Research Supporting Constructivist Theory

Hong, Julie

ET

Jones, J.L., Martin, M.S., & Flohr, B.R. (2015). Theories Holding Promise for Supporting the Constructivist Behaviors of Inquiry. School Libraries Worldwide, 21(2), 115-126.

The authors of this article explore theories and research presented by several scholars outside of the field of librarianship that support the constructivist model of learning. 

Sugatra Mitra, a Professor of Educational Technology at Newcastle University, England, conducted experiments based on the notion of Minimally Invasive Education (MIE). MItra hypothesized that "given appropriate access and connectivity, groups of children can learn to operate and use computers and the Internet with none or minimal intervention from adults" (p. 117). Based on qualitative observations, his hypothesis was proven correct as within a month, poor children in India who were exposed to a computer for the first time, over some time, discovered different word processing tools and features and were able to teach one another these skills, without any direction from adults.

Mihaly Csikszentmihalyi, a Hungarian psychologist, created the psychological concept of "flow": "the mental state in which an individual is completely focused on an activity" (p. 119).  Attaining this state is highly desirable as the level of engagement is high and subsequent mastery of challenges will result, leading to the development of even higher skill levels. This state of "flow" is intrinsically rewarding and students will attempt to keep reaching that state if given the appropriate environment.

Research conducted by Teresa Amabile, a professor at Harvard Business School, and Mark Lepper, a psychology professor at Stanford University, led them to "identify rewards as demotivating especially when expected, which causes many students to be less involved, and their efforts and work to be inferior" (p. 120).

The authors of the article conclude with a few learning points: focus on the creative process and inquiry-based behaviors, empower students to take hold of their own learning, allow time and opportunities for inquiry, and nurture curiosity.