Constructivism as Learning Theory

Intertwined with educational and cognitive neuroscience research are learning theories, which

until the advent of cognitive neuroscience were difficult if not impossible to substantiate with research.

Constructivism is one of those learning theories that has an epistemological and philosophical image

beginning with Socrates through Emmanuel Kant to John Dewey, Jean Piaget and Jerome Bruner

(Brooks & Brooks, 1993, 1998). It is “an educational theory that emphasizes hands-on, activity-based

teaching and learning during which students develop their own frames of thought” (Johnson, Dupuis,

Musial, Hall, & Gollnick, 2003, p. 291). Zemelman, Daniels, and Hyde (1993) defined constructivism

in these terms: “Children do not just receive content; in a very real sense, they recreate and re-invent

every cognitive system they encounter, including language, literacy, and mathematics” (p. 8).

Richardson (2003) added that constructivism “is a descriptive theory that describes the way people

actually do learn; it is not a normative theory that describes the way people should learn” (p. 404).

Brooks and Brooks (1993) contrasted constructivist teaching practices with traditional teaching

practices. Whereas traditional teaching practices involve students repeating or miming newly presented

information in reports or tests, “constructivist teaching practices help learners to internalize and reshape,

or transform new information” (p. 15). Brooks and Brooks (1993) outlined the characteristics of

constructivist teachers, describing constructivist teachers “as mediators of students and environments,

not simply givers of information and managers of behavior” (p. 102). The characteristics of

constructivist teachers are:

1. Constructivist teachers encourage and accept student autonomy and initiative.

2. Constructivist teachers use raw data and primary sources, along with manipulative,

interactive, and physical materials.

3. When framing tasks, constructivist teachers use cognitive terminology such as “classify,”

“analyze,” “predict,” and “create.”

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 4. Constructivist teachers allow student responses to drive lessons, shift instructional strategies,

and alter content.

5. Constructivist teachers inquire about students’ understandings of concepts before sharing

their own understandings of those concepts.

6. Constructivist teachers encourage students to engage in dialogue, both with the teacher and

with one another.

7. Constructivist teachers encourage student inquiry by asking thoughtful, open-ended questions

and encouraging students to ask questions of each other

8. Constructivist teachers seek elaboration of students’ initial responses.

9. Constructivist teachers engage students in experiences that might engender contradictions to

their initial hypotheses and then encourage discussion.

10. Constructivist teachers allow wait time after posing questions.

11. Constructivist teachers provide time for students to construct relationships and create

metaphors.

12. Constructivist teachers nurture students’ natural curiosity through frequent use of the

learning cycle model. (Brooks & Brooks, 1993, pp. 103-116)

Consistent with the characteristics of constructivist teachers are recommendations from several national

curriculum reports summarized by Zemelman, Daniels, and Hyde (1993) as outlined in Table 1.

© LVNeiman 2012
 Best Practice: Common Recommendations of National Curriculum Reports
DO LESS… DO MORE…
LESS whole-class, teacher-directed instruction (e.g., MORE experiential, hands-on learning
lecturing)
MORE active learning, with all the attendant noise and movement of
LESS student passivity: sitting, listening, receiving, students doing and talking
and absorbing information
MORE student-student interaction
LESS solitude and working alone
MORE flexible seating and working areas in the classroom
LESS presentational, on-way transmission of
information from teacher to student MORE diverse roles for teachers, including coaching, demonstrating,
and modeling
LESS rigidity in classroom seating arrangements
MORE emphasis on higher-order thinking, on learning a field’s key
LESS prizing of silence in the classroom concepts and principles

LESS classroom time devoted to fill-in-the-blank MORE deep study of a smaller number of topics, so that students
worksheets, dittos, workbooks, and other “seatwork” internalize the fields way of inquiry

LESS student time spend reading textbooks and MORE development of students’ curiosity and intrinsic motivation to
basal readers drive learning

LESS focus on “covering” large amounts of MORE reading of real texts: whole books, primary sources and
material in every subject area nonfiction materials

LESS rote memorization of facts and details MORE responsibility transferred to students for their work: goal
setting, record keeping, monitoring, sharing, exhibiting and
LESS reliance on shaping behavior through evaluating
punishments and rewards
MORE choice for students ( e.g., choosing their own books, writing
LESS tracking or leveling students into “ability topics, team partners and research projects)
groups”
MORE enacting and modeling of the principles of democracy in
LESS use of pull-out special programs school

