Drawing on a synthesis of current work in cognitive psychology, philosophy, and anthropology, this theory defines knowledge as temporary, developmental, and socially and culturally mediated. From this perspective, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through concrete experience, collaborative discourse, and reflection.

A Look at School Environments

Traditional Classrooms

• Curriculum is presented part to whole, with emphasis on basic skills.

• Strict adherence to fixed curriculum is highly valued.

• Curricular activities rely heavily on textbooks and workbooks.

• Students are viewed as "blank slates" onto which information is etched by the teacher.

• Teachers generally behave in a didactic manner, disseminating information to students.

• Teachers seek the correct answer to validate student learning. Students learn that school is about learning "what the teacher tells them."

• Assessment of student learning is viewed as separate from teaching and occurs almost entirely through testing.

• Students primarily work alone.

Constructivist Classrooms

• Curriculum is presented whole to part with emphasis on big concepts.

• Pursuit of student questions is highly valued.

• Curricular activities rely heavily on primary sources of data and manipulative materials.

• Students are viewed as thinkers with emerging theories about the world.

• Teachers generally behave in an interactive manner, mediating the environment for students.

• Teachers seek the students' points of view in order to understand students' present conceptions for use in subsequent lessons.

• Assessment of student learning is interwoven with teaching, including observations and student exhibitions and portfolios.

• Students primarily work in groups.

 

Source: J. G. Brooks and M. G. Brooks. The Case for Constructivist Classrooms (1993)

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