What is Constructivism

It is the confluence of cognitivism and social aspects of learning. The constructivists emphasize the role of conversation in learning apart from knowing how the mind works or processes the information.

A philosophy of teaching and learning advocating learner-centred approaches. The learner is an active participant in the construction of knowledge. The instructor acts as a facilitator and guide.

A dominant paradigm, model, or approach in the field of education.

According to this theory learning takes place through a process of active construction, culturally anchored and socially negotiated. Key elements of constructivism are Piaget’s developmental theory, the importance of language, and Vygotskij’s theory of social context, as well as the influence of activism in learning.

A learning theory that posits individual construction of meaning through active interaction with the environment or stimuli. Constructivism acknowledges multiple perspectives and contextualized knowledge, and places the learner center in the process with the teacher as coach.

A learning theory and approach to education emphasizing ways that people create meaning of their world through a series of experiences and constructs ( Dickey, 2011 ).

A learning theory that posits that learning does not occur passively but, rather, via learners’ construction of knowledge and understanding through experiences and social interactions.

A philosophy for teaching and learning based on the notion of individuals generating their own understanding of the world in “their own way.” Constructivist theories of learning espouse learner-centred approaches that actively engage the learner in order to facilitate meaningful learning. Key theorists include Piaget and Bruner.

A belief students create meaning for themselves in the learning situation.

The theory of constructivism posits that people make meaning of and produce knowledge based upon their pre-existing experiences.

Here processes of ITC/e-HRM design are non-linear and tend to be driven by the way people see or make (“construct”) their view and make sense of the work setting.

The theory of constructivism posits that people make meaning of and produce knowledge based upon their pre-existing experiences.

A philosophy of teaching and learning advocating learner-centered approaches. The learner is an active participant in the construction of knowledge. The instructor acts as a facilitator and guide.

Theory defending that students learn by constructing their own knowledge. It emphasizes that the context in which an idea is presented, as well as student attitude and behavior, affects learning. Students learn by incorporating new information into what they already know.

A learning theory that suggests that individual learner actively constructs new knowledge pursuant to his/her existing knowledge.

The theory of constructivism posits that people make meaning of and produce knowledge based upon their pre-existing experiences.

A theory of knowledge and learning promoted by John Dewey, Jean Piaget, Lev Vygotsky, and others which posits that meaning is co-constructed between teachers and learners. Constructivism encourages collaboration and learning by doing.

Constructivism both an epistomological view and an instructional method. A core notion of constructivism is that individuals live in the world of their subjective experiences—a world where they construct their own meanings.

The educational theory that learning occurs when new knowledge acquired when new information is associated with or reconciled to the individuals existing knowledge.

A student-centered learning theory that entails students building upon or constructing new knowledge based on prior experiences. Students learn by doing rather than gathering information from an external source.

Constructing one’s own knowledge from one’s own experiences

Constructivism is an approach toward nature of knowledge and learning. This approach suggests that knowledge is constructed by learners him/herself.

A learning theory supporting the view that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

A pedagogy that underlies an approach to teaching and learning based on the belief that students learn in a social environment with and from one another and that the role of the teacher is to facilitate the learning process while embracing the roles of both teacher as facilitator and as a fellow member of the learning community.

A theory that emphasizes students taking an active role in constructing their learning.

Constructivism refers to how learning occurs and how people construct knowledge because of constant interactions between the environment and the structures within the brains of the organism.

A theory of learning that views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge. It is based on the premise that learning involves constructing one’s own knowledge from one’s own experiences.

Meaningful learning that allows students to construct knowledge and from these experiences connect to new understandings of the world around them; provides context to their learning.

A psychological paradigm that views learning as an active process of building on prior knowledge and experience.

A theoretical framework that recognizes the learners’ understanding and knowledge based on their own experiences.

A type of learning theory that views human learning as an active effort to construct meaning in the world around us. Constructivists believe that actual learning takes place through accommodation, which occurs when students allow new information to change their existing ideas or knowledge.

A view that students learn by building their own knowledge.

Learning epistemology where knowledge is created through interaction between their experiences and ideas (or content).

Learning theory that states that learners construct new knowledge as they interact with their environment.

A genetic epistemological theory of learning developed by Jean Piaget, which states that knowledge is constructed in continuous and incremental ways through processes of assimilation and accommodation. Knowledge, therefore, cannot be transmitted. It is constructed by learners through their personal experiences. Educators who use this theory to underline their work are called constructivists.

Constructing meaning through social interactions.

