In such an ever-evolving world, learning surely is essential, but most people forget the importance to relearn. Now, for me, I am only 26 years old, and having to learn to relearn was an outcome of the technological and environmental shifts that have conditioned me to relearn and adapt. Yes, on that note, I did try and refute Skinner’s theory on “behaviorism” in my comments, but I did mention that this only falls in specific stages of development, and half way through the next model, the professors proved me right. This brings me to the point I am trying to convey. As I was going through the first and second modules of this course, I was intrigued and pulled into the ‘Foundations of Educational Psychology’ and kept thinking that, first, it’s all going to be historical, maybe outdated, maybe “it’s nice to tap into the minds of those who started these concepts,” and then, after thorough readings, discussions, and updates, I was genuinely pleased to see there’s a video on “Learning to Relearn by Cathy Davidson" and onwards to most of the articles and theories on learning. Building on that point, this brings us to what I would like to write an update about and its “Constructivism & Learning.”

Learning is not just about absorbing information; it is an active process of constructing meaning from experiences. Constructivism challenges traditional models of education by emphasizing that learners build their understanding through interaction with the world. This perspective reshapes how we view teaching and learning, encouraging more dynamic and student-centered approaches. However, while constructivism offers profound insights, it is not without its limitations. Recent brain research further expands our understanding, offering new perspectives on how learning occurs at the neural level.

Constructivism and Learning: Insights and Limitations

Defining Constructivism

Constructivism is a learning theory that suggests individuals construct knowledge through experiences and interactions. It aligns closely with Brain Developmentalism, emphasizing that as learners engage with their environment, their cognitive abilities evolve. The theory highlights how learning is not a passive process but an active one, where individuals build on their existing knowledge to create deeper understanding through exploration and reflection.

Examples on Constructivism

Example on Scaffolding: A teacher guiding students through a math problem by first solving an example, then allowing students to attempt a similar problem with assistance, and finally letting them solve problems independently demonstrates scaffolding in action.

Insights on Scaffolding

Scaffolding is insightful because it acknowledges that learning is a gradual process. It helps bridge the gap between what a learner can do alone and what they can achieve with help, aligning with Vygotsky’s Zone of Proximal Development (ZPD). This concept emphasizes the role of social interaction in learning, making it especially effective in collaborative learning environments.

Possible Limits of Scaffolding and Constructivism

While scaffolding is beneficial, some limitations exist:

Over-reliance on guidance: If scaffolding is not properly removed, learners may become dependent on external help and struggle with independent problem-solving.
Time-consuming: The process of individualized support requires significant time and effort from educators.
Focus on Individual Learning: Some critics argue that constructivism emphasizes the individual mind too much, sometimes neglecting the role of structured instruction and standardized learning.

Another example of constructivism, outside of scaffolding, can be seen in hands-on learning experiences, which allow students to build their own understanding through direct engagement with materials and activities. For instance, a child learning about the concept of gravity might drop different objects of varying weights and sizes to observe their fall. By experimenting with these objects, the child constructs an understanding of gravity that goes beyond just being told the concept.

This aligns with Piaget’s theory of active learning, where children actively interact with their environment to construct knowledge rather than passively receiving information. Similarly, Noam Chomsky and Steven Pinker have explored the role of innate cognitive structures in language acquisition, suggesting that learning is a process of discovery and interaction with the environment, often through trial and error. Cathy Davidson’s work on learning also stresses the idea that modern learners must engage actively with digital environments to construct knowledge, adapting to new tools and platforms as part of their developmental process.

In essence, these theorists collectively emphasize that learning is an interactive, personal journey of discovery, where knowledge is not merely received but actively constructed by the learner through exploration and experience.

Recent Brain Research and Its Implications for Learning

Recent neuroscience research supports key principles of constructivism while also highlighting its challenges. One important finding is Hebb’s Rule: "Neurons that fire together, wire together." This principle, introduced by Donald Hebb, explains that repeated experiences and learning activities strengthen neural connections, making learning more effective over time.

Example: Studies in neuroplasticity have shown that when students engage in active learning (such as problem-solving or hands-on projects), their brains form stronger neural pathways compared to passive learning (such as rote memorization). This aligns with constructivist principles that emphasize experiential learning.

Connecting Brain Research to Constructivism

Supports Active Learning: The brain learns best when learners actively engage with content rather than passively receiving information.
Role of Repetition and Experience: Just as constructivism emphasizes learning through repeated experiences, neuroscience confirms that frequent practice helps solidify knowledge.
Challenges Rigidity of Developmental Stages: While Piaget’s constructivist model suggests fixed stages of cognitive development, neuroscience indicates that learning is more flexible and adaptable than previously thought.

Learning to Relearn

Another crucial insight from recent brain research is the ability of the brain to "learn to relearn." Research on neuroplasticity has shown that the brain can continuously reorganize itself, forming new neural pathways in response to new experiences. This supports the idea that learning is not linear or confined to rigid developmental stages, but rather a lifelong, adaptive process.

Example: When learners are exposed to new challenges or shifting knowledge paradigms, they must unlearn outdated information and relearn new concepts. This is particularly evident in professions where technological advancements rapidly change best practices, requiring individuals to retrain and adapt continuously.

Implications for Education:

Encourages growth mindset, reinforcing that intelligence and abilities can develop over time.
Supports lifelong learning, making education more adaptive rather than confined to early developmental years.
Highlights the importance of flexibility, which traditional constructivism might not fully address due to its staged learning approach.

This leaves me with a question for all of you:

How do you think the balance between structured instruction and active learning can be best achieved in today's classrooms to support diverse learners effectively?

References

Piaget, Jean. (1971). Psychology and Epistemology: Towards a Theory of Knowledge. Penguin.
Pinker, Steven. (1995). The Language Instinct. HarperPerennial.
Davidson, Cathy N. (2011). Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work and Learn. Viking.
Bransford, John D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience and School. National Academy Press.