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Constructivism

Constructivism is a learning theory that emphasizes active learning where learners construct their own understanding through experiences and reflecting on those experiences. Learners incorporate new knowledge into existing mental frameworks rather than passively receiving information. There are three main types of constructivism: social constructivism focuses on learning through social interactions; cognitive constructivism emphasizes individual mental processes; and radical constructivism views knowledge as individually constructed through subjective experiences. Constructivism should be used in teaching entrepreneurship, planning, and production subjects because these subjects have real-world applications that are best learned through examples, demonstrations, reflection and social interaction rather than solely through lectures.

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Ella Reverente
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160 views12 pages

Constructivism

Constructivism is a learning theory that emphasizes active learning where learners construct their own understanding through experiences and reflecting on those experiences. Learners incorporate new knowledge into existing mental frameworks rather than passively receiving information. There are three main types of constructivism: social constructivism focuses on learning through social interactions; cognitive constructivism emphasizes individual mental processes; and radical constructivism views knowledge as individually constructed through subjective experiences. Constructivism should be used in teaching entrepreneurship, planning, and production subjects because these subjects have real-world applications that are best learned through examples, demonstrations, reflection and social interaction rather than solely through lectures.

Uploaded by

Ella Reverente
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ns t ru c tiv ism

Co o ry
lear n in g t h e
Group 3
Constructivism Learning Theory
& Philosophy Of Education
Constructivism is a learning theory that emphasizes the active role of learners in building their
own understanding. Rather than passively receiving information, learners reflect on their
experiences, create mental representations, and incorporate new knowledge into their
schemas. This promotes deeper learning and understanding.

Constructivism is ‘an approach to learning that holds that people actively construct or make
their own knowledge and that reality is determined by the experiences of the learner’ (Elliott et
al., 2000, p. 256).
In elaborating on constructivists’ ideas, Arends (1998) states that constructivism believes in the
personal construction of meaning by the learner through experience and that meaning is
influenced by the interaction of prior knowledge and new events.
Constructivism Philosophy
KNOWLEDGE IS CONSTRUCTED RATHER
THAN INNATE OR PASSIVELY ABSORBED
Constructivism’s central idea is
that human learning is
constructed, that learners build
new knowledge upon the
foundation of previous
learning.
This prior knowledge influences
what new or modified
knowledge an individual will
construct from new learning
experiences (Phillips, 1995).
Constructivism Philosophy
LEARNING IS AN ACTIVE PROCESS
The second notion is that learning is an active rather
than a passive process.
Information may be passively received, but
understanding cannot be, for it must come from
making meaningful connections between prior
knowledge, new knowledge, and the processes
involved in learning.
John Dewey valued real-life contexts and problems as
an educational experience. He believed that if
students only passively perceive a problem and do not
experience its consequences in a meaningful,
emotional, and reflective way, they are unlikely to
adapt and revise their habits or construct new habits,
or will only do so superficially.
Constructivism Philosophy
ALL KNOWLEDGE IS SOCIALLY
CONSTRUCTED.
Learning is a social activity – it is
something we do together, in
interaction with each other, rather than
an abstract concept (Dewey, 1938).
For example, Vygotsky (1978) believed
that community plays a central role in
the process of “making meaning.” For
Vygotsky, the environment in which
children grow up will influence how
they think and what they think about.
Thus, all teaching and learning is a
matter of sharing and negotiating
socially constituted knowledge.
TYPES OF
CONSTRUCTIVISM
types

Social Cognitive Radical


Constructivism Constructivism Constructivism
SOCIAL
CONSTRUCTIVISM
Knowledge is created through
social interactions and
collaboration with others.
The learner is an active
participant in the construction of
knowledge and learning is a
social process.
The teacher facilitates learning
by providing opportunities for
social interaction and
collaboration.
Learning is a social process that
involves collaboration,
negotiation, and reflection.
COGNITIVE
CONSTRUCTIVISM
Knowledge is constructed through
mental processes such as
attention, perception, and memory.
The learner is an active problem-
solver who constructs knowledge
through mental processes.
The teacher provides information
and resources for the learner to
construct their own understanding.
Learning is an individual process
that involves mental processes
such as attention, perception,
and memory.
RADICAL
CONSTRUCTIVISM
Knowledge is constructed by the
individual through their subjective
experiences and interactions with the
world..
The learner is the sole constructor of
knowledge and meaning, and their
reality is subjective and constantly
evolving.
The teacher encourages the learner to
question and reflect on their
experiences to construct their own
knowledge.
Learning is an individual and
subjective process that involves
constructing meaning from one’s
experiences.
Why Constructivism in the EPP
Subject?
In conclusion, the constructivism theory should be used when teaching EPP because, as was mentioned in
the previous slide, this subject has a wide range of applications, including agriculture, entrepreneurship,
home economics, industrial arts, and other fields. Therefore, EPP should not solely rely on the teachers as
the sole source of knowledge and information. The things that were discussed should not be taught solely
through conversation; rather, they should be taught through real-world examples and demonstrations of
how they operate.
Group 3
Members:

ELLA REVERENTE JAFFLIN BOHOLANO


CAMERON DIAZ KYLA LlAMASARES

JOSCHUA LEGADA MAUI MILLANO

MICHAEL NARES CHRISTOPHER BALAORO

BEED 3-1

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