Running head: CONSTRUCTIVISM LEARNING THEORY 1

Constructivism Learning Theory

Taylor Rames

EPSY 302

April 18, 2018

Abstract

This paper identifies the constructivism learning theory. This paper will address how learning

occurs through this theory. Constructivism has multiple definitions due to many ways of

interpreting what it means. It will go further into detail explaining the two theorists, Jean Piaget

and Lev Vygotsky, and the two branches of constructivism that they represent. Jean Piaget

represents cognitive constructivism and Lev Vygotsky represents social constructivism. The

terms and concepts that make up this theory will also be explained. These terms include

accommodation, adaption, assimilation, disequilibrium, scaffolding, and the zone of proximal

development. Lastly, this paper will explain some of the resistance this theory has experienced

and how it still manages to be the most cited of the learning theories.
CONSTRUCTIVISM LEARNING THEORY 3

Constructivism Learning Theory

Looking back on activities done in the classroom, one might remember working with

another student or in multiple-person groups or writing journal entries. All of these activities are

ones of constructivism. This essay will provide an overview of constructivism learning theory

and the components that make up this philosophy. There are two theorists that play a major role

in this theory. Those two theorists are Jean Piaget and Lev Vygotsky. Both theorists branch off

further in their definition of constructivism. Constructivism in itself also has many different

factors and terms that make up its definition as well. These definitions will be explained and

given examples as to how they work in a classroom.

Constructivism has been defined by many different people and has many different

definitions. As stated by Jennifer Kretchmar in Constructivism, she quotes another author saying,

“constructivism has taken on as many different definitions as the number of people attempting to

define it” (Kretchmar, 2014). Although a simple definition is difficult to formulate, and some

might even say constructivism is indefinable, the foundations of what constructivism stands for

and the notion of constructing alone can be put together to give an idea of what this theory is

about. In other words, this theory states that knowledge and instruction are learned through the

environment and one’s own experiences. Kretchmar emphasizes this by stating that the major

basis of constructivism is that experiences perceived by an individual is how their knowledge is

constructed (Kretchmar, 2014). This foundation and what it is largely associated with all stem

from the learning theorist, Jean Piaget.

Jean Piaget is recognized as being the pioneer of constructivism. Piaget works to

emphasize that students are not blank slates. He states that the interpretation of new knowledge

comes from prior knowledge that one has already experienced. Another focus of Piaget’s theory
CONSTRUCTIVISM LEARNING THEORY 4

is that learning is an active process. This can be defined as actively creating new mental

structures related to the material. Piaget’s theory can be further broken down as cognitive

constructivism. Cognitive constructivism can be defined as “learning in terms of changes in

cognitive structures” (Kretchmar, 2014). Amy Brandon defines cognitive constructivism as

“learning as an act of accommodation, assimilation, and equilibration” (Brandon, 2010). This

interpretation of new knowledge is either modified or adapted to return one to equilibrium.

According to Piaget, kids naturally want to understand their environment. When a child

can comfortably accept new ideas and base them off of previously learned information in their

environment, that is when they are in equilibrium (Ormrod and Jones, 2017) A child does not

always stay in equilibrium however. Sometimes, they have moments where their previous

knowledge is put into question or unhelpful in specific situations (Ormrod and Jones, 2017). This

is referred to as disequilibrium. Moving from equilibrium to disequilibrium back to equilibrium

is known as the process of equilibration (Ormrod and Jones, 2017). This process of equilibration

can happen very frequently in the classroom. An example of this would be, when a teacher

introduces variables, like x and y. When first introduced, disequilibrium may start to set in.

However, when the student can visualize how the variables are placed in an equation and

recognize that it has simple math skills like addition, subtraction, multiplication, or division, they

may begin to move back to equilibrium because those simple skills are ones they have seen

before. Another part of Piaget’s idea of the constructivism theory plays into this.

Piaget stated that children have a natural curiosity that drives them to adapt to their

environment (Ormrod and Jones, 2017). Children actively try and gain skills and information to

assist them in understanding. (Ormrod and Jones, 2017). “For example, young children often

experiment with new objects, manipulating them and observing the effects of their actions. And
CONSTRUCTIVISM LEARNING THEORY 5

they may ask a seemingly endless series of questions in their efforts to understand the things they

observe around them” (Ormrod and Jones, 2017). This concept is known as adaptation.

Adaptation occurs in two complimentary process, assimilation and accommodation.

Assimilation is the response to or interpretation of an object or an event that is consistent

with existing knowledge (Ormrod and Jones, 2017) It “occurs when new experiences or

information ‘fit’ into existing mental structures” (Kretchmar, 2014). When assimilation occurs,

not much changes with our existing knowledge. An example of this would be if a child sees a

small dog being walked on the sidewalk and shouts ‘Dog!’ even though, let’s say, the only dogs

this child is familiar with are big dogs. Although the child is only familiar with big dogs, the

child identifies that the small animal has a wagging tail, a tongue that hangs out, four legs, big

ears, and so on. The child is able to determine that that animal is also a dog due to assimilation.

