Boris Margolin

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Constructivism

Constructivism as a learning theory proposes that learners take an active role in their learning. They are responsible for the construction of their own knowledge. The way that they build that knowledge is with the aid of their educators, peers, “more knowledgeable others”, as well as social interactions.

The role of the educator/peer is not to elicit any form of specific behavior or dictate the knowledge being built. Instead their role is to provide the necessary guidance, tools, and environment help facilitate the initial stages of knowledge construction.

Group learning and collaboration are some of the cornerstones of social constructivism (GSI 2020). In these environments, where learners can utilize the experience and backgrounds of their peers, the group works together to construct their knowledge on a topic or to achieve a mutual goal.

I had an opportunity to experiences this when a colleague and I were invited to attend a 2-day boot camp put on by a major software developer. Beside us the developer had invited others to this event. Each group, and they varied in size depending on who could attend, was paired with a more knowledgeable other who, in the first half of day 1, acted as a more knowledgeable other (MKO) in helping groups get accustomed with the software.  This provided groups with the initial scaffolding and grounded us all equally in a zone of proximal development (ZPD). We all knew an equal amount about the software.

In the second part of day 1, groups began to build within the software. Each person in the group had a different background. Some were visual designers, developers, marketers, administrators, and educators. The groups determined on their own what they wanted to build, and the MKO provided instruction on how to achieve that goal. The instruction and demonstrations by the MKO established the scaffolding (S. McLeod 2019). As groups worked hands on with software the scaffolding was adjusted to help the group move through the ZPD (UCD Dublin) to where they could work on their own, referring back to the MKO when they wanted to again, move beyond what had achieved thus far.

Groups were also able to socialize together over the two days and discuss what they were building. This brought out how their personal and professional backgrounds influenced what they were building.

At the end of the two days groups presented what they built, talked about their process, and answered questions. This “tangible” artifact that was constructed from the process the learner underwent would then be used to explain the software and what they learned to others.  (Ackermann, Edith. (2001).

Reference

Social Constructivism. GSI (2020).
https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

McLeod (2019) The Zone of Proximal Development and Scaffolding
https://www.simplypsychology.org/Zone-of-Proximal-Development.html

UCD Dublin Overview of Constructivism and Social Constructivism
http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom

Ackermann, Edith. (2001). Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?. 5.
https://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf

Reference (infographic)

Healthline.com What Are Piaget’s Stages of Development and How Are They Used
https://www.healthline.com/health/piaget-stages-of-development

McLeod, S. A. (2019, July 11). Bruner – learning theory in education. Simply Psychology.
https://www.simplypsychology.org/bruner.html

David L, “Constructivism,” in Learning Theories, June 20, 2015,
https://www.learning-theories.com/constructivism.html

McLeod, S. A. (2018, August 05). Lev Vygotsky. Simply Psychology. https://www.simplypsychology.org/vygotsky.html

McLeod, S. A. (2018, June 06). Jean piaget’s theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html