Musings About Constructivism and Curriculum

Of the three main learning theories (behaviorism, cognitivism, constructivism), the education world seems to have embraced constructivism. Full-out constructivists believe knowledge does not exist outside the mind, truth is not absolute and knowledge is not discovered but rather constructed by individuals or groups who are making sense of their world (Yilmaz, 2008). The learner uses prior knowledge to understand the new learning experience and learns in a social setting - with and through others. When learners encounter dichotomies in what they know and what they are learning, they either disregard the new learning and stick with the original way of thinking, believe the two opposing things at the same time, compartmentalizing or categorizing each learning to keep them separate, or they let go of the original learning and embrace the new learning (Fosnot, 1996).

Where am I on the constructivist scale of constructivist-light (coined by fellow classmate Stacie) to constructivist-heavy? I cannot embrace that knowledge does not exist outside of the mind or that there are no absolute truths. The idea of constructing knowledge in a social setting resonates with me. Perhaps I'm mid-constructivist with light leanings. As a soon-to-be teacher leader, I desire my school to establish a teacher resource library so teachers have tools to construct new understandings through current journals, articles, books and quality information on the Internet. Some schools probably already have these resources. I find it odd that educators are not encouraged to grow and learn as learners and teachers in as many ways as possible. We complete the mandated professional development hours, but what about reading and study time, even if done on our own with school provided resources. Teachers can, of course, purchase and read resources on their own. It would be a beautiful example of a constructive learning opportunity to make relevant materials readily available for the teacher/learner.

Curriculum has to reflect the learning theory of the writer/school/district. A constructivist curriculum has to provide many opportunities for students to construct knowledge individually and in groups. Constructivists are about big ideas and connections. We are working on a table-top display at the museum. My group's theme is parts and the whole. We want to explore separate parts of the body's organs and well as parts of clothing. We want the learner to think about how parts fit together to make a whole. These thoughts can be applied to the workings of internal organs as well as to how pattern pieces fit together to make a garment. This display should embody constructivist learning.

How does this picture relate to constructivism and curriculum? The building is constructed by a team working together with different jobs and skills (architects, carpenters, plumbers, electricians, etc) to produce something concrete. The two country's flags suggest that differences can exist, side by side. Can you think of more ways the picture relates to constructivism and curriculum? (Taken in NYC on Norwegian Independence Day, May 17th).

Fosnot, C.T. (1996). Constructivism: A psychological theory of learning. Constructivism: Theory, Perspectives and Practice, ed. C.T. Fosnot, 8-33. New York: Teachers College Press.

Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational Horizons, 86(3), 161-172.