In this helpfully provocative post, Mike Hobbiss argues that we often misapply the theory of constructivism.
For Hobbiss, the theory makes perfect sense when describing learning. However, he worries that constructivism is unlikely to be helpful as a theory of pedagogy.
As he argues, drawing on extensive neuroscientific research, we can help students construct their own understandings by creating multiple, partial, and overlapping mental schema.
That kind of “constructivism as learning” might not be best fostered by “constructivism as teaching.”
Hobbiss offers this potentially controversial argument in measured and thoughtful tones. Even if you disagree with him — perhaps especially if you disagree with him — his ideas merit a careful read.