Seymour Papert is credited with Constructionism Theory; but would likely defer his main ideas to Jean Piaget, scientist, who was fascinated to learn how children come to gain knowledge. Papert says of Piaget: “One might say that Piaget was the first to take children’s thinking seriously.” (Papert, p. 1).
“Constructionism is built on the assumption that children will do best by finding (“fishing”) for themselves the specific knowledge they need.” (Papert, 1993, p. 1). Constructionism is not to be confused with Constructivism, though it most likely was inspired by it. They both recognize the value of the learner constructing the learning – adding to what is already known. And constructionism, unlike constructivism, is most associated with children.
Big ideas of the theory are to allow children to build and play, discover and design. Papert, himself used the phrase: “learning by making”. (Papert & Harel, p. 1).
The technology available today to children is a tool that gives autonomy to the learner; and constructionism is largely involved in using the computer to improve learning. Papert has developed LOGO, a computer language for children, and many construction kits (LEGO) that allow children to build something “active” – a robot, a climate-controlled house, etc.
Constructionist theory opposes Instructionist theory, which is prevalent in the education system of the United States. Papert is seen as a change agent – working tirelessly for educational reform – where children are learning by active involvement. ”…telling children how scientists do science does not necessarily lead to far-reaching change in how children do science; indeed, it cannot, as long as the school curriculum is based on verbally-expressed formal knowledge. And this, in the end, is what construction is about.”
In Papert’s view, educators have yet to take advantage of Constructionism – he is probably “ahead of his time” in much of his research and development. But with technological advancement, and positive attention toward Experiential Learning Theory, he hopes that his ideas will reform the educational system – starting with children.
Online course systems exist for children as well as adults, and in this realm of online learning, Papert’s ideas and work have the possibility of setting up a parallel universe for education children. For instance, a kindergarten course can focus on activities and development using game technology that is available today.
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Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.
Papert, S. (1999). Papert on Piaget. Retrieved 9-25-09 from http://www.papert.org/articles/Papertonpiaget.html
Papert, S. & Harel, I. (1991). “Situating constructionism”, Constructionism. Norwood, New Jersey: Ablex Publishing. Retrieved 9-25-09 from http://www.papert.org/articles/SituatingConstructionism.html
For the purpose of this assignment I have highlighted 4 learning theories: Experiential Learning, Constructionism, Student-Centered Learning, and Transactional Distance. ~ Gwen Hersha
Bits and Pieces to Remember
- 'What people do is more important than what they know' is a major idea of Experiential Learning Theory.
- Student-Centered Learning (SCL) is a break from the traditional approach to education, which relies on the instructor to create learning.
- Constructionists say the learner is the one who constructs knowledge - and doing something to learn is much better than being told how to.
- Michael G. Moore, Transactional Distance Theory, is known for his discussion of "Learner Autonomy" and was the first to define "Distance Learning" (1972)
Online Teaching and Learning
Each learning theory discussed here has application to online education
Quotes
- “Constructionism is built on the assumption that children will do best by finding (“fishing”) for themselves the specific knowledge they need.” (Papert)
- “...when we talk about distance education we are referring to a distance that is more than simply a geographic separation of learners and teachers.“ (Moore)
- “Most of what I’ve written connects in one way or another to questions about what it means to live with historical connections and traditions at a time when we can no longer be totally defined by that history.” (Kolb)