Constructivism And The Development Of Constructivism In Teaching And Learning

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Constructivism is another theory whose development took place at the same time as that of behaviorism, i.e., approximately 1910-1920 (Gordon, 2014). According to Gordon (2014), it is a revolutionary approach to issues related to knowledge and knowing. Humans have an innate drive to make meaning out of their lives. Therefore, certain assumptions about human learning and its nature guide constructivist learning theories and teaching methods. Learning to constructivist is an active process aiming to develop learners’ new ideas based on their current and experience and knowledge (Brandon & All, 2010). Constructivism as a learning theory centers its principles on helping the learning process unlike controlling it as in the view of behaviorism (Lober, 2006). Key contributors to the development of this theoretical approach include Lev Vygotsky, Jean Piaget, and Ernst von Glasersfeld. (Liu & Chen, 2010).
The constructivist perspective challenges the traditional way of thinking about how knowledge is acquired as well as challenging objectivism, a concept central to the behaviorist view of learning since objectivism paved the way for the rise of a behaviorist perspective of teaching and learning. “In contrast, the constructivist perspective views knowledge as a form of mental representation, construction of the human mind” (Löbler, 2006, p. 28).
Constructivism advocates that learning process is about memorizing information’s and repeating what teachers say. In a
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