CONSTRUCTIVST THEORY IN TEACHING SOCIAL STUDIES

LEARNING OUTCOME
• Analyze constructivism as an educational philosophy
• Examine the implications of constructivism in the Social Studies Curriculum
LESSON OVERVIEW
Generation 7 or post-millennial comprise a significant number of Filipino learners. The said
generation was born and grew up with technology thus, they are called the digital natives. This context
poses a challenge to educators around the world more specifically on their effectiveness and efficiency in
engaging learners to acquire the necessary knowledge, skills and attitude of Social Studies curriculum.
This brings us to the discussion of constructivism as an essential educational philosophy and its
role in the effective delivery of any discipline or learning area, in this case, the Social Studies program.
LESSON CONTENT
Constructivism has become the parlance of educators, teachers, education policy-makers, and
curriculum specialists for the last three decades. Much has been said about this educational philosophy,
including the impact of its implementation on the lives of both teachers and the learners.
For one, constructivism changed the landscape of classroom instruction. It resented multiple
challenges in developing learning standards, designing instructional models, deciding appropriate
pedagogical approaches, and determining assessment tools and processes.
Interestingly, however, constructivism was so prominent that many practitioners overused and
misused it. Various misinterpretations regarding its classroom application surfaced. As such, it is good to
be clear on the basic ideas that it espouses.
Constructivism is a theory of learning that has roots in both philosophy and psychology. The
essential core of constructivism is that learners actively construct their own knowledge and meaning from
their experiences (Fosnot, 1996; Steffe & Gale, 1995).
This core has roots that extend back to many years and many philosophers, including Dewey
(1938), Hegel (1807/1949), Kant (1781/1946), and Vico (1725/1968). Philosophically, this essence relies
on an epistemology that stresses subjectivism and relativism, the concept that while reality may exist
separate from experience, it can only be known through experience, resulting in a personally unique reality.
Von Glasersfeld (1984, 1990) proposed three essential epistemological tenets of constructivism, to which
a fourth has been added in light of recent writings.
Watch: https://www.youtube.com/watch?v=6Y2sU18vWb4
The Basic Tenets of Constructivism