A learning theory which argues that humans generate knowledge and meaning from their experiences. Although not a specific pedagogy, is the underlying theme of many education reform movements.

Is a type of learning theory that explains human learning as an active attempt to construct meaning in the world; learners ultimately construct their own knowledge for meaning.

A philosophical perspective that views knowledge as meaning-making and sense-making through the perspective of the learner.

Constructivism is an philosophical approach that assumes the independence of the person as an observer of the environment they are in, while recognizing that the knowledge they gain is built through an active, culturally situated, and socially negotiated, process that is dependent on the involvement of others in their learning process.

The act of building Knowledge through experiences and incorporating new Knowledge into their already existing Knowledge.

The theory of constructivism posits that people make meaning of and produce knowledge based upon their pre-existing experiences.

A learning theory that views the learner as an active participant in the learning process as prior knowledge is incorporated into new understanding.

Constructivism is a philosophical learning theory of education. Learners’ knowledge and experiences are determined by learners’ social and cultural environment. Learning occurs by learners constructing knowledge out of experiences. Therefore, learning is an active and constructive process.

An approach where the teacher facilitates learning. It is designed to refine students' knowledge and assist students in developing inquiry skills through critical thinking. Ultimately constructivism leads to students developing opinions about the world around them.

A long held learning theory where a facilitator supports the students in constructing his/her own knowledge utilizing the prior knowledge and new information.

A form of learning in which students construct their own unique understanding of a subject through a process that includes social interaction, so that the learner can explain understandings, receive feedback from teachers and other students, clarify meanings, and reach a group consensus.

An epistemology that suggests that the physical world contains no meaning per se ; rather individuals and cultures impose meaning on the world.

Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. Assimilation occurs when individuals’ experiences are aligned with their internal representation of the world. They assimilate the new experience into an already existing framework. Accommodation is the process of reframing one’s mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning. In fact, there are many pedagogies that leverage constructivist theory. Most approaches that have grown from constructivism suggest that learning is accomplished best using a hands-on approach. Learners learn by experimentation, and not by being told what will happen. They are left to make their own inferences, discoveries and conclusions. It also emphasizes that learning is not an “all or nothing” process but that students learn the new information that is presented to them by building upon knowledge that they already possess. It is therefore important that teachers constantly assess the knowledge their students have gained to make sure that the students perceptions of the new knowledge are what the teacher had intended. Teachers will find that since the students build upon already existing knowledge, when they are called upon to retrieve the new information, they may make errors. It is known as reconstruction error when we fill in the gaps of our understanding with logical, though incorrect, thoughts. Teachers need to catch and try to correct these errors, though it is inevitable that some reconstruction error will continue to occur because of our innate retrieval limitations.

argues that learners construct knowledge rather than passively take in information. As people experience the world and reflect upon those experiences, they build their representations and assimilate new information into their pre-existing understanding.

An approach in which students share responsibility for their learning while negotiating meaning through active participation in the co-creation of shared understanding within the learning context.

A learning theory that suggests individuals create their own knowledge when encountering something new. Knowledge is therefore temporary, individually constructed, and socially reconciled.

Epistemological theory according to which individuals construct knowledge through active experience. It emphasizes that knowledge is a social product, historically and culturally situated, and which is negotiated, constructed and learned by the members of a community.

An educational approach relying on the learners’ ability to construct new knowledge rather than teacher-student knowledge transfer.

A theory that suggests students build on knowledge (schema) that they already know or understand. Within a constructivist learning environment, students are actively engaged in the learning process rather than passively listening to acquire knowledge. Students are challenged to build on existing knowledge and gain new and more complex knowledge.

A paradigm of teaching and learning that involves how humans generate knowledge and meaning from an interaction between their experiences and their ideas.

A theory of learning with both philosophy and psychology roots. Emphasizes the active role of learners in constructing their own knowledge and meaning from their experiences.

A learning theory found in psychology explaining how people acquire knowledge.

A school of thought that sees knowledge as layered and built rather than transferred or acquired.

An epistemological theory that maintains that all knowledge is actively constructed by humans and as such has no independent objective reality

Researchers who use this way of understanding the world “develop subjective meanings of their experiences—meanings directed toward certain objects or things. These meanings are varied and multiple, leading the researcher to look for the complexity of views rather than narrow the meanings into a few categories or ideas. The goal of research, then, is to rely as much as possible on the participants’ views of the situation” (Creswell, 2007, p. 20).

