Editing Learning theory (education) (section)

===Constructivism===
{{Main|Constructivism (learning theory)}}
Founded by [[Jean Piaget]], constructivism emphasizes the importance of the active involvement of learners in constructing knowledge for themselves. Students are thought to use background knowledge and concepts to assist them in their acquisition of novel information. On approaching such new information, the learner faces a loss of equilibrium with their previous understanding, and this demands a change in cognitive structure. This change effectively combines previous and novel information to form an improved cognitive schema. Constructivism can be both subjectively and contextually based. Under the theory of radical constructivism, coined by [[Ernst von Glasersfeld]], understanding relies on one's subjective interpretation of experience as opposed to objective "reality". Similarly, William Cobern's idea of [[contextual constructivism]] encompasses the effects of culture and society on experience.<ref>Bodner, G., Klobuchar, M., & Geelan, D. (2001). The many forms of constructivism. ''Journal of Chemical Education'', 78, 1107-1134.</ref>

Constructivism asks why students do not learn deeply by listening to a teacher, or reading from a textbook. To design effective teaching environments, it believes one needs a good understanding of what children already know when they come into the classroom.  The curriculum should be designed in a way that builds on the pupil's background knowledge and is allowed to develop with them.<ref>{{Cite web |title=Jerome Bruner and the process of educationp |url=https://infed.org/jerome-bruner-and-the-process-of-education/ |access-date=2024-12-12 |website=infed.org |language=en-GB}}</ref> Begin with complex problems and teach basic skills while solving these problems.<ref>{{cite book|last=Yount|first=William R.|title=Created to Learn|year=1996|publisher=Broadman & Holman|location=Nashville|page=202}}</ref> The learning theories of [[John Dewey]], [[Maria Montessori]], and [[David A. Kolb]] serve as the foundation of the application of constructivist learning theory in the classroom.<ref>{{cite book|last=Lombardi|first=S.M.|title=Internet Activities for a Preschool Technology Education Program Guided by Caregivers|year=2011|publisher=Doctoral dissertation, North Carolina State University|pages=139–40}}</ref> [[Constructivism (learning theory)|Constructivism]] has many varieties such as [[active learning]], [[discovery learning]], and [[knowledge building]], but all versions promote a student's free exploration within a given framework or structure.<ref>{{cite journal|last=Devries|first=B.|author2=Zan, B. |title=When children make rules|journal=Educational Leadership|year=2003|volume=61|issue=1|pages=64–7}}</ref> The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working answering open-ended questions and solving real-world problems. To do this, a teacher should encourage curiosity and discussion among his/her students as well as promoting their autonomy. In scientific areas in the classroom, constructivist teachers provide raw data and physical materials for the students to work with and analyze.<ref>{{cite book | last = Books | first = Jacqueline G. | author2=Brooks, Martin G. | title = In search of understanding: The case for constructivist classrooms, revised edition | publisher = The association for supervision and curriculum development | location = Alexandria, VA | year = 1999}}</ref>