Constructivism - Finally a potential fit

Having reviewed the tradtional learning theories I can see elements of my teaching that are utilising some of the ideas but I still cannot fully commit to one - on reviewing constructivism I may have found some ideas that represent a closer fit in terms of my teaching philosophy. According to  Cushion et al (2010) constructivism is not strictly a theory but a description that encompasses a range of approaches to learning. Cushion et al (2010) asserts that under this umbrella term, these approaches share a common epistemological or philosophical explanation about the nature of learning (Simpson, 2002; Schunk, 2009). Constructivist approaches are concerned with how learners build their own mental structures through interaction with their environment (Cushion et al., 2010). Lave and Wenger, (1996) assert that supporters of constructivism, argue that understanding and experience are in constant interaction, and through participation, persons, action and the world are connected in all knowing and learning. Cushion et al., (2010) report that the constructivist approach also stresses the developmental nature of learning, in that there are phases of learning skills and the way these are learned will change over time with experience. Kerka, (1998) argues that the conmon thread running through many of the current learning theories suggests that learning is most effective when new knowledge and skills are used, and individuals construct meanings for themselves within the context of interaction with others.


From this view point Cushion et al., (2010) argue that cognitive approaches ignore the social aspect of learning and therefore promote an impersonal and objective view of knowledge, skills, tasks and learning. In contrast, however, Cushion et al., (2010) report that situated learning considers learning within social and cultural contexts, where individuals are involved less with objective de-contextualised knowledge acquisition and more with constructing knowledge through direct experience of social practice (Gilbert and Trudel, 2001). I can certainly see commonality with my own attitudes to teaching and now have a body of knowledge to explore. However I will do so as part of a critical appraisal and wiil not ignore the benefits of the other theories just utilize the key ideas from all to enhance my teaching.


References


Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R.,  and O’Callaghan, C. (2010). Coach Learning and Development: A Review of Literature. Sports Coach UK.


Gilbert, W.D. & Trudel, P. (2001) Learning to coach through experience: reflection in model youth sport coaches, Journal of Teaching in Physical Education, 21, 16-34


Kerka, S. (1998). New perspectives on mentoring. ERIC Digest No. 194. Columbus: ERIC  Clearing house on Adult, Career, and Vocational Education (ED-99-CO-0013).


Lave, J.  & Wenger, E. (1996) Practice, person, social world, in: H. Daniels (ed.) An introduction to 
Vygotsky (London, Routledge) pp.143-150.


Schunk, D.H. (2009) Learning Theories: an Educational Perspective (5th edition) International Edition New York Pearson Prentice Hall.


Simpson, T.L. (2002) Dare I oppose constructivist theory?, The Educational Forum, 66, 347-354.