LESS emphasis on the competition and grades in MORE attention to affective needs and the varying cognitive styles
school of individual students

LESS time given to standardized test preparation MORE cooperative, collaborative activity; developing the classroom
as an interdependent community
LESS use of and reliance on standardized tests
MORE heterogeneously grouped classrooms where individual needs
are met through individualized activities, not segregation of bodies

MORE delivery of special help to students in regular classrooms

MORE varied and cooperative roles for teachers, parents, and

administrators

MORE use of formative assessments to guide student learning

MORE reliance upon descriptive evaluations of student growth,

including observational/anecdotal records, conference notes, and
performance assessment rubrics

© LVNeiman 2012
 Zemelman, Daniels, and Hyde (1993) affirmed that “there is a strong consensus definition of

Best Practice, of state-of-the-art teaching in every critical field” (p. 4). They synthesized

recommendations for effective teaching from the National Council of Teachers of Mathematics, the

Center for the Study of Reading, the National Writing Project, the National Council for the Social

Studies, the American Association for the Advancement of Science, the National Council of Teachers of

English, the National Association for the Education of Young Children, and the International Reading

Association. Those recommendations are described in Table 1. The common recommendations listed

under DO MORE in Table 1 are consistent with many of the characteristics of constructivist teachers in

that they rely on constructivist principles and are student-centered.

Caine and Caine (1997) connected learning theory to emerging research regarding how the brain

learns. They developed 12 brain/mind principles:

Principle 1: The brain is a complex adaptive system.

Principle 2: The brain is a social brain.

Principle 3: The search for meaning is innate.

Principle 4: The search for meaning occurs through “patterning.”

Principle 5: Emotions are critical to patterning.

Principle 6: Every brain simultaneously perceives and creates parts and wholes.

Principle 7: Learning involves both focused attention and peripheral perception.

Principle 8: Learning always involves conscious and unconscious processes.

Principle 9: We have at least two ways of organizing memory.

Principle 10: Learning is developmental.

Principle 11: Complex learning is enhanced by challenge and inhibited by threat.

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 Principle 12: Every brain is uniquely organized. (Caine & Caine, 1997, p. 19)

These principles are consistent with the types of teaching activities and approaches outlined in the

characteristics of constructivist teachers and the common recommendations of national curriculum

reports as well as the three instructional approaches summarized by Caine and Caine (1997). These three

instructional approaches demonstrate teacher-directed instruction, a combination of teacher/student-

directed instruction, and student-directed instruction and they are described in Table 2.

Instruction Approach 3 is student-directed instruction, which is not only supported by

educational research, but also cognitive neuroscience research. It is this third instruction approach that

is considered best practice today and is reiterated in the works of those who are translating research to

classroom practice.

Table 2: Instructional Approaches (Caine & Caine, 1997, p. 25)

Instructional Approach 1 Instructional Approach 2 Instructional Approach 3

Instructional Approach 1 can Instructional Approach 2 is Instructional Approach 3 is
generally be described as a considerably more complex what we had envisioned as
“stand-and-deliver” model. and sophisticated than brain based. It
This approach relies on top- Instructional Approach 1. It is differs radically from
down thinking and the control still primarily a command- Instructional Approaches 1
of information and facts to be and-control mode of and 2 because it is much more
disseminated by teachers. instruction, with many of the learner centered, with genuine
same beliefs and practices as student interest at its core.
Instructional Approach 1, but This kind of teaching is more
there are some critical fluid and open. It includes
differences. Teaching tends to elements of self-organization
be organized around concepts as students focus individually
with an eye to creating or gather collectively around
meaning rather than just for critical ideas, meaningful
memorizing. To this end, it questions, and purposeful
uses complex materials and projects. Instructional
can incorporate powerful and Approach 3 teaching is also
engaging experiences. high organic and dynamic,
with educational experiences
thatapproach the complexity
of real life.

© LVNeiman 2012
 References

Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist

classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Johnson, J. A., Dupuis, V. L., Musial, D., Hall, G. E., & Gollnick, D. M. (2003). Essentials of American

education. Boston: Pearson Education, Inc.

Neiman, L. V. (2008). Influence of high school teacher implementation of best practice: Grounded

Theory (Doctoral dissertation, Cardinal Stritch University).

Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401-406.

Zemelman, S., Daniels, H.., & Hyde, A. (2012). Best practice: Bringing standards to life in America’s

schools (4th Ed.). Portsmouth, NH: Heinemann.

© LVNeiman 2012