Constuctivist theory

• Bruner's constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the context of mathematics and social science programs for young children (see Bruner, 1973). The original development of the framework for reasoning processes is described in Bruner, Goodnow & Austin (1951). Bruner (1983) focuses on language learning in young children. (http://tip.psychology.org/bruner.html)

• What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
  1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
  2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners. (http://www.exploratorium.edu/ifi/resources/constructivistlearning.html)

• Definition


• Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
  Discussion


• There are several guiding principles of constructivism:
  ~Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
  ~Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
  ~In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
  ~The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. (http://www.funderstanding.com/constructivism.cfm)