The critical challenge of the constructivist view of learning was to relocate the educational emphasis and provide the students with the option of controlling their education. The theories that existed before constructivism presupposed that several specific objectives were to be accomplished by the students. These theories were based on the essentials of behavioral psychology (Pritchard & Woollard, 2010). The core difference inherent in the constructivist view of learning states that we should realize the nature of learning and separate it from the life of knowledge. The keystone of the constructivist view of education is that the learning objectives are based on the students’ personal needs.
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Moreover, they can collaborate within the framework of the existing social construction and apply personalized approaches to their learning processes (Pritchard & Woollard 2010). Another critical point inherent in constructivism is the consideration of cognitive development that is characteristic of every particular student. For instance, operational logic concepts cannot be utilized when conveying ideas and explanations to preoperational kindergarteners (Slavin 2009). In this case, the constructivist theory promotes the presentations based on practical examples, and the constructivists believe that this will allow the students to learn more effectually.
Pritchard, A & Woollard, J 2010, Psychology for the Classroom: Constructivism and Social Learning, Routledge, Oxford, UK.
Slavin, R 2009, Educational psychology: Theory and practice, Pearson Education, Boston, MA.