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What is Constructivist Learning Theory

Chapter 20
Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education
The theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).
Published in Chapter:
The Implementation of Technology Into the Mathematics Classroom: A Student-Centered Approach
Matthew F. Vazzana (Monmouth University, USA)
Copyright: © 2024 |Pages: 10
DOI: 10.4018/978-1-6684-9904-7.ch020
Abstract
The implementation of technology into the mathematics classroom results in increased academic achievement and a higher level of critical thinking skills in students in grades 9-12. Desmos, a rather new mathematics specific technology, provides students with multiple representations of mathematics, thus promoting a higher level of achievement amongst students. The aim of this chapter is to review the current literature regarding different technologies that support students learning of mathematics, as well as review the best practices for educators to implement the technology into the classroom. In addition, this chapter will compare and contrast a variety of technologies to discuss the best evidence-based practices for the teaching and learning of mathematics.
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Chapter 13
ILLs for ELLs: Using an Interactive Notebook Strategy to Foster Success for English Language Learners
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Chapter 109
Pedagogical Agents in Online Learning
States that through the use of pedagogical agents, learners are able to interact with a more meaningful and realistic environment and thereby construct knowledge through realistic experience.
Published in Chapter: Pedagogical Agents in Online Learning; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 15
A Case Study on Online Learning Collaboration and Facilitation of a Virtual Classroom Community
A theory of teaching and learning that advances students’ knowledge through affirmation of student experiences and learning using their experiences and knowledge as starting point.
Published in Chapter: A Case Study on Online Learning Collaboration and Facilitation of a Virtual Classroom Community; From: Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies
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Chapter 7
Learners' Perception of Engagement in Online Learning
The concept highlights the process of learning where learners construct their own knowledge based on their perceived reality. Constructivist learning theory proposes five interactive aspects that can be practiced in online classes: frame of references of the learners, the learning process, learners’ self-created personality or image, levels of communication, and various incidents that take place during the learning process.
Published in Chapter: Learners' Perception of Engagement in Online Learning; From: Handbook of Research on Innovative Technology Integration in Higher Education
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Chapter 13
Alchemy of Teaching: Experience, Leadership, and the Science and Art of Education
A learning theory that implies learning is based on meaning-making and building new knowledge on prior knowledge.
Published in Chapter: Alchemy of Teaching: Experience, Leadership, and the Science and Art of Education; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 3
Gifted Education and Lessons Learned During the Pandemic
Learners construct knowledge rather than a passive process. As learners experience the world and reflect, they build on the previous schema. Social constructivism is a social learning theory developed by Lev Vygotsky suggesting that learners are active participants in the creation of knowledge.
Published in Chapter: Gifted Education and Lessons Learned During the Pandemic; From: Promoting Diversity, Equity, and Inclusion in Language Learning Environments
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Chapter 8
Information Literacy in Virtual Environments: Changing Needs of P-12 Learners
A belief that learners construct knowledge themselves through personal interest, knowledge, experience and social interaction.
Published in Chapter: Information Literacy in Virtual Environments: Changing Needs of P-12 Learners; From: Handbook of Research on Gaming Trends in P-12 Education
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Chapter 9
Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education
Students are active participants in their learning process and that knowledge is constructed based on their experiences. As events occur, each person reflects on their experiences and incorporates new ideas with their prior knowledge. Works in conjunction with problem based and team-based learning. This model was entrenched in learning theories by Dewey, Piaget, Vygotsky, Gagne, and Bruner.
Published in Chapter: Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education; From: Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation
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Chapter 7
Practical Strategies for Higher Hope Learning Spaces: Reducing Childhood Trauma in a Post-Pandemic Era
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Chapter 26
Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects
A learning theory that acknowledges the learner as the holder and creator of their own knowledge.
Published in Chapter: Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 1
Active Learning Strategies for Online College Classrooms
A theory that explains how people construct knowledge and learn.
Published in Chapter: Active Learning Strategies for Online College Classrooms; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 8
Integrating Family History Into the Post-Pandemic Elementary Learning Space: Reducing Childhood Trauma
An approach to learning that is based on people building their own knowledge from the learner’s experiences.
Published in Chapter: Integrating Family History Into the Post-Pandemic Elementary Learning Space: Reducing Childhood Trauma; From: Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline
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