Constructivism in Education: An overview of contributions to the literature and to the JPACTe annotated bibliography

Constructivism in education has evolved over the past century due to the contributions of many individuals in the U. S. and abroad. This article provides an overview of the contributions of theorists, researchers, and educators most closely associated with its rise in the field of education. The article also provides an outline and guide to the annotated bibliography on constructivism in education on the JPACTe website. Introduction This article provides an overview of the development of constructivist theory in education. It traces the roots of constructivism in the areas of educational philosophy, cognitive theory, research on teaching, the “social curriculum,” professional development and brain research. The article also provides an annotated bibliography aligned with these topics. Defining Constructivism in Education Constructivism allows us as, as educators, the conceptual tools with which to view our students and how they learn in a way that is congruent with best practice. Until recently, “best practice” has been defined by traditional behaviorist definitions focused on student academic outcomes; constructivist “best” practice is a relatively new focus of research. “Constructivist best practice” in the past has been defined by practitioners and those observing them: by teacher anecdotal evidence, clinical observation, the success of affective and social teaching, and, increasingly, the positive relationship of constructivist teaching and academic success (Zins, Weissberg, Wang, & Walberg, 2004). Constructivism requires that we understand that “(M)eaning is not given to us in our encounters, but it is given by us, constructed by us, each in our own way, according to how our understanding is currently organized.” (Duckworth, 1987, p. 112) (emphasis