Charles Stai

Ed Psych
April 6, 2015

Constructivism: Building Our Own Knowledge

What happens when a young child comes across a new object? Do they touch the
object or ask questions about this strange new object? According to Jean Piaget, children
have a natural curiosity towards the world. They will continue to experiment and
manipulate a new object in an effort to understand the effect of their actions. (Ormrod
142). Constructivism is defined as follows: People construct their own understanding
and knowledge of the world, through experiencing things and reflecting on those
experiences (Constructivism as a Paradigm 2). If we come upon something new, we
use our previous ideas and experiences and apply them to the situation. We either
disregard our previous thinking or change the way we think (Constructivism as a
Paradigm 2). By asking questions, exploring, and assessing what we know, we create
our own knowledge (Constructivism as a Paradigm 1). In order for constructivism to
be most beneficial in the classroom, the focus should shift from the teacher to the student.
The students should build on prior knowledge, attaching new knowledge to their mindset,
correcting misconceptions if they exist. The lessons should be interactive. I believe
constructivism is an effective teaching method in the classroom because it builds upon
students previous knowledge, allows them to explore an idea, and encourages students to
test their hypotheses.
Jean Piaget, a developmental theorist, is one of the earliest constructivists. Piaget
states that children categorize and organize their thoughts and feelings from a very early
age, often at birth (Behl-Chadha 142). These categories or groups are called schemes.

Children form many of them and use them repeatedly to navigate their way through their
environment (Ormrod 142).

Essentials of Educational Psychology gives the following

example of a scheme. A 13-year-old may have a scheme for what constitutes fashion,
allowing her to classify her peers as being either totally awesome or real losers
(Ormrod 142). Adaptation is another one of Piagets points in constructivism. Piaget
claims that adaptation occurs in two ways: assimilation and accommodation.
Assimilation is the process of interpreting and responding to a new event that is
consistent with an existing scheme. A 13-year-old might label a classmates attire as
either in style or out of style (Ormrod 142). There will come a time when a child cannot
relate back to a new object or use an existing scheme. This is where accommodation
comes into play.
Accommodation is modifying or creating a whole new scheme to deal with the
situation (Ormrod 143). The 13-year old may have to rethink and change her scheme
based on what styles are in or out (Ormrod 143). Assimilation and accommodation
are almost always used together when children are constructing their knowledge about
their environment. In her book, Jeanne Ellis Ormrod maintains that Children interpret
each new event within the context of their existing knowledge (assimilation). But at the
same time may modify their knowledge as a result of the new event (accommodation)
(Ormrod 143).
Piaget also believed that interaction and observations of the physical world is
crucial for cognitive growth (Ormrod 143). Ormrod agrees when she writes, By
exploring and manipulating physical objectsfiddling with sand and water, playing
games with balls and bats, conducting science experiments and so onchildren learn the

nature of such characteristics as volume and weight, discover principle related to force
and gravity, acquire a better understanding of cause-and-effect relationships, and so on
(Ormrod 143). If for some reason interaction with the physical environment isnt
possible, a child learns a great deal about the world simply by watching what happens
around them (Bebko, Burke, Craven 143). Piagets theories of assimilation and
accommodation can be incorporated into the classroom to ensure effective teaching and
learning.
Piaget discovered the key principles of equilibrium, disequilibrium, and
equilibration. According to Piaget, equilibrium is when children can use the schemes
they already know and apply them to new events comfortably. Disequilibrium is the
opposite. Disequilibrium is when children have a tough time using what they know to
apply it to the new event, causing mental discomfort. Finally, equilibration is the switch
from equilibrium to disequilibrium back to equilibrium. Piaget states that children are
progressing in the development of more complex thought and understanding when this
process is applied (Ormrod 145). An effective teacher can guide a student through this
process in the classroom.
As for instruction in the classroom, Jerome Bruner, a prominent constructivist,
believes that the students should be encouraged by their teachers to determine principles
on their own (Constructivist Theory 2). Bruner also feels that discussion between
student and teacher is essential in a constructivist classroom. In Bruners view,
Curriculum should be organized in a spiral manner so that the student continually builds
upon what they have already learned (Constructivist Theory 2). As the prominent
constructivist puts it, a theory of instruction should address four major aspects: (1)

