Constructive vs. cognitive learning theories.

Learning theories describe how people pick up new skills and adjust to their surroundings. Although the constructive and cognitive theories are interrelated, they still have their own distinctive qualities and affinities. The Swiss psychologist and philosopher Jean Piaget was the author of both theories. The main objective of these theories is to transfer knowledge, and they do this by altering the behavior of the learners through incentives and punishments in various learning styles and philosophies. The cognitive theory argues that humans learn and make decisions based on logic and that just like computers the top mechanism used in learning is Logic (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 people while interpreting information on their own still integrate thing learned from others especially from watching their habits.

In cognitive theory, learners are required to process store and retrieve information for future use by using information processing approach that transfers and assimilate 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 and in fostering new understanding in students. The instructors in this theory tailor their strategies to students’ responses, and this encourages them to interpret, analyze, and predict information. The teachers in this learning theory heavily rely on open-ended questions that will encourage discussions among the students. In the cognitive theory, however, the teacher manages problem-solving and structured search activities especially with group learning strategies (Jonassen, & Land, 2012). They focus on providing opportunities for students to connect new information. The teachers in constructive learning theory 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.

Both the constructivism and cognitive theories relate to learning and modifying behavior through stimulus which can be reward reinforcement or through punishment but either way people learn new behavior. Another similarity is that in both theories learning is by association which may be based on stimuli. In both theories, an individual can build new behavior on previously learned behaviors. 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 that engage 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.

Recognize importance of personal experience

Tangibility of products/models

Psychological theories

Propose teacher roles

References

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

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