Constructivist learning theory was considered pivotal and one of the most intriguing

reform efforts in science education during the last two decades . It is built on the notion that learners are not passive subjects to whom information may be transferred, but are

actively engaged in knowledge construction. It is a theory of knowing that emphasizes knowledge as actively constructed by learners through their own lenses of experiences . Its philosophical stance argues that truth of knowledge claims is seen on the basis of viability which refers to the coherence and consistency between learner’s prior and existing experience and the new constructed knowledge .

Learning content or knowledge is not very neat as may have been believed

traditionally. Rather, it suggests a scenario where three elements may be used to evaluate the

quality of learning that happens in a teaching and learning situation as follows: the content to

be learned; the teacher’s construction of the content as it is taught; and the learner’s

interpretation of the content as it is shared to them. This meant that learning episode should

offer opportunities for the teacher-student learning community to hone their ideas and

knowledge structures against each member of the community the goal of which is to enlarge as much what they share in common while admitting their differences.

While constructivist epistemologies agree on the basic tenets of constructivism, two

competing forms have pervaded the literature along this line – social constructivism and

radical constructivism. It is observed that there are two acceptability evaluation in constructivist literature. These are coherence and consensus. Coherence refers to the agreement between and among the various cognitive structures or thoughts within an individual, while consensus is the agreement of the various cognitive structures or thoughts between and among individuals. The latter belong to the social constructivist view while the former to the radical constructivist view.

Social constructivism appears to claim that learning happens best in learning groups

suggesting a teaching model where group work must extensively be utilized. On the other

hand, radical constructivism insists that while there is no question that learning is

enriched in group situations, learning itself must finally come to agreement with

individual’s existing knowledge structures. As such, it is believed that learning can occur

in an equally enriched level or even better, when individual learners are provided varying

learning situations or opportunities for themselves to test their knowledge structures not

only through groups, but more importantly through individual reflections and self-assessments.

By: Lilian B. Ordiales | T-III | Limay National High School