predisposition towards learning, (2) the ways in which a body of knowledge can be
structured so that it can be most readily grasped by the learner, (3) the most effective
sequences in which to present material, and (4) the nature and pacing of rewards and
punishments. Good methods for structuring knowledge should result in simplifying,
generating new propositions, and increasing the manipulation of information
(Constructivist Theory 3).
To fulfill the requirements of a constructivist classroom, Bruner states that there
are three principles: Instruction must be concerned with the experiences and contexts
that make the student willing and able to learn (readiness). Instruction must be structured
so that it can be easily grasped by the student (spiral organization). Instruction should be
designed to facilitate extrapolation and/ or fill in the gaps (going beyond the information
given) (Constructivist Theory 7). According to Bruner, learning is enhanced when
children are given situations in which they feel connected to the material. For example, if
a teacher recognizes that his or her students are interested in a particular film or book
from pop culture, the teacher could incorporate references to that film or book in daily
lessons. This would heighten the students interest in the lesson at hand.
An excellent method of using constructivism in the classroom is the 5E Learning
Cycle, a model developed by the Biological Science Curriculum Study. This model
focuses on helping students build their own understanding from experiences and new
ideas, by incorporating the following five stages: Engage, Explore, Explain, Extend, and
Evaluate (Dunbar 2).
During the Engage stage, the teacher gains the students interest by presenting an
intriguing concept or question. During the stage, students also demonstrate prior

knowledge on the topic. Here the teacher will elicit students misconceptions on the topic,
which is a method of incorporating Piagets assimilation and accommodation processes.
In the Explore stage, students participate in hands-on activities to deepen their
knowledge. As the students explore the topic, they will construct and test hypotheses.
Once the students have developed a hypothesis, they will move onto the Explain stage,
where they will have the opportunity to share their ideas with their peers. When the
students reach the Extend stage, they will test their hypotheses in different situations or
environments. Finally, the students determine the knowledge they have gained during the
course of the unit through the Evaluation stage (BSCS xvii).
A sixth grade science teacher could incorporate the 5E model in a lesson on cells.
The lesson would be organized as follows: In the Engage stage, the teacher would ask
students about their prior knowledge regarding cells. An example of a question during
this stage is, What do cells look like? Do larger organisms have larger cells? During
the Explore stage, students would be exposed to images of cells. The students would
examine slides of a variety of cells through a microscope. The teacher could ask, What
are cells made of and what makes some cells look different from others? Do most cells
appear to be similar in size? During the Explain stage, the teacher would provide the
students with a variety of texts that define the structure of cells. The teacher might ask,
How do molecule enter cells and exit cells? During the Extend stage, the students can
access the website, Cells Alive! to view 3-D virtual cells. The students could also
manipulate Molecular Workbench, a molecule- based website showing diffusion and
osmosis in cells. The teacher would guide students to ask themselves, How can I use
what I have learned to demonstrate my understanding of the molecules, structures, and

functions in cells? During the Evaluation stage, the students could show a deep
understanding of the structures and functions of cells by writing an analogy comparing a
plant or animal cell to a school (i.e. the nucleus to the administrative office, the
lysosomes to the janitors, etc.) (BSCS 248-250).
As educators, we can be most effective by utilizing the constructivism theory in
our classrooms. Constructivism continues to be a successful research-based method of
instruction. In the classrooms in which the method of constructivism is adopted, students
will build upon their knowledge, test their hypotheses, and explore new ideas every day
in the classroom. Through the principles of the prominent constructivists Jerome Bruner,
Jean Piaget, and many others, we can make the switch from the focus on the teacher to
the students for a better learning experience for our youth.

Works Cited
Behl-Chadha, 1996; Basic-level and superordinate-like categorical representations in
early infancy. Cognition, 60, 50-54
Bebko, Burke, Craven, & Sarlo, 1992; The importance of motor activity in sensorimotor
development: A perspective from children with physical handicaps. Human
Development, 35, 226-240.
Biological Scientific Curriculum Study. BSCS Science An Inquiry Approach.
Dubuque, Iowa: Kendall/Hunt Publishing Company, 2006. Print.
"Constructivism as a Paradigm for Teaching and Learning." Constructivism as a
Paradigm for Teaching and Learning. N.p., n.d. Web. 06 Apr. 2015.
"Constructivism Learning Theory." Constructivism Learning Theory. Teachnology, Inc.,
n.d. Web. 06 Apr. 2015.
"Constructivist Theory (Jerome Bruner)." Constructivist Theory. N.p., n.d. Web. 06 Apr.
2015.
Dunbar, Brian. "5Es Overview: "The 5E Instructional Model"" NASA. NASA, 24 Feb.
2012. Web. 06 Apr. 2015.
Ormrod, Jeanne E. Essentials of Education Psychology. Third ed. Boston, MA: Pearson
Education, Inc., 2012. Print.