Is at the same time a theory of knowledge, a theory of learning and an educational methodology. It is, therefore, an ample space for debate and controversy. In our context a constructivist approach to knowledge means that we ourselves build an interpretation of the reality surrounding us, through experience. Rather than a knowledge transfer from source to sink, we gain knowledge by an active engagement in its construction, by giving to and taking from others.

A type of learning theory that explains human learning as an active attempt to construct meaning in the world around us. Constructivists believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.

A learning theory based on a belief that students bring varied experiences to the course, and new knowledge is built on that foundation.

This refers to the process whereby perceptual experience is constructed from, rather than being a direct response to the stimulus. This approach to teaching and learning is based on a combination of a subset of research within cognitive psychology and a subset of research within social psychology, just as behavior modification techniques are based on operant conditioning theory within behavioral psychology. The basic premise is that an individual learner must actively “build” knowledge and skills and that information exists within these built constructs rather than in the external environment.

Knowledge is constructed by the learner through experiential learning and interactions with the environment and the learner’s personal workspace.

A psychological theory of knowledge (epistemology) which argues that humans construct knowledge and meaning from their own experiences.

The process by which one makes meaning of new knowledge through social activity and experience (past experience + current situation = current experience).

Learner-centered methods of teaching.

A theory and philosophy put forth by Jean Piaget that reasoned children construct their knowledge through personal experience.

Learning theory focusing on how humans make meaning from their experiences. It is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction.

Learning which takes place when knowledge is built through an active process and contextual observances of their experiences and of the world, allowing for the learner to build their own understanding rather than acquiring it through lecture or memorization.

A learning theory that posits people construct knowledge by modifying their existing concepts in light of new evidence and experience. Development of knowledge is unique for each learner and is colored by the learner’s background and experiences.

Constructing one’s own knowledge from one’s own experiences.

A learning theory that knowledge is constructed by the learner through experience-based activities.

Constructivism is a philosophical position that views knowledge as the outcome of experience mediated by one’s own prior knowledge and the experience of others. In contrast to objectivism (e.g. Ayn Rand, 1957 ) which embraces a static reality that is independent of human cognition, constructivism (e.g. Immanuel Kant, 1781/1787 AU34: The in-text citation "Immanuel Kant, 1781/1787" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) holds that the only reality we can know is that which is represented by human thought. Each new conception of the world is mediated by prior-constructed realities that we take for granted. Human cognitive development is a continually adaptive process of assimilation, accommodation, and correction ( Piaget, 1968 ). Social constructivists (e.g. Berger and Luckmann, 1966 AU35: The in-text citation "Berger and Luckmann, 1966" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) suggest that it is through the social process that reality takes on meaning and that our lives are formed and reformed through the dialectical process of socialization. A similar dialectical relationship informs our understanding of science (e.g. Bloor, 1976 ), and it shapes the technical artifacts that we invent and continually adapt to our changing realities (e.g. Bijker, 1995 ). Humans are shaped by their interactions with machines just as machines evolve and change in response to their use by humans. ( Lemke, 1993 ).

Educational theory concentrated on assisting students in constructing meaning through experiential and self-directed means.

A learning theory that stresses that knowledge is constructed by the learner.

Is a perspective that considers knowledge as a “construction” according to the particular experiences, ideas, and bias of the learner. Thus knowledge is not granted any external “transcendent” reality, that is, it is not integral, but rather is premised on conventional acceptance perception, assumption, and social experience. It is also a widely held pedagogic theory espoused by many respected researchers and practitioners such as John Dewey, Jean Piaget, Jerome Bruner, Herbert Simon, and so forth.

Learning theories that have been developed since the end of the 1970s. According to these learning theories, knowledge cannot simply passed on from teachers to learners. Instead, learning is seen as an active, social, self-determined and learner centered process.

Constructivism is an epistemology founded on the premise that by reflecting on our own experiences, we construct our understanding of the world that we live in

A learning theory that postulates that learning is effective when learners are actively engaged in collaborative process where they construct new knowledge by interacting with the learning environment and linking new information to previous knowledge, experiences and ideas

It places its emphasis on the internal process of the learner’s mind. Constructivist instructors have the notion that instructional objectives are not to be imposed on the learner but negotiated with the learner, and evaluation is more of a self-analysis tool. This philosophy is more akin to humanism.

It is a learning theory through which the learner can recognize the understanding of knowledge based on their experiences.

A learning theory and approach to education emphasizing ways that people create meaning of their world through a series of experiences and constructs

A theory of learning that asserts that learning results from the learner actively interacting with their learning environment rather than passively receiving information.