• Knowledge is not passively accumulated, but rather, is the result of active cognizing by the
individual;
• Cognition is an adaptive process that functions to make an individual’s behavior more viable given
a particular environment;
• Cognition organizes and makes sense of one’s experience, and is not a process to render an accurate
representation of reality; and
 • Knowing has roots in both biological/neurological construction, and social, cultural, and language-
based interactions (Dewey, 1916/1980; Garrison, 1997, 1998; Gergen, 1995; Maturana & Varela,
1992).
The above tenets acknowledge the learner’s active role in the personal creation of knowledge, the
importance of experience (both individual and social) in this knowledge creation process, and the realization
that the knowledge created will vary in its degree of validity as an accurate representation of reality. These
four fundamental tenets provide the foundation for the basic principles of the teaching, learning, and
knowing process as described by constructivism. As will be seen, however, these tenets may be emphasized
differently, resulting in various “degrees” or “types” of constructivism.
As mentioned earlier, the concept of constructivism is not new. In fact, its basic premises are
somehow articulated by various thinkers and authors though differently fashioned.
For one, Giambattista Vico, in his treatise titled “De antiquissima Italorum sapientia” (1710),
explored its essence when he coined the phrase “verum est ipsum factum.” He reiterated the idea that, in
order to know something, one must know the parts and how they have been fit together.
In the modern period, more specifically in the field of psychology, the idea of cognitive
construction was first fashioned into a comprehensive theory by James Mark Baldwin (1861-1934) and
Jean Piaget (1896-1980). They were able to map the procedures and operations on the constructions of a
“stable experiential world,” having access only to sensation and to the operations of the mind.
For us to better understand the concepts of constructivism, let us examine the various schools of
thought under this paradigm.
Types of Constructivism
It is essential to point out that constructivism is not a unitary theoretical position; rather, it is a
continuum or spectrum. The assumptions behind this continuum vary along several dimensions and have
resulted in the definition and support for multiple types of constructivism.
Typically, this continuum is divided into three broad categories which include Cognitive
Constructivism, Social Constructivism, and Radical Constructivism.
A. Cognitive Constructivism
This is typically associated with information processing and relies heavily on the component
processes of cognition. It emphasizes that in order to acquire knowledge, an individual has an active role
in cognizing any stimuli that formed part of his/ her experiences. Adaptive process is essential in this kind
of knowledge creation. It maintains the idea that an independent yet knowable reality exists. This
differentiates cognitive constructivism from radical and social constructivism.
Thus, knowledge is the result of accurate internalization, construction, and reconstruction of
external reality by any individual capable of doing so.
The internalization of process and structures corresponds to the processes and structures that exist
in the real world. These internalization, construction, and reconstruction are what we call learning; learning
that creates accurate internal models or representations that reflect external structures that exist in the “real”
world.
 This perspective on learning focuses on:
a) the processes of learning;
b) how “experiences” are represented or symbolized in the mind; and
c) how representations are organized within the mind.
Overall, the construction of knowledge is considered primarily a technical process of creating
mental structures but has little bearing on the nature of the subjective knowledge within the mind.
Cognitive constructivism contributed significantly to empirical findings regarding earning,
memory, and cognition, including schema theory, working memory models, computational models of
learning and memory, and neurological models of brain function. Likewise, this theoretical development
has led to successful instructional applications such as the use of advanced organizers, concept maps,
teaching for transfer, elaborative practice, teaching for automaticity, and the use of reading strategies (e.g.,
SQ3R; Survey, Question, Read, Recite, Review) and problem-solving strategies (e.i., IDEAL ; Identity
problems, Explore Strategies, Act, Learn).
Watch:
1. https://www.youtube.com/watch?v=vOcOTwOpVe0
Radical Constructivism
Radical constructivism, on the other hand, believes that the acquisition of knowledge (e.g., ideas,
concepts, processes, insights, etc). is an adaptive process that could be attributed from the active cognition
of an individual translating an experientially based mind.
It maintains that there is an internal nature of knowledge. Also, it recognizes the existence of an
external reality that is unknowable to the individual (von Glasersfeld, 1990, 1996) since our experience
with external forms is mediated by our senses, and the latter is not adept at interpreting an exact
representation of these external forms (e.g., objects, social interactions).
Thus, while knowledge is constructed from experience, the way it is constructed is not an accurate
representation of the external world or reality (von Glasersfeld, 1990, 1995). It means that knowledge is
not objective truth, rather a viable model of experience (von Glasersfeld, 1995). These models are created
within an individual and influenced by various contexts.
Stayer (1995) precisely articulately this idea when he said that “knowledge is knowledge of the
knower, not knowledge of the external world; improving knowledge means improving its viability or
fit in, but not match with, an external world” (p. 1,126).
Watch:
1. https://www.youtube.com/watch?v=T8GMHIwdgg8
2. https://www.youtube.com/watch?v=HCbFvcRDwI4

