Bring the REAL WORLD to the Classroom
- scatterbraintpt
- Jul 6
- 3 min read
Learning Theories
Education theories play a significant role in shaping how we understand and facilitate
student learning. Two such influential theories, constructivism and pragmatism, both emphasize the importance of experience in the learning process, though they approach it from distinct perspectives.
Constructivism, pioneered by Jean Piaget, underscores the active role of learners in
constructing knowledge through personal experiences, with an emphasis on peer interactions and individualized learning (Goodwin, 2015). On the other hand, pragmatism, as discussed by thinkers like John Dewey, highlights the evolving nature of knowledge and the importance of real-world application, asserting that truth is validated through social experience and practical outcomes (Smith, 2021). Together, these theories inform the development of educational standards and instructional strategies, encouraging a dynamic, student-centered approach to learning.
Constructivism
Constructivism, developed by Jean Piaget, supports learning through experiences
(Goodwin, 2015). Knowledge is, “processed and added to previously existing schemas
(Goodwin, 2015). This supports learning because when children are offered a new experience, aka curricular information, it “can help them learn or rectify incorrect understandings” (Goodwin, 2015). Peer to peer interaction—such as in group learning environments—is a foundation in Constructivism.
Because each student holds differing experiences, they can compare and learn from each other in an engaging manner (Goodwin, 2015). In addition to different experiences, all students have different learning preferences. These preferences can create gaps in knowledge, also known as the Zone of Proximal Development (Goodwin, 2015). Educators can rely on Constructivism to personalize learning experiences to fill in these gaps.
Pragmatism
Pragmatism is another learning theory based on experiences. There is an emphasis on, “a
progressive pattern of growth and learning” (Smith, 2021). Truth is also foundational in
Pragmatism. Smith (2021) explains that, “Truth is validated through social acceptance and
custom; when truths no longer satisfy social needs, other…truths are found to replace them.” A person’s truths are relevant to their experiences. Educators can view their students as life-long learners, who are constantly seeking growth and truth (Smith, 2021).
Standards and Instruction
Constructivism and pragmatism are two influential learning theories that support the
development of educational standards and teacher instruction. While both focus on the active role of learner experiences, their supports may differ in terms of emphasis and application. Standards that emphasize problem based learning support constructivism so students can engage with real-world problems, ask questions, and explore various solutions through each other’s experiences. Teachers can guide instruction to support this by using higher order thinking questions or Think-Pair-Share time.
First, higher order thinking (HOT) questions, “go beyond basic observation of facts and memorization” (UCONN, n.d). The idea is to rely on facts, evaluate where fact comes from, and communicate these findings in a critical manner. It is important to note critical here is to be criteria-based, rather than to criticize (UCONN, n.d).
Second, Think-Pair-Share (TPS) is collaborative teaching strategy that can be used in universally any environment. Lightner (2017) explains, “Instructors pose a question for students to THINK for themselves prior to being instructed to discuss their response with a person sitting near them (PAIR). Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues.”
Knowledge is forever evolving in Pragmatism. For this learning theory, standards should
emphasize real-world application, which is similar to problem based learning. Teachers can
guide instruction by allowing skill development relevant to the workforce. This can be adapted to the needs of the society and economy. This educational process should allow interaction with the environment, and should be have hands on instruction, time for reflection, and real-world practicals.
Conclusion
Constructivism and pragmatism offer valuable insights into how we understand and facilitate student learning. Both emphasize the critical role of experience in the learning process, though each theory approaches it from a distinct angle.
Constructivism, as developed by Jean Piaget, highlights the active role of learners in constructing knowledge through personal experiences, with an emphasis on peer interactions and individualized learning (Goodwin, 2015). Pragmatism, on the other hand, as articulated by John Dewey, focuses on the evolving nature of knowledge and the importance of real-world application, asserting that truth is shaped by social experience and practical outcomes (Smith, 2021).
Together, these theories inform the development of educational standards and instructional strategies, advocating for a dynamic, student-centered approach that prioritizes both critical thinking and real-world relevance in the learning process.
References:
Goodwin, R. (2015). An Examination of Conflicting Theoretical Perspectives in Learning &
Teaching. Arab World English Journal, 6(4): 39-60. https://awej.org/images/AllIssues/Volume6/Volume6number4Decmber/4.pdf
Lightner, J., Tomaswick, L. (2017). Active Learning – Think, Pair, Share. Kent State University Center for Teaching and Learning. Retrieved from https://www.kent.edu/ctl/think-pair-share
Smith, T. (2021). Pragmatism. Salem Press Encyclopedia.
UCONN. (n.d). Critical Thinking and other Higher-Order Thinking Skills. University of
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