Constructivism
Constructivism as a learning theory as proposed by Piaget
(Wikipedia: 1) is basically a theory of knowledge that argues that human
generate knowledge and meaning from an interaction between their experiences
and their ideas. The main idea of constructivism is allowing students to
construct their own way of learning as well as their own idea related to the
learning materials. ln case of constructing own ideas in developing and
exploring the essence of the learning materials, students need previous
knowledge related. Other ways, students will find it difficult to construct
ideas and select the most suitable way of learning for them. lt is further
formulated (Wikipedia: 3) that constructivism is a theory describing how learning
happens, regardless of whether learners are using their experiences to
understand a lecture or following the instructions for building a model
airplane. ln both cases, the theory of constructivism suggests that learners
construct knowledge out of their experiences.
According to Sanjaya (20061 77) constructivism as a mode of
learning can make students not only selects their own way of learning but also
solve problems by themselves on the basis of their previous knowledge or schemata.
ln case of learning language, the way of solving learning problems is based
frequently on the context of the learning materials. That is why constructivism
is considered as the foundation of the birth of Contextual Learning and
Teaching (CLT) Approach.
The proponents of constructivism suggest that learning is accomplished
best using a hands-on approach in which learners learn by experimentation, and
not by being told what will happen, and are left to make their own inferences,
discoveries, and conclusions. ln line with this notion, Trianto (2011: 13)
states that the theory of constructivism suggests learners to self-inquire and
then transform complex information, checking the new information by applying
previous rules and revise them when found that the previous rules have been out
of date.
One of the most basic principles claimed by constructivism
theory especially in relation the educational psychology is that teacher does
not only transfers knowledge to his or her students but also creating
atmosphere through which students are able to construct their own knowledge
available in their brain supported by their previous experiences found through
social interactions, ln relation to this notion, the main role of a teacher as
stated by Trianto (2011: 13) is facilitating students to construct their own
ideas and thoughts, assisting students to consciously apply their own strategy
in learning.
Constructivism is identical with inquiry learning through
which learners are expected to construct new understanding. Dewey (1933) in
Gijlers and Jong (Cognition and Instruction, 2009: 239) states that inquiry learning
is an active approach in which learners explore real problems, ask questions, engage
in investigations, and construct new understanding. Besides, inquiry learning encourages
students to be active agents in the process of their own knowledge
construction. Nevertheless, inquiry learning is generally recognized as a difficult
process for students since students are not always capable of directing their
own learning process. Students usually find it difficult to induce information
from a simulation-based learning environment. Therefore, it is now widely
accepted that unsupported inquiry learning is not effective.
Various scaffolds have been developed to overcome the
problems that students experience during the inquiry learning process. Besides
scaffolds in individual settings, collaboration with another student might be a
natural form of support during inquiry learning. In a collaborative setting,
plans must be made explicit and students’ reasoning, ideas, and theories must
be explained in mutually understandable way (Teasley, 1995 in Gijlers and Jong
(Cognition and Instruction, 2009: 240).
Another criticism comes from Sweller (2004) arguing that not
all teaching techniques based on constructivism are efficient or effective for
all learners, suggesting many educators misapply constructivism to use teaching
techniques that require learners to be behaviorally active. According to Sweller
(2004) the inappropriate use of constructivism seems to be of ‘constructivist
teaching fallacy’ because it equates active learning and active teaching.
Instead (Mayer, 2004: 15) proposes that learners should be ‘cognitively active’
during learning and that instructors use ‘guided practice‘.(su)
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