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The Significance of the Constructivist Approach in Preschool Science Education
the importance on the individual’s active, social participation in knowledge
construction (Ernst von Glasersfeld). On the other hand, conservative con-
structivists (Piaget) use activity-based and problem-based learning experi-
ences and teacher intervention to encourage conceptual constructions. Fur-
thermore, the latter attempt to correct misconceptions in children by help-
ing to construct understanding, based on concepts embraced by the scien-
tific community (Gil-Pérez et al. 2002; Martin, Sexton, and Gerlovich 2014). Al-
though there are many forms of constructivism, all of the instructional appli-
cations of constructivism view children as active agents in their personal con-
struction of new knowledge. Furthermore, these instructional approaches
aim to promote active learning through the use of hands-on activities with
small groups and with sense-making discussions. A common expectation is
that learners are more likely to construct an understanding of science con-
tent in this type of inquiry-based learning environment (Trundle 2010).
The theory of constructivism is based on the theory of Jean Piaget about
mental equilibration and its interplay with assimilation and accommodation
(Abruscato and DeRosa 2010; Martin, Sexton, and Gerlovich 2014):
– Equilibration. Learning is an active mental process, in which the child
needs to construct knowledge by interacting with the environment.
During that process, cognitive conflicts may arise between what is ex-
pected and what is observed (Driver, Guesne, and Tiberghien 1985).
Each new interaction or conflict creates a dilemma in the child’s mind
how to maintain mental equilibrium (Martin, Sexton, and Gerlovich
2014). This principle is very important to the teachers of preschool chil-
dren, because many children have naïve conceptions, which can per-
sist up to the adult years. For a teacher, it is extremely difficult to help
a child to construct new understanding if the child’s naïve conceptions
filter out new experiences (Abruscato and DeRosa 2010). With an at-
tempt of restoring equilibrium, the learning child reaches a higher level
of functional equilibration, and thus the formation of higher mental
structures. However, equilibration is not a static mind-rest point, but
a dynamic process (Martin, Sexton, and Gerlovich 2014).
– Assimilation is one way in which the mind can adapt to the learning
challenge and restore equilibrium (Martin, Sexton, and Gerlovich 2014).
Children try to reconcile new experiences and data with their present
understanding so that the new data support and deepen, but do not
change their fundamental mental model (Abruscato and DeRosa 2010).
– Accommodation. When no pre-existing mental structures are available
331
the importance on the individual’s active, social participation in knowledge
construction (Ernst von Glasersfeld). On the other hand, conservative con-
structivists (Piaget) use activity-based and problem-based learning experi-
ences and teacher intervention to encourage conceptual constructions. Fur-
thermore, the latter attempt to correct misconceptions in children by help-
ing to construct understanding, based on concepts embraced by the scien-
tific community (Gil-Pérez et al. 2002; Martin, Sexton, and Gerlovich 2014). Al-
though there are many forms of constructivism, all of the instructional appli-
cations of constructivism view children as active agents in their personal con-
struction of new knowledge. Furthermore, these instructional approaches
aim to promote active learning through the use of hands-on activities with
small groups and with sense-making discussions. A common expectation is
that learners are more likely to construct an understanding of science con-
tent in this type of inquiry-based learning environment (Trundle 2010).
The theory of constructivism is based on the theory of Jean Piaget about
mental equilibration and its interplay with assimilation and accommodation
(Abruscato and DeRosa 2010; Martin, Sexton, and Gerlovich 2014):
