Constructivism - What it isn't and What it is

Progressive educators like to talk a lot about a theory of learning called constructivism. It is noteworthy that it is seen as a theory of learning, as opposed to a theory of teaching, for constructivism contends that our understanding of content goes deeper when learners actively work with that content to make sense of it. Constructivism is the process of using the knowledge and experience we have accumulated to clarify what we understand, to build on those understandings and then to use what is learned to adapt more successfully to our environment. Constructivism demands that we begin with sound, accurate knowledge as a basis for creating new knowledge. It is not a philosophy that claims any answer is as good as any other. By the way, here is how one aspiring teacher defined constructivism. This is a particularly fine example of what constructivism is NOT:

"I am very anxious to return to my classroom and teach science. Constructivism has taught me [that] I do not need to know any science in order to teach it. I will simply allow my students to figure things out for themselves, for I know there is no right answer."

In how many different ways does this statement misinterpret constructivism? First, you need to know a lot of science to teach it in a constructivist manner. Learning in this way requires solid, verifiable foundational knowledge (that might come from a reading, lecture, or video) that can be developed further through discussion, experimentation, or creative exploration. Second, the students don't just figure things out for themselves. They ask analytical questions, they employ some sort of scientific method, or they use a structured process for probing more deeply into the material. Third, there may not be a single right answer, but there are plenty of wrong answers, and usually only a handful of right answers that are supported by evidence, logic, or past experience.

Let me just say for emphasis that constructivism does not rule out using materials that are didactic, such as lectures, readings or demonstrations. Although these traditional methods are not emphasized under constructivism, they are often a necessary aspect of a truly worthwhile constructivist learning experience.

Constructivism, then, is an exciting, hands-on approach to making sense of the world. But at its best it is content-rich, rigorous, evidence-based, demanding, and highly collaborative.