Cognitive vs Constructive Learning Theories

Learning theories describe how people pick up new skills and adjust to their surroundings. The constructive and cognitive theories are connected, but they also each have their own distinctive qualities. The Swiss psychologist and philosopher Jean Piaget was the author of both theories. With the primary objective of transmitting knowledge, these theories alter the behavior of the learners through incentives and punishments in various learning styles and philosophies.

According to the cognitive paradigm, logic is the primary process employed in learning and that humans learn and make judgments using logic, much like computers do (Handbook of Learning and Cognitive Processes, 2016). This means that learning is not based on any emotional factors but merely on intellect. The constructive theory, on the other hand, though primarily stemmed out of the cognitive theory argues that learning is a combination of logic and humanistic approaches. For instance, this theory believes that during interpreting information on their own, people still integrate things learned from others, especially from watching their habits.

In cognitive theory, learners are required to process store and retrieve information for the future by using information processing approach that transfers and assimilates new information (Handbook of Learning and Cognitive Processes, 2016). In constructivism, learning is an active process where learners construct new ideas based on their past or current knowledge and social interactions.

The role of teachers in constructionist focuses on making connections between facts, as well as in fostering new understanding in students. The instructors, in this theory, tailor their strategies to students’ responses encouraging them to interpret, analyze, and predict the information. Moreover, in this learning theory, teachers heavily rely on open-ended questions that will encourage a wide range of discussions among the students. In the cognitive theory, however, teachers manage problem-solving and structured search activities, especially with group learning strategies (Jonassen, & Land, 2012). They mostly focus on providing opportunities for students to connect new information. In constructive learning theory, teachers advocate eliminating the standardized curriculum and promoting customized curricula to the student’s prior knowledge. This theory also emphasizes on hands-on problem-solving.

Learning in cognitive theory involves development and growth of logical thinking from infancy to adulthood with an individual gaining knowledge through constant interactions with the environment in an organized way (Jonassen, & Land, 2012). In constructivism, the open-ended learning experience is promoted where all knowledge is human construction without logical thinking and a learner starting with a blank slate: learning occurs internally in the mind of the individual.

Similarities

Both the cognitive and the constructivist theories relate to learning and modifying behavior through stimulus which can be rewarded through reinforcement or punishment but either way people learn new behavior. Another similarity is that in both theories, learning is an association which may be based on stimuli. Moreover, in both theories, an individual can build new behavior on previously learned ones. In addition, both cognitive and constructive theories recognize the need for individual experiences in the learning process; this helps the students achieve better (Jonassen, & Land, 2012). It is also important to note that both theories are psychological and emphasize on tangible products and models engaging the learner actively throughout the process with teacher roles well described who act as coaches and mentors for the students.

The following Venn diagram illustrates the relationship between the cognitive and constructive theories of learning in both the differences and similarities.

Learner is active in the process.

Recognizes importance of personal experience

Tangibility of products and models

Psychological theories

Propose teacher roles

References

Jonassen, D., & Land, S. (2012). Theoretical foundations of learning environments (1st ed.).

New York: Routledge.

Handbook of Learning and Cognitive Processes. (2016) (1st ed.).