The student's experience in a constructivist classroom

Abstract

Constructivism is a psychological theory of learning popularized approximately sixty years ago by Jean Piaget. Constructivists postulate that all learners construct knowledge based upon background knowledge and multiple resources. Constructivists do not believe that there is a body of knowledge independent from the learner. All learning is filtered through the learner's lens of reality. The purpose of this qualitative study was to explore the students' perceptions of constructivism as applied in an American History II survey course. In the review of literature I found that many educators have adapted constructivist theories to classroom teaching. I formulated a list of ten elements of constructivism most frequently applied in the classroom. The class activities and methods of teaching I utilized were consistent with constructivism. Students were encouraged to construct their own knowledge based upon past experience, primary resources, collaboration, secondary resources, and independent research. Students were encouraged to think critically and independently. Cognitive growth was anticipated and occurred, but students reported other areas of development also. Students learned to value multiple perspectives, validate their own ideas, and to be respectful of others and their ideas. They learned to appreciate the complexities of our history and understand that the fabric of life incorporates multiple realities. Participants in this study were students enrolled in an American History II survey course at a Colorado community college. The data for analysis came from student voices, via written essays and interviews. Students described experiences one might expect in a constructivist classroom, such as learning more and increased enjoyment of the process. Although students did not use the term affective development, the learning they described included cognitive and affective growth. Presumably this growth occurred as a result of participating in a constructivist classroom. One implication of this study was that applied constructivism may result in a more holistic approach to teaching and learning. From students' comments I extrapolated that participating in a constructivist classroom promoted affective development in areas that included improved tolerance, civility, and understanding.