Theorists

Many people confuse Constructivist (learning theory) with [|social constructivism]. Constructivist learning theory is associated with high order learning of mature learners, [|androgogy] or [|heutagogy], not early learning as discussed by the Cognitivist, Piaget [|[38]] or Vygotsky [|[39]] , whose research focused on children and sequential learning. Social constructivism is not congruent with the Constructivist learning theory. Dewey, Montessori, and Kolb represent the Constructivist learning theory where experiential learning occurs through real life experience to construct and conditionalize knowledge, and a mentor guides the mature learner. Piaget, Bruner, and Vygotsky are Cognitivist who work with young children and base their learning theories upon sequential development of mental processes scaffolded by an instructor. [|[40]] There are two major strands of the constructivist perspective. These two strands, cognitive constructivism and social constructivism, are different in emphasis, but they also share many common perspectives about teaching and learning. Before looking at the differences between cognitive and social constructivists, it might be worthwhile to look at what they have in common. Jonassen's (1994) description of the general characteristics of constructivist learning environments is a succinct summary of the constructivist perspective. [|[41]] Jonassen (1994) proposed that there are eight characteristics that differentiate constructivist learning environments: 1. Constructivist learning environments provide multiple representations of reality. 2. Multiple representations avoid oversimplification and represent the complexity of the real world. 3. Constructivist learning environments emphasize knowledge construction inserted of knowledge reproduction. 4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context. 5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction. 6. Constructivist learning environments encourage thoughtful reflection on experience. 7. Constructivist learning environments"enable context- and content- dependent knowledge construction." 8. Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition." Jonassen's eight characteristics would be supported by both social and cognitive constructivists. There is, however, a difference in the emphasis these two strands on constructivism place on each of those characteristics. [|[42]]

Robert Gagné @http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9

The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create the construction of an individual's new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were once misunderstandings, and evaluate what is important, ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world and new experiences into the mental capacity already present. Individuals conceive a particular fashion in which the world operates. When things do not operate within that context, they must accommodate and reframing the expectations with the outcomes. The role of teachers is very important within the constructivism learning theory. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding. This takes away focus from the teacher and lecture and puts it upon the student and their learning. The resources and lesson plans that must be initiated for this learning theory take a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told. Also, teachers are continually in conversation with the students, creating the learning experience that is open to new directions depending upon the needs of the student as the learning progresses. Teachers following Piaget's theory of constructivism must challenge the student by making them effective critical thinkers and not being merely a "teacher" but also a mentor, a consultant, and a coach.