The construction of knowledge through involvement or engagement in experiences. Constructivism is the desired outcome of inquiry-based instruction.

An approach to teaching that embraces the fact that students learn by actively participating in constructing their own knowledge.

A pedagogical strategy where students are empowered to take responsibility for their own learning.

A educational philosophy that suggests that learning is an active process where students are highly engaged with problems and materials.

Philosophical belief about knowledge acquisition or construction.

A theory of learning that views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge. It is based on the premise that learning involves constructing one’s own knowledge from one’s own experiences.

A learning theory that focuses on learning as a cognitive process, in which knowledge is expanded on the basis of learners interactively using their prior knowledge and new information in order to generate new knowledge.

People actively construct new knowledge as they interact with their environments.

Constructivism is a learning theory claiming that individuals construct their knowledge and understandings through experiencing things.

The belief that “learning is a process of constructing meaning; it is how people make sense of their experience” (Merriam et al., 2007, p. 291).

An approach to learning where student is required to construct or develop meaning. Typically, students work with tools and/or open end problems. One could also think of this philosophy as learning by doing or student-centered learning.

Constructing new knowledge based on prior knowledge and current experience.

An approach in which students share responsibility for their learning while negotiating meaning through active participation in the co-creation of shared understanding within the learning context.

A blanket term used to describe a set of diverse ideas related to how people come to knowledge.

The process whereby perceptual experience is constructed from, rather than being a direct response to, the stimulus.

The family of educational theories that conceptualize learning as an active process undertaken by the learner.

Constructivism posits individuals along with their prior knowledge and sociocultural background play an essential role in learning.

A theory of how people learn that is often applied to adult learning. It posits that people construct their own understanding and knowledge through experiences and self-reflection.

A philosophy of teaching and learning which sees knowledge not as a commodity which is transferred from the teacher to the learner, but instead as the product of an autonomous process of creation on the part of the learners themselves. Constructivism seeks to shift the vision of the teacher away from a directive, central, controlling position to a stance as facilitator of this learner driven process.

A learning theory based on the principle that students construct knowledge individually rather than receiving it passively from others

A learning theory and approach to education emphasizing ways that people create meaning of their world through a series of experiences and constructs.

A theory of learning that recognizes that knowledge is not passively received, but actively constructed, by the learner.

Constructivism (learning theory) holds that knowledge is not transmitted unchanged from teacher to student, but instead that learning is an active process of recreating knowledge.

philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.

The theory constructivism arose from Piagetian and Vygotskian perspectives and describes learning as taking place when people construct their own knowledge and understanding of the world through previous experiences and then reflecting on those experiences ( Harasim, 2012 ).

An educational theory or school of learning, based on the idea that knowledge is constructed by the learner based on mental activity. Learners create a mental image of how the world operates and they adapt and transform their understanding using their earlier knowledge.

A learning theory which says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

No single predominant objective reality of leader or follower within a business school.

A dominant paradigm, model, or approach in the field of education.

A philosophical theory that defines reality based experiences and individual interpretations of those experiences to construct reality. In education, constructivism is the concept that requires reflection and connection to a larger reality to be effectively adopted by the learner.

A learning theory which argues that humans generate knowledge and meaning from their experiences. Although not a specific pedagogy, is the underlying theme of many education reform movements.

It is an epistemology, a learning or meaning-making theory, that offers an explanation of the nature of knowledge and how human beings learn. It maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe and the ideas, events, and activities with which they come in contact.

A theory leading to the teaching methods in which learners construct meaning through process-oriented experience.

Pedagogical approach that holds that knowledge is a product of the active construction of a subject through the individual interacting in a given situation.

Constructivism is a learning theory with an emphasis on construction of knowledge by students using experience as the primary catalyst of knowledge construction.

The theory of constructivism posits that people make meaning of and produce knowledge based upon their pre-existing experiences.

A learning theory that engages students in the construction of their own knowledge.

According to these theories, learning happens in a social context, with individuals looking at the behaviour of others to copy.

An epistemology (i.e., what it means to know) that accepts that knowledge of and about the world is a personal construction; views learning as an active process where individuals construct their own knowledge through meaningful interactions with the world.

a philosophical framework or theory of learning which argues humans construct meaning from current knowledge structures

Theory of knowledge which suggest that the learner has to make sense of new material based on his or her prior knowledge.

A perspective on learning that places emphasis on the learners as being mentally active, building their own internal and individual representation of knowledge. Knowledge is actively constructed in response to interactions with environmental stimuli. Learning as self-directed.

