ABSTRACT
Constructivism1 has long been recognized as a useful theory of learning in which learners build mental representations by engaging in appropriate kinds of active cognitive processing during learning. It is tempting to also view constructivism as a prescription for instruction in which learners must be behaviorally active during learning. While accepting constructivism as a theory of learning, this chapter examines what is wrong with this view of constructivism as a prescription for instruction. In particular, the thesis of this chapter is that it is inappropriate to assume that active cognitive learning requires teaching methods that promote hands-on behavioral activity during learning-such as discovery methods. Similarly, it is inappropriate to assume that passive instructional methods-such as multimedia presentations-cannot promote active cognitive learning. In this introduction, I explore the constructivist teaching fallacy by drawing on a distinction between high cognitive activity during learning (which according to constructivist learning theory leads to deeper learning) and high behavioral activity during learning (which according to a constructivist teaching theory leads to deeper learning). Second, the chapter reviews exemplary research on when active instructional methods lead to passive cognitive learning (i.e., high behavioral activity and low cognitive activity), including ways that discovery methods can fail. Third, the chapter reviews exemplary research concerning when passive instructional methods lead to active cognitive learning (i.e., low behavioral activity and high cognitive activity), including ways of designing multimedia lessons that promote active learning. Overall, constructivism can be successful as a theory of active learning but not as a prescription for active instruction.
