Constructivism theory revolves around encouraging learners to construct knowledge rather than taking in information passively. Students are well equipped with knowledge when t

Constructivism theory revolves around encouraging learners to construct knowledge rather than taking in information passively. Students are well equipped with knowledge when they can effectively develop knowledge rather than receiving information passively. When this theory is incorporated into students’ assignments in psychology class, it can play a significant role in helping students retain the knowledge they have learned and adding more concepts to what they already know. Constructivism involves learners as active participants in the learning process, in psychology class, these learners are required to make new mental constructs for their knowledge (Holmes, 2019). For instance, participating in discussion boards in this class to construct ideas through engaging with the provided course materials where we are expected to expand on the knowledge, complete assignments, and respond to our peers is constructive learning.

Complex learning and authentic tasks play a significant role in undergraduate psychology classes. Complex environments ensure that students have enough experience handling complications and they can develop ways in which they will apply psychological concepts to navigate these complex learning environments without the help of the instructor. However, providing students with authentic tasks will help put hands-on activities as they strive to perform these tasks, they will relate with real-world experiences in the environments that they are supposed to work. According to Hailikari et al. (2022), constructive alignment in learning is an integrative design that educators in psychology classes can use to emphasize the intended outcome, learning activities, and assessment tasks. The central step of constructivism theory is knowledge construction which is based on reflections. For instance, educators may provide students with articles and ask them to reflect on the insights from the article and how they relate to the course materials encouraging them to add knowledge through self-reflection.

Social cognitive views in learning represent constructivism theory because educators use metacognition. Constructivism theory encourages the creation of new knowledge rather than absorbing knowledge passively. Thus, in metacognition, the educator optimizes cognitive abilities such as attention, activation of prior knowledge, and memory. However, in social cognition, the learners are motivated to achieve the goals they have set by aligning assignments’ outcomes to these goals. Thus, self-regulation among the learners is important because they can use the limited time they have to expand the knowledge they have had in class and they also can learn from the social environment. As Schunk and Usher (2012) insight, personal behavior plays a significant part in this learning environment because it is not controlled by the instructor it is an open knowledge learning experience where students can bring in new ideas and knowledge. For instance, the instructor can give a research question and expect every student to collect data on a particular group in a specific setting. The information collected is first-hand and will be an additional knowledge to the course.

Reference

Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning.  Active Learning in Higher Education,  23(3), 217-231. https://doi.org/10.1177/1469787421989160

Holmes, A. G. (2019). Constructivist Learning in University Undergraduate Programmes. Has Constructivism Been Fully Embraced? Is There Clear Evidence That Constructivist Principles Have Been Applied to All Aspects of Contemporary University Undergraduate Study?.  Shanlax International Journal of Education,  8(1), 7-15. https://doi.org/10.34293/ education.v8i1.819

Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation.  The Oxford handbook of human motivation,  2, 11-26. https://psycnet.apa.org/record/2019-54239-002