Constructivist Learning Theories

The constructivistic approach to teaching and learning is based on a combination of a subset of research within cognitive psychology and a subset of research within social psychology, just as behavior modification techniques are based on operant conditioning theory within behavioral psychology. The basic premise is that an individual learner must actively "build" knowledge and skills (e.g., Bruner, 1990) and that information exists within these built constructs rather than in the external environment.

However, all advocates of constructivism agree that it is the individual's processing of stimuli from the environment and the resulting cognitive structures, that produce adaptive behavior, rather than the stimuli themselves (Harnard, 1982).

http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html

http://www.personal.psu.edu/sjm256/portfolio/kbase/Theories&Models/Constructivism/constructivism-notes.html

Constructivism identifies specific points regarding learning intervention:

The Nature of the Learner-

• The learner as a unique individual
• The importance of the background and culture of the learner
• The responsibility for Learning
• The motivation for learning

The role of the instructor-

• Instructors as facilitators

The nature of the learning process

• Learning is an active social process
• The dynamic interaction between task, instructor and learner

Expanded information for this points can be accessed at http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

Constructivist learning is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging. They are "constructing" their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying these to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs.

http://otec.uoregon.edu/learning_theory.htm#Constructivism