Theory of constructivism

"cognitive constructivism" which is about how the individual learner understands things, in terms of developmental stages and learning styles, and "social constructivism", which emphasises how meanings and understandings grow out of social encounterssee Vygotsky below.

 In the context of learning, constructivism theory assumed that knowledge will not exist outside the mind, but can be created in the mind based on actual experience. The concept of constructivism is based on the following assumptions:
1. Knowledge can be formed by individuals who take their own initiatives. 2. The aim to form knowledge is to adapt oneself in the environment. 3. The process of knowledge formation is the result of individual experiences

 The idea of constructivism was originated from Piagets cognitive development theory and Vygotskys zone of proximal development (ZPD).

 in Vygotskys theory of the "Zone of Proximal Development" (ZPD). "Proximal" simply means "next". He observed that when children were tested on tasks on their own, they rarely did as well as when they were working in collaboration with an adult.
Hence, for him, the development of language and articulation of ideas was central to learning and development.

 Theory of constructivism shows that knowledge can be formed through the process of inter-influence between previous learning and related new learning. During the learning process, pupils are able to create knowledge by actively involving themselves in using the existing experience so as to solve any contradiction which may arise to achieve a common understanding with the new information.

 To conclude, an individual who actively involves himself in learning should base on constructivism instead of learning passively. The process of acquiring knowledge according to constructivism contains the characteristic of development and evolution. Under constructivism knowledge is not used to clarify reality. On contrary, it is used as a means to rationalize the action and experience which an individual undergoes(knowledge acquired may not be the same for each individual).

In a constructivist classroom, learning is:

Constructed: Students come to learning situations with already formulated knowledge, ideas, and understandings. Students will integrate new experiences and interpretations to construct their own personal meaning with this previous knowledge. Active: The student is the person who creates new understanding for her/himself. The teacher guides knowledge, but allows the students to experiment, manipulate objects, ask questions and try things that don't work. Students also help set their own goals and means of assessment. Reflective: Teachers should create opportunities for students to question and reflect on their own learning processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences. Collaborative: The constructivist classroom relies heavily on collaboration among students because students learn about learning not only from themselves, but also from their peers. When students together review and reflect on their learning processes, they can pick up strategies and methods from one another. Inquiry- or Problem-Based: The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. Evolving: Students have knowledge that they may later see as incorrect, or insufficient to explain new experiences. As students explore a topic or problem, they draw conclusions, and, as exploration continues, they revisit those conclusions and modify them to support new knowledge or experiences.