What constructivism study is related to training?

Constructivism is a learning theory that suggests learners construct their own understanding of a subject by actively engaging with the material rather than passively receiving information. In the context of training and education, constructivism emphasizes hands-on learning, problem-solving, and critical thinking.

Several constructivist theories and models are related to training:

Problem-Based Learning (PBL): PBL is an instructional approach that presents learners with real-world problems and challenges. Learners work collaboratively to explore and solve these problems, using their existing knowledge and seeking new information as needed. This approach encourages learners to actively engage with the material and construct their understanding through problem-solving.

Situated Learning Theory: This theory, often associated with Jean Lave and Etienne Wenger, emphasizes learning within authentic contexts and communities of practice. In training, this means immersing learners in situations that mirror real-world scenarios where they can apply their knowledge and skills in relevant contexts.

Social Constructivism: Social constructivism, often associated with Lev Vygotsky, emphasizes the role of social interactions in the learning process. In training, this could involve collaborative activities, group discussions, and peer teaching, where learners learn from each other's perspectives and experiences.

Cognitive Apprenticeship: This model, developed by Allan Collins and John Seely Brown, focuses on learning through modeling, coaching, and guided practice. It's particularly relevant to training because it involves the gradual transfer of skills and knowledge from an expert to a novice, replicating the traditional apprenticeship model.

Experiential Learning: Experiential learning theories, such as David Kolb's Experiential Learning Cycle, emphasize learning through direct experiences and reflection. In a training context, this could involve activities like simulations, role-playing, and hands-on exercises that allow learners to apply what they've learned and then reflect on their experiences.

Constructivist Pedagogy: This broader approach to teaching is based on constructivist principles and focuses on learner-centered instruction. In training, this might involve designing activities that encourage learners to explore, experiment, and create their own solutions to problems.

Active Learning: While not a strict constructivist theory, active learning strategies align well with constructivist principles. Active learning involves engaging learners in activities that require them to participate, discuss, problem-solve, and think critically, promoting the construction of knowledge.

Flipped Classroom: The flipped classroom model involves reversing traditional teaching methods. Learners engage with instructional content outside of class (through videos, readings, etc.) and then use class time for interactive activities, discussions, and application. This model encourages learners to construct knowledge through collaborative engagement.

These constructivist approaches to training emphasize active participation, critical thinking, problem-solving, and social interaction, all of which contribute to more effective learning and skill development.

Orlando M Lourenço

"What constructivism study is related to training?"

As I see it, in the scientific literature the concepts of constructivism and constructionism are often used interchangeably, which does not go without any problem. in fact, contrary to the postmodernist claim that all value and knowledge is socially constructed, a constructivist account assumes that individuals all construct essentially the same understanding of knowledge and value as a result of their interactions with the psychical and social worlds .

Teachers who espouse a constructivist, but not a constructionist, worldview are more mentors and organizers of learning experiences and situations, such that their students come to understand, reinvent and reconstruct everything they learn, than being simple transmitters of ready-made and established truths the status wants to impose on such students generally by appealing to indoctrination and brainwashing..

Bulcsu Szekely

Dear Mr. Victorio!

I found studies that provide examples on this topic:

1) Tan, Y.S.M., Caleon, I.S. (2023). The Influence of Science Teachers’ Beliefs and Practices on Students’ Learning Spaces and Processes: Insights from Singapore. In: Maulana, R., Helms-Lorenz, M., Klassen, R.M. (eds) Effective Teaching Around the World . Springer, Cham. https://doi.org/10.1007/978-3-031-31678-4_28, Open access:

Chapter The Influence of Science Teachers’ Beliefs and Practices on ...

2) Geitz, G., Donker, A. & Parpala, A. Studying in an innovative teaching–learning environment: design-based education at a university of applied sciences. Learning Environ Res (2023). https://doi.org/10.1007/s10984-023-09467-9, Free access: Article Studying in an innovative teaching–learning environment: des...

3) Amer Mutrik Sayaf, Adoption of E-learning systems: An integration of ISSM and constructivism theories in higher education, Heliyon,

Volume 9, Issue 2, 2023, https://doi.org/10.1016/j.heliyon.2023.e13014, Open access: Article Adoption of E-learning systems: An integration of ISSM and c...

4) Alqahtani, T.M., Yusop, F.D. & Halili, S.H. Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education. Humanit Soc Sci Commun 10, 268 (2023). https://doi.org,/10.1057/s41599-023-01754-3 Open access: https://www.nature.com/articles/s41599-023-01754-3

Yours sincerely, Bulcsu Szekely

Fabien Emprin

Dear colleagues,

In France Claire Mongolians link training and constructivism in a theoretical framework extending Brousseau's work (didactical situation theory): it deals with upper didactic level. It have been mainly written in French but you can find some things in English (see below). Hope it can help you...

Margolinas, C., Coulange, L., & Bessot, A. (2005). What can the teacher learn in the classroom?. Beyond the apparent banality of the mathematics classroom, 205-234.

Margolinas, C., Drijvers, P. Didactical engineering in France; an insider’s and an outsider’s view on its foundations, its practice and its impact. ZDM Mathematics Education 47, 893–903 (2015). https://doi.org/10.1007/s11858-015-0698-z

Floriane Wozniak, Claire Margolinas. Introduction of Ordinal Number at the Beginning of the French Curriculum: A Study of Professional Teaching Problem. Chevallard, Yves; Barquero, Berta; Bosch, Marianna; Florensa, Ignasi; Gascón, Josep; Nicolás, Pedro; Ruiz-Munzón, Noemí. Advances in the Anthropological Theory of the Didactic, Springer Nature Switzerland AG, pp.113-123, 2022, 978-3-030-76790-7. ⟨hal-03606380⟩

Claire Margolinas. How to Teach and Assess Whole Number Arithmetic: A Commentary on Chapter 11. Bartolini-Bussi, Mariolina; Xu Hua, Sun. Building the Foundation: Whole Numbers in the Primary Grades, Springer International Publishing AG, pp.287-298, 2018, New ICMI Study Series (NISS), 978-3-319-63555-2. ⟨10.1007/978-3-319-63555-2⟩. ⟨hal-01896308⟩

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