For this activity, I’d like to know more about constructivism. Personally, I’m more in the camp of B.F. Skinner that is nurture over nature, but there are extraneous variables that genetically predispose specific behavious and abilities (Herrnstein, 1998), but I digress. Constructivism theorizes that all of our learning is built upon previous learning and experiences. During interviews if asked “are you an out of the box thinker?” I normally answer, “Everyone thinks within their own box. Our perceptions, ideas, and experiences paint how we think and solve problems. The only way to truly think outside of our own boxes is to have outside influence that can build upon our current knowledge and increases the breadth of our boxes.” This answer is mostly met with minor contemplation before the next question is asked. At the time I was unaware that my insights were a philosophy of constructivism.
“But wait!” I hear you say, “Skinner was a behaviourist!” and I would say to you “absolutely, and with luck behaviourism, constructivism, and cognitivism all work on the same continuum” (Ertmer & Newby, 2013). What do I currently know about Constructivism? Not as much as I would like:
- There are at least a few types of constructivism (Woo & Reeves, 2007)
- Knowledge and understanding is built by the learner (Ertmer & Newby, 2013)
- It has a place role in the semiotics (Pikkarainen, 2011)
- New experiences are compared to a learner’s current understanding to build new knowledge (Ertmer & Newby, 2013)
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism,constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq
Herrnstein, R. J. (1998). Nature as nurture: Behaviorism and the instinct doctrine. Behavior and philosophy, 26(1/2), 73-107.
Pikkarainen, E. (2011). The Semiotics of education: A new vision in an old landscape. Educational Philosophy and Theory, 43(10), 1135–1144. https://doi.org/10.1111/j.1469-5812.2009.00632.x
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning : A social constructivist interpretation, 10, 15–25. https://doi.org/10.1016/j.iheduc.2006.10.005
Here is what I know about constructivism: working with young children I am aware of two types of constructivism, cognitive and social. Cognitive constructivism is based on the work of Piaget who coined Cognitive Development Theory. Piaget believed that children need to construct their own knowledge in order to learn new concepts. He called this mental process of constructing knowledge ‘schema’, repeated patterns of behaviour that build on each other, lead to the examination of concepts and eventually result in the construction of new knowledge (Huitt & Hummel, 2003).
Bruner, Dewey and Vygotsky are often referred to when social constructivism is discussed. Vygotsky developed a Sociocultural Theory, which describes that all development and learning such as social, cognitive and language, happen through social interactions and are rooted in the culture of the environment the child is growing up in. In addition to Piaget, he believed that learning happened through social interactions. Social constructivism supports the idea that humans are social beings, seek out interactions and learn through these interactions (Shieh, 2010). Vygotsky’s theory “subsequently influenced the development of the constructivist movement” (Jaramillo, 1996, p. 1).
Constructivism in regards to the adult learner takes into consideration both cognitive and social learning and focuses on facilitating a student’s own learning rather than the assimilation of content (Shieh, 2010). A constructivist learning environment supports the learner to construct their own knowledge through experiential activities and social engagement with other learners. It provokes reflection and thinking in the learner, to enable problem-solving and authentic learning experiences.
References
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta University. Retrieved from https://intranet.newriver.edu/images/stories/library/Stennett_Psychology_Articles/Piagets%20Theory%20of%20Cognitive%20Development.pdf
Jaramillo, J., A. (1996). Vygotsky’s Sociocultural Theory and Contributions to the Development of Constructivist Curricula. Education 117(1),133. Retrieved from https://www.questia.com/library/journal/1G1-18960235/vygotsky-s-sociocultural-theory-and-contributions
Shieh, R. (2010). A study of instructional strategies for adult online learning.
British Journal of Educational Technology 41(5) 706–720. Retrieved from doi:10.1111/j.1467-8535.2009.00965.x
Hi Alastair –
I was looking back at your research question in U2 which you expressed interest in exploring digital learning methods to help healthcare staff coach patients impacted by financial constraints on community & social programs. I can see the value that a constructivist approach could bring to your research, especially if you’re taking into consideration not just the learner, but also how the learner interacts with environmental factors to create knowledge (Ertmer & Newby, 2013). I am wondering if you are considering choosing a particular constructivist approach in guiding your research? For example, Situated Learning Theory (STL) is associated with constructivism and might also hold some connections to your research.
In LRNT 524 we referenced Thomas (2010)’s dissertation which provided extensive overviews of theoretical frameworks (see chapter 2; 2.7.5). Thomas (2010) noted that through an STL lens “learning is strongly tied to the context and the activity in which it occurs” (p. 140). Given your context of healthcare and the need to foster empathy in staff to coach patients who are experiencing financial constraints, perhaps if you are exploring how might digital learning be designed to increase empathy from providers, STL could offer some insights? Just a thought if it fits. Look forward to learning more about which framework(s) you choose.
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism,constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq
Thomas, P. Y. (2010). Towards developing a web-based blended learning environment at the University of Botswana. (Doctoral dissertation, University of South Africa, Pretoria). Retrieved from http://uir.unisa.ac.za/handle/10500/4245
Thank you so much for your responses Anita and Mel! I really appreciate the additional information and feedback!