Constructivist prescriptive principles for learning environments¶

Theory · All theories
Evidence · no claims cited

Description¶

The digest describes constructivism as the view prominent in the late 1980s that "knowledge is individually constructed and socially co-constructed by learners based on their interpretations of experiences in the world" (Jonassen 1999). It lists five prescriptive principles from constructivism (Driscoll, 2000): embedding learning in complex, realistic, relevant environments; social negotiation as integral to learning; multiple perspectives and modes of representation; ownership in learning; and nurturing self-awareness of the knowledge construction process.

Design Implications¶

Context¶

Requirements¶

• Learning environments must be complex, realistic and relevant, with social negotiation built in

Constraints¶

• The digest attributes these prescriptions to constructivist theory as compiled by Driscoll (2000), not to tested results

Target Learners¶

• learners in constructivist learning environments

Target Learning Objectives¶

• knowledge construction and meaning-making

Claims¶

Related Theories¶

• Constructivism
• Constructivism as a theory of knowledge and learning with individualistic, social, and combined branches
• Radical constructivism: knowing as dynamic adaptation of interpretations of experience
• Habermas's communicative theory and Kantian limited objectivity as grounding for objective standards in Constructivism
• Kantian architectonics: a theory of the systematic, constructivist organization of relations in cognition and higher education
• AR enhanced analytics as a constructivist-, experiential-, and cognitively-grounded integration of AR technology with learning analytics

Examples¶

• Integrate evaluation into the learning process with learners participating in creating and understanding standards

Key Sources¶

• Molenda, Michael. (2002). A New Framework for Teaching in the Cognitive Domain. ERIC Digest. https://eric.ed.gov/?id=ED470983