | | describes the constructivist teacher as one who |
| experience, and the learner should have the ability to | | | | places value on the student's point of view and then |
| have control of the learning process. | | | | behaves in an interactive manner, mediating the |
| The goals of constructivist-centered instruction are | | | | students (p. 17). Students are not motivated by |
| problem solving, reasoning, critical thinking, and the | | | | external demands, expectations, and environmental |
| active and reflective use of knowledge. The | | | | conditions, but by an interaction of the two. |
| constructivist views the goals of learning as | | | | Therefore, the teacher's primary role is to provide an |
| embedding learning in complex, realistic, and relevant | | | | environment which fosters creativity and learning for |
| environments; providing for social negotiation as an | | | | the students. |
| integral part of learning; supporting multiple | | | | Constructivist theorists such as Vygotsky and |
| perspectives and the use of multiple modes of | | | | Dewey believed that learners do not learn in isolation |
| representation; encouraging ownership in learning; and | | | | from others, and cognitive psychology has gradually |
| nurturing self-awareness of the knowledge | | | | established that people naturally learn and work |
| construction process (Driscoll, 2005). All of these | | | | collaboratively in their lives (Petraglia, 1998). The |
| goals are considered by the instructor to facilitate an | | | | importance of interactivity in the classroom through |
| environment that encourages active participation, | | | | the active learning process is emphasized in the |
| interactivity, open communications, and pleasant | | | | constructivist theory (Brooks & Brooks, 1993; |
| conditions. This is accomplished through a learning | | | | Fosnot, 1996). It is the responsibility of the teacher |
| community that encourages reciprocal teaching | | | | to provide and environment to allow learners to chart |
| activities that include discussions, group projects, | | | | the course of their learning. Also, the learner's |
| presentations, and experiential activities to provide an | | | | instructional environment must foster an environment |
| environment that fosters higher level learning. | | | | that is conducive to learning and creativity <! |