The other process of adaptation is accommodation.

Accommodation occurs when a child is unable to relate a new object or event to existing

knowledge (Ormrod and Jones, 2017). It occurs “when new information contradicts what was

previously known” so modifications have to occur (Kretchmar, 2014). When accommodation

occurs, two things can possibly happen, a child can modify existing knowledge to account for the

new information, or, they can form a new mental structure to deal with the information (Ormrod

and Jones, 2017). Sticking with the animal theme, an example of this would be if a child sees a

small dog out side and shouts ‘Kitty!’ The child has only ever been around cats, so the child

assumes that since the small animal has four legs, a tail, and ears, that it is a cat. When an adult

corrects the child saying that the small animal is a dog, the child can create a new mental

structure that justifies that although the two animals have a lot of the same characteristics, the
CONSTRUCTIVISM LEARNING THEORY 6

animal seen is a dog. Piaget’s work on constructivism uses these process of adaptations,

assimilation and accommodation, to describe how one remains in equilibrium.

However, Piaget and his work are not the only attributes to constructivism. There is

another branch of constructivism. Although these two concepts of constructivism are sometimes

compared, they have more similarities then they do differences. This other branch of

constructivism, social constructivism, is due to Lev Vygotsky. Vygotsky’s work is similar to

Piaget’s in most ways although Vygotsky focused heavily in a few different areas. His focus is

more on social constructivism. This can be defined as “learning in terms social interaction,

language, and culture” (Kretchmar, 2014). Furthermore, social background and history effects an

individual’s learning (Jia, 2010). He also breaks down learning saying that there are two different

types. One is more relaxed in that the knowledge picked up in one’s own environment while the

other one is more formal in that the knowledge is picked up in the school setting. No matter the

type of learning, it is all in part of Vygotsky’s most known work, the zone of proximal

development.

The zone of proximal development can be defined as “the range of tasks children cannot

yet perform but can perform with other people’s help and guidance” (Ormrod and Jones, 2017).

These are the tasks that a child can only accomplish when they are assisted and supported. The

support and guidance from another person is defined as scaffolding (Ormrod and Jones, 2017).

Scaffolding has many different types and many different levels. When a task is first emerging, a

child might need more scaffolding. When a task is needing less assistance, the scaffolding is

faded out (Ormrod and Jones, 2017). Tasks that would be outside of one’s zone of proximal

development would be tasks that they can easily accomplish on their own and tasks that they are

unable to accomplish even with assistance. An example of a task within a child’s zone of
CONSTRUCTIVISM LEARNING THEORY 7

proximal development would be having assistance when reading and comprehending. A child

may be able to read most of the text, but they may struggle with a few larger and more

complicated words. An adult is there to assist the student in pronunciation and defining of the

words they struggle with. The adult would also be there to implement scaffolding to the student

when checking for understanding on the idea of the story or article by asking questions that

encourage the student. As the previous example has illustrated, allowing the students to work and

having the teacher bring out that learning is key.

Although constructivism is one of the most known learning theory, there is a lot of

backlash that follows this theory (Kretchmar, 2014). Some have referred to this theory as being

“fashionable, faddish, and even by some, as a religion” (Kretchmar, 2014). Furthermore, others

have also stated that this theory does not necessarily explain how to teach but rather how one

learns and knows information (Kretchmar, 2014). Although not a terrible thing to explain how

people learn, they do say that it lacks on explanations. For example, critics explain that it does

not say what and how to teach but rather what and how not to teach (Kretchmar, 2014).

Despite some responses to this theory, constructivism is the most cited learning theory in

regard to education. This theory can be broken down into two separate yet similar theories. One

being Jean Piaget’s cognitive constructivism which puts emphasis on equilibrium through

adaptation using assimilation and accommodation. The other being Lev Vygotsky’s social

constructivism which focuses on the zone of proximal development and aid of scaffolding. Both

have major influence on children and in the classroom. This theory works to use children’s

experience in their environments and their social backgrounds to aid in their learning.
CONSTRUCTIVISM LEARNING THEORY 8

References

Brandon, A. F., & All, A. C. (2010). Constructivism theory analysis and application to curricula.

Nursing Education Perspectives, 31(2), 89-92. Retrieved from

[Link]

8672?accountid=27073

Jia, Qiong. (2010). A Brief Study on the Implication of Constructivism Teaching Theory on

Classroom Teaching Reform in Basic Education. International Education Studies, 3(2),

197-199

Kretchmar, Jennifer. Constructivism. Constructivism. EBSCO Research Starters.

Ormrod, Jeanna Ellis, and Brett D. Jones. Essentials of Educational Psychology Myeducationlab

Enhanced Pearson Etext Access Card Big Ideas to Guide Effective Teaching. Pearson

College Div, 2017.