B. Social Constructivism
Social constructivism as a school of thought lies between the transmission of the knowable reality
of the cognitive constructivists and the construction of a personal reality of the radical constructivists. Social
constructivism “upholds the social nature of knowledge and that knowledge is the result of social interaction
and language usage, and thus is a shared, rather than an individual, experience” (Prawatt & Floden, 1994).
 Moreover, social interaction occurs within a socio-cultural context, resulting in knowledge that is
bound to a specific time and place (Gergen, 1995; Vygotsky, 1978). Bakhtin (1984) explained this position
by saying that “truth is not to be found inside the head of an individual person; it is born between people
collectively searching for truth, in the process of their dialogic interaction” (p. 110).
Thus, truth is considered not an objective reality as espoused by cognitive constructivists nor the
experiential reality as argued by radical constructivists, but rather is a socially constructed truth which
evolved from co-participation in cultural practices (Cobb & Yackel, 1996, P. 37).
Watch: https://www.youtube.com/watch?v=HMy0drpVE7I
Constructivist Pedagogy
Due to the breadth of constructivism’s theoretical underpinnings, pedagogies vary among
practitioners. Among these differences, however, there were identified eight factors that are essential in
constructivist’s pedagogy (Brooks & Brooks, 1993; Larochelle, Bed narz, & Garrison, 1998; Steffe & Gate,
1995)
Before we begin enumerating and explaining these principles, it is best to clarify that these are not
solely constructivist in nature.
1. Authentic and real-world environments are necessary for learning to take place.
Authentic environments are essential in realizing “learning experiences” for it provides actual
learning contexts. It provides the activity upon which the mind operates. Also, knowledge
construction is enhanced when the experience is authentic.
2. Social negotiation and mediation should be taken into account in any form of learning.
Social interaction is a vital element of learning for it provides socially relevant skills and
knowledge. In the age of globalization and cultural heterogeneity, learners should be exposed
to various opportunities of interaction in order for them to develop the necessary knowledge,
skills, and values such as tolerance, social adaptation, flexibility, peaceful co-existence, and
collaboration, among others. Language is an integral part of social mediation since it is the
medium through which knowledge and understanding are constructed in social situations
(Spivey, 1997).
3. Content and skills are made significant to the learners. Regardless of types, constructivism
emphasizes the importance of knowledge since it serves an adaptive function. Knowledge
could enhance one’s adaptation and functioning; thus, it is necessary to the individual’s current
condition and even goals.
4. Learner’s prior knowledge is fundamental in the acquisition of content and skills. All
learning begins within an individual’s schema or prior knowledge. This simple yet profound
statement can unravel learning possibilities for it allows us to examine the personal history (i.e.,
experiences, trauma, interests, contexts) of each learner. Only by attempting to understand a
student’s prior knowledge will the teacher be able to create effective experiences, resulting in
optimum learning.
5. Formative assessment should be done to inform future learning experiences.
Constructivism asserts that knowledge acquisition and understanding is an active and ongoing
process that is heavily impacted by the student’s prior knowledge and experiences. Sadly,
knowledge and understanding are not directly visible, but rather must be inferred from action.
Thus, in order to account a learner’s level of understanding in this ongoing teaching and
learning process, a teacher must continually assess the individual’s knowledge. This type of
 assessment is needed to accurately design the appropriate series of experiences and activities
for students. Formative assessment here functions as “assessment for learning.”
6. Constructivism encourages learners to become self-regulated, self-mediated, and self-
aware. One of the basic tenets of constructivism is the idea that individuals (learners) are active
in knowledge and meaning construction, deconstruction, and reconstruction. This cognitive
exercise requires individuals to manipulate and organize experiences, regulate own cognitive
functions, integrate new meanings from existing ones, and form awareness of current
knowledge structures. As Brown & Palincsar (1987) espoused, “Metacognition is considered
an essential aspect of learning and consists of (1) knowledge of cognition (i.e., knowing what
one knows, knowing what one is capable of doing, and knowing what to do and when to do it)
and (2) regulation of cognition (i.e., the ongoing task of planning, monitoring, and evaluating
one’s own learning and cognition’).”
7. Teachers should act as guides and facilitators of learning. The teacher’s role plays a major
part in students’ learning. In the cognitive constructivist perspective, teachers create
experiences where students participate, leading them to knowledge processing and acquisition.
Thus, teachers are seen as the “guide on the side” instead of the “sage on the stage.” On the
other hand, social and radical constructivism supports the idea that the teacher is to guide
students to an awareness of their experiences and socially agreed-upon meanings. This
metaphor indicates that the teacher is to motivate, provide examples, discuss, facilitate, support,
and challenge learners in order to realize optimum learning.
8. Teachers must employ multiple perspectives and representations of content. If learners
are provided multiple perspectives or lenses in examining a particular phenomenon or event,
he/she can have the raw materials necessary to create and develop varied representations. This,
in turn, allows him/her various routes from which to retrieve knowledge which in the long run
develops his/her capacity to use more complex schemas relevant to the experience. These
perspectives provide the student with a greater opportunity to develop a more viable model of
their experiences and social interactions, thus making their existence more meaningful.
Linking Constructivism to the Social Studies Curriculum
The nature of social studies as a learning program complements the ideas of constructivism as a
learning philosophy. The ethic of freedom, identities, and civic competence works well with what
constructivism is espousing. Combining both ensures the development of a holistic 21st century Filipino
learner.
Watch: https://www.youtube.com/watch?v=Xa59prZC5gA

ASSESSMENT TASK
Answer the following questions. Substantiate your point by providing relevant facts/data.
1. Enumerate and explain the basic tenets of constructivism as an educational philosophy.

2. What are the implications of constructivism to social studies as a subject in the elementary
grades?