Constructivism is a set of assumptions about learning that guide many learning theories and associated teaching methods. This is a theory concerned with learning and knowledge, which suggests that human beings are active learners who construct their knowledge from personal experiences and on their efforts to give meaning to these experiences.

An approach to learning that holds people actively construct or make their own knowledge and that reality is determined by the experiences of the learner.

A learning theory that posits people construct knowledge by modifying their existing concepts in light of new evidence and experience. Development of knowledge is unique for each learner and is colored by the learner’s background and experiences.

A philosophical, epistemological, and pedagogical approach to learning, where learning is viewed as an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

Educational theory that emphasizes hands-on, activity-based teaching and learning during which learners develop their own frames of thought.

Theory of learning formulated by Jean Piaget that holds learners form new knowledge based on experience with external constraints and existing internal knowledge.y

An approach in which students share responsibility for their learning, while negotiating meaning through active participation in the co-creation of shared understanding within the learning context.

A philosophical approach to teaching and learning based on the needs, interests, and experiences of the learner.

Related to student-centric instructional practices that include active learning strategies.

A pedagogical approach in which students construct their own knowledge in student-centered (as opposed to teacher-driven) classrooms.

According to the constructivist view of learning, students do not passively absorb information, but rather, meaningful learning occurs through an active construction and modification of their knowledge structures. When students are learning they use their existing knowledge, beliefs, interests, and goals to interpret any new information, and this may result in their ideas becoming modified or revised. There are two main constructivist schools: (a) cognitive constructivism, which emphasizes on the personal construction of knowledge; (b) social constructivism, which emphasizes on knowledge construction in particular social and cultural contexts. In both cases, the emphasis is on interactive environments where students are given opportunities to negotiate their ideas and meanings. According to this view, teachers have a central role in providing guidance and support to their students (scaffolding).

Knowledge is constructed by the learner through experiential learning and interactions with the environment and the learner’s personal workspace.

An approach in which students share responsibility for their learning while negotiating meaning through active participation in the co-creation of shared understanding within the learning context.

In education, constructivism is a learning theory based on the idea that people actively construct or make their own knowledge. Basically, learners use their previous knowledge to acquire new notions.

A pedagogy that underlies an approach to teaching and learning based on the belief that students learn in a social environment with and from one another and that the role of the teacher is to facilitate the learning process while embracing the roles of both teacher as facilitator and as a fellow member of the learning community.

Learning theory that conceives of knowledge as the result of mental construction processes performed by individuals, but also accentuates the importance of social learning situations.

A learning theory placing the individual at the center of the learning experience. The learner is an active agent in the construction of their own knowledge. The teacher facilitates the knowledge construction process through the provision of opportunities.

Ontological position that assumes that social phenomena and their meanings are constructed by social actors.

Jean Piaget (1896–1980) is credited with the development of this theory whereby learners construct new knowledge from their experiences through processes of accommodation and assimilation. Constructivism describes how learning should happen, and it is often associated with “learning by doing.”

A theory that implies people construct their own knowledge by interacting with their own unique socio-cultural environment.

This is the concept that students actively construct their learning based on prior knowledge.

Knowledge that is constructed socioculturally through interactions between individuals and the world in which they live.

Constructivism learning principles focus on the learner and what he or she brings to the educational experience, as well as how the knowledge framework changes as a result of new learning. Constructivist learning principles require the teacher/instructor to focus on the learner, prior knowledge, and facilitation of active learning.

Theory of learning whereby learners construct their own understanding and knowledge of the world.

Is basically a theory based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

A theory of learning that views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge. That is, learning involves constructing one’s own knowledge from one’s own experiences.

It is one of the two major epistemological beliefs in learning and educational research: The constructivist perspective describes learning as a change in meaning constructed from experience (Newby et al., 1996). Constructivists believe that “knowledge and truth are constructed by people and do not exist outside the human mind” (Duffy & Jonassen, 1991). This is radically different from what objectivism, which is the other dominant epistemological belief, conceives learning to be

Psychological and philosophical perspective based on hypothesis and research by Piaget and Vygotsky contending that individuals work or construct significant parts of what they understand and learn, by meditating on their personal experiences and previous knowledge.

This theory says that knowledge comes through an individual’s internalization of events that happen in the outside world. Constructing knowledge is the learners’ attempt to make sense out of their world by interacting with it. Learners are not “empty vessels to be filled” but rather take an active part in the learning process (Driscoll, 2000, p.376).

The idea that knowledge is actively constructed in the mind of the learner as new information is assimilated into existing mental frameworks, or as those systems are adapted to accommodate the new information.

Is a paradigm that holds that one’s learning is a dynamic process in which the learner herself is intimately involved in creating knowledge at the individual personal level.

A pedagogy emphasizing student-centered learning, the autonomy of learners and peer interactions.

A theory about learning which centers on the learner’s development of knowledge and mental structures as he/she questions, generates new ideas, tests and defends concepts, and discusses them in a community of learners which further engenders more thinking.

It is a philosophical perspective, pedagogic process of students' constructing knowledge individually verses acquisition that relates to real work tasks hat is characterized by active techniques including e-learning digital process.

It emphasizes the student as being the “active learner,” playing a central role in mediating and managing learning activities. Instruction is a process of supporting knowledge construction, rather than communicating knowledge.

A learning theory that focuses on knowledge and explores how children learn; children “construct” meaning through their own interactions and experiences in social environments and settings.

An educational philosophy that views learning as constructed by students through experience, practice, and interaction ( Duckworth, 1987 ).

Theoretical perspective separated from realism, that defends the idea that reality is not outside ourselves, but it is construed through a dialectical relation among the external entities, our subjectivity and emotions, the interrelation without interlocutors, and the contextual conditions at the time.

Is the notion that learners can learn from peers while teachers assume the role of facilitator, not necessarily being the one with all information to pass down to learners.

It is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know.

Is a learning pedagogy based on the idea that the learner himself builds knowledge based on mental activity. Constructivism is based on the assumption that, by reflecting on our experiences, we construct our vision of the world in which we live.

A perspective on learning that emphasizes learners’ active engagement and adaptation to construct new knowledge through educational learning experiences.

An educational theory arguing that students construct their own knowledge on the domain, rather than acquiring certain behaviors on how to interact with it.

A learning theory and approach to education emphasizing ways that people create meaning of their world through a series of experiences and constructs.

Constructivism is a learning theory based on one expanding his knowledge of the world through active exploration, previous knowledge, and reflection.

Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. The process of knowledge construction is subjective activity, anchored to the context through collaboration and social negotiation.

An instructional method whereby the curriculum is designed by use kinesthetic approach to learning.

In education refers to a learning theory which emphasises role of activity, prior knowledge, and culture in the process of teaching and learning.

The concept of “construction” implies transformative “working” on knowledge; an active and reactive task of acquiring, processing and producing knowledge which puts the learner in a key position in the learning process—in other words aware of how the process itself works; capable of managing, proposing, and being creative. In the technological field the constructivist viewpoint is particularly effective precisely because of its interpretative multiplicity, which lends itself to a reconsideration of the learner as designer, metareflective thinker and community member—leading to an integrated vision of learning environments design.

Knowledge that is formed from the knowledge and experiences of others.

Even though there is no single constructivist theory, constructivism mainly contends that learners, through interacting with their social world, actively construct, test and refine knowledge.

A theory of learning and knowing that holds that learning is an active process of knowledge construction in which learners build on prior knowledge and experience to shape meaning and construct new knowledge.

The basic premise of constructivism is that an individual must actively “build” knowledge and that information exists within these built constructs rather than in the external environment. All advocates of constructivism agree that it is the individual’s processing of stimuli from the environment and the resulting cognitive structures that prompt adaptive behaviour.

A learning theory based on the premise that students construct their own learning based on their own experiences.

The construction of knowledge through involvement or engagement in experiences.

A learning theory that suggests humans construct knowledge and meaning through interaction with each other.

A perspective on learning that emphasizes learners’ active engagement and adaptation to construct new knowledge through educational learning experiences.

A theory of learning based on the idea that knowledge is constructed as learners attempt to make sense of their experiences. It is assumed that learners are not empty vessels waiting to be filled, but rather active organisms seeking meaning: regardless of what is being learned, learners form, elaborate, and test candidate mental structures until a satisfactory one emerges.

A very prominent learning theory, which postulates that learning is a process essentially involving activity and involvement through which learners construct their own knowledge and skills. This naturally seems to imply that overhearers cannot learn from a learning dialogue. The theory of vicarious learning does not reject constructivism, but suggests that activity and involvement can arise cognitively through phenomena of empathy, and hence that “vicarious participation” in dialogue can also foster constructive processes.

The learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge (Glaserfeld, 1989 AU16: The in-text citation "Glaserfeld, 1989" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).