Essay Example. Overview of Constructivism Theory

Constructivism is ideally a philosophy founded on logical study and reflection concerning how people acquire knowledge (Taber, 2018). It explains that individuals construct their understanding and indulgence of the world through feeling things and using their understanding as a reflection. When something new is encountered, there is a need to reconcile the thinking with past experiences and ideas. The latter may brush off the additional information as immaterial or even change what people have held as belief for long. In a classroom context, a constructivist perspective of learning explains several teaching methodologies. Generally, the approach encourages learners to adopt several effective methods like problem-solving of real-world issues and doing experiments to create new understandings (Taber, 2018). The teachers should ensure that they understand well their learner's preexisting perceptions and consequently give guided activities to address them as well build on them.

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General implications of the theory

Constructivism has critical inferences for teaching. First, education cannot be perceived as knowledge transition from enlightened to less enlighten (Harfitt & Chan 2017). Ideally, constructivist tutors do not assume the role of ‘Sage on the stage’. Teachers play the role of a ‘side guide’, who help the learners with the opportunity to test the sufficiency of their existing understandings. The second implication of Constructivism, if learning is based on preexisting knowledge, then the teacher must recognize that knowledge. Also, they must give a learning atmosphere that checks on the discrepancies between the learner's present understanding and the new proficiencies before them. Thirdly, time is required to build on new and actively acquired knowledge. Sufficient time helps learners to reflect on the unique experiences and probably how those experiences work in-line against the preexisting understanding (Krahenbuhl, 2016). Also, it may trigger how distinct knowledge may give learners an enhanced world view which may not necessarily be correct.

Theorists of Constructivism and their contributions

John Dewey has been over time cited as the philosophical founder of the Constructivism theory as a learning pedagogy (Xyst, 2016). He disputed the notion that learning institutions should endeavor to focus on rote and repetitive memorization but instead, students should enjoy directed learning. The learning insisted that learners should engage in practical and real-world workshops, through which they can demonstrate their understanding through collaboration and creativity. Learners should get an opportunity to think by themselves and plainly articulate their opinions. Another contribution of Dewey was that he called upon the education to be beached on a real experience. A sustained enquiry was the remedy for the doubt arising from learning. Considering alternatives can be embraced for one to articulate their understanding and thoughts.

Another theorist was Piaget. In his contributions he disputed the idea that education was impassive assimilation of facts. On the contrary, he suggested that learning was a dynamic approach that comprised of successive levels of adaptation to reality. During such time, learners aggressively construct understanding by formulating and testing their philosophies about the world (Xyst, 2016). However, Piaget contribution was less influential and less contemporary; it stirred various critical educational ideologies like recognition of individual differences, discovery knowledge and thoughtfulness to kids' readiness. He also felt that learners do not need knowledge forced upon them; instead, they should create it by themselves.

The relevance of Constructivism theory in education

Teaching methods and educational curricula are dynamic in various aspects. One of the elements of change in Curricula is the modification in the focus of directives from a curriculum which transmitted to a transactional one (Harfitt & Chan, 2017). In a regular curriculum, tutors pass information to learners who listen passively and acquires knowledge. In a curriculum which is transactional learners are aggressively involved in the entire learning to gain a new understanding. Therefore, Constructivism in education is very important and critical to both learners and their teachers. The approach nurtures critical think and establishes motivated and active learners (Harfitt & Chan, 2017). Besides, it also encourages learners to reflect, evaluate their work and note some of the skills required based on their current needs. It also enhances diverse points of view by reflecting on our contemporary world immense access to content. Thus, Constructivism is crucial in the education system for molding learners to be inquisitive intellectuals who boldly questions, reason, inspect and also autonomously engage. For the teachers, it frees them to decide on matters that will foster and enrich learners' development in the areas, as mentioned earlier.

Implications of the theory for Disabled learners

Students with special needs (disability) have, for the longest time not been allowed to express themselves sufficiently. Teaching curriculums have developed focusing on a teacher-centered approach rather than Constructive model, which would be of help for the disabled population of the learners (Harfitt & Chan, 2017). Over time, disability perceived as a constructed experience; thus, such learners are given a high authority and independence to express their worldly perspectives and their identity. Thus, Constructivism pedagogy gives learners with disabilities a significant influence and autonomy in directing and defining their very own learning. At the bases of its approach to disability studies, Constructivism is a rational concept that all knowledge is culturally and socially constructed. The understanding is a very pertinent ideal for learners with disabilities because it sparks effective changes. Thus, with the exclusion of teacher's perceptions about learners with a disability, it allows the learners to make informed choices and autonomous world views. Finally, Constructive model encourages and directs such students into self-acceptance and thus fostering the right mindset within the learners leaving with disabilities.

References

Harfitt, G. J., & Chan, C. (2017). Constructivist learning theories in teacher education programs: A pedagogical perspective. International handbook of research on teacher education, 545-561.

Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97-105.T

aber, K. S. (2018). Constructivism in Education. Early Childhood Development: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications, 312.

Xyst, K. (2016). Constructivism, Dewey, and academic advising. NACADA Journal, 36(2), 11-19.