Constructivist theory draws attention on the facts and ideas that students learn out of their experiences. According to this theory, students involved in the learning process develop upon their previous knowledge as well as experience so that they can come up with relevant knowledge to solve existing problems. The theory believes that all forms of learning should be ongoing and personalized. Additionally, the theory asserts that learning should be through coming up with real world environment issues, in order to enable students implement real solutions to tackle the issues. However, relevant environment is imperative to students because it offers them real job opportunities so that they can apply the experience they learned in classes to complete the life tasks effectively. Additionally, this helps students in appreciating education because they can see the importance of learning in the life goals (Griffin, 2011).
Constructivism theory is applicable in different situations in the real life. For example, the theory is applicable within the learning perspective in the classrooms. This is because the major demand of students in the career and technical education classes is to apply the current job skills together with critical thinking skills in order to solve problems in the society. For example, students work on small group exercises so that they come up with vital solutions to solve varying problems in the work place. The students also create multimedia presentations on different learned subjects so that they understand them and apply in their daily lives. The teachers also ensure that they encompass the theory in their classes so that they assist students to resemble real world situations in business with what they learn. Teachers also encourage the application of constructivism theory among students by encouraging them to understand how different activities enable them to understand the working environment. They construct this by questing the students together with their strategies, which assist them in becoming expert learners, thus helping them to ever broaden different tools important in learning and enhancing their skills. Consequently, this makes students to find the ideas taught in classes gaining in complexity and power, thus developing their abilities in integrating new information. Additionally, constructivism theory enables teachers to assist students to construct their own experience and knowledge rather than to come up with a series of fact. However, they are able to implement different tools such as problem solving and enquiry based learning, which help students to formulate and test different ideas that they learned in class. It also enables students to draw conclusion and inferences, pool and convey their different knowledge on any given learning environment. Notably, constructivism theory is essential to students because it transforms them from passive recipient of the information that they have to active participant within the learning process (Griffin, 2011).
Remarkably, constructivism theory is always referred to as the learning theory because it compels students to reinvent their curiosity regarding the world and the manners in which different things function. Therefore, this makes students to become engaged in these activities through applying the knowledge that they learned in classrooms to the real world experience. Consequently, this is imperative because it enables students in the learning process to hypothesize, test their theories thus drawing their conclusion from their findings. Technology is also important in constructivism theory because it enhance learning methods. For example, the telecommunication tools like email and internet offers important information on the dialogue and discussion among students. Further, this enables students to interact with other students and teachers in differing continents. Finally, the theory enhances the implementation of networked writing programs, which offer differing collaborative writing platform (Griffin, 2011).
Griffin, E. A.(2011) "a first look at communication theory" (8th edition). boston: Mcgrawhill