ABSTRACT
Constructivism refers both to a learning theory (how people learn) and to an epistemology of learning (what is the nature of knowledge). Both the constructivist theory of learning and constructivist epistemology are generally quite distinct from behaviorism and cognitivist theories of learning, although some theorists are associated with more than one of these theories. Moreover, the constructivist epistemology is reflected in other learning theories, not only constructivist theory. Thus it is important to keep in mind that the term constructivism is used in two distinct ways, to refer to a theory and to an epistemology. Constructivist theory posits that people construct their own understanding and knowledge of the world through experiencing the world, and reflecting on those experiences. Our encounters with new ideas, new things and new perspectives require that we reconcile the new with our prior understanding: does the new fit with our previous understanding and if not, do we discard it, integrate it with our existing views or change our existing beliefs? This process is one of asking questions, exploring, engaging in dialogue with others and reassessing what we know. As such we are active creators and constructors of our own knowledge. Moreover, as discussed in Chapter 1, the constructivist epistemology, regarding what is knowledge, is very distinct from the objectivist epistemology that underlies behaviorist and cognitivist theory. In the constructivist perspective, knowledge is constructed by the individual through his or her interactions with the community and the environment. Knowledge is thus viewed as dynamic and changing, constructed and negotiated socially, rather than something absolute and finite. This has important implications for teaching and learning, and will be explored further in the section on Constructivist Pedagogy. Constructivist learning theory, like behaviorist and cognitive learning theories, is not one unified entity. Rather it is an umbrella term representing a range of perspectives based on two or more rather distinct positions while sharing some common denominators. Duffy and Cunningham (1996) clarify the basis of constructivism, noting that despite the diversity of views encompassed in the concept of constructivist learning theory, there seems to be a general consen-
sus to the general view that “learning is an active process of constructing rather than acquiring knowledge,” and that “instruction is a process of supporting that construction rather than communicating knowledge” (p. 177). In the 20th century, the major theorists associated with constructivist approaches were Jean Piaget and Lev Semyonovich Vygotsky. Two major camps or perspectives are associated with constructivism, one with each theorist:
• “cognitive constructivism” is how the individual learner understands the world, in terms of biological developmental stages; and
• “social constructivism” emphasizes how meanings and understandings grow out of social encounters.
