| Constructivism | Social Constructivism | |
| Researcher | Jean Piaget (1896 - 1980) | Lev Vygotsky (1896-1934) |
| Theory | Stages of Cognitive development. Assimilation and accommodation theory. | Zone of Proximal development. Knowledge is constructed within the social context. |
| Key words | Cognitivism, | Collaborative learning |
| Belief | Knowledge proceed neither solely from the experience od objects nor from an innate programming performed in the subject but from successive constructions. | Cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partners co-construct knowledge. |
| 1. Children should not be taught certain concepts until they have reached the appropriate stage of cognitive development. | 1. It is the main means by which adults transmit information to children. 2. Language itself becomes a very powerful tool of intellectual adaptation. |
Different pedagogies stem from Constructivism
| Inquiry based learning/Experiental Learning | Problem base learning | Concept base learning | |
| Key Researcher | John Dewey ( 1896) | Bruner ( 1966) | Lynn Erikson ( 2012) |
| Key words: | Continuity and progression | Spiral curriculum, interpersonal interaction, discovery learning. | Concept lens that enable learners to transfer their knowledge in real life situation. |
| Learners acquire knowledge through the interactive process within an active classroom setting. | TIP ( Theory Into Practice) that a theory of instruction should address four major aspects. (1) predisposition towards learning, (2) the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner. (3) the most effective sequences in which to present material, and (4) the nature and pacing of rewards and punishments. | The importance of transfering factual knowledge into different context. | |
| Knowledge derives from the experience involves interaction between both the objective conditions (the teacher’s actions, the materials the learner interacts with, and the social set-up of the learning situation) and the learner’s internal conditions (his or her personal needs, attitudes, desires, capacities, and purposes) | Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information. | Three dimensional knowledge that consists of factual knowledge, concept lens and skills that acquired sleaners to higher order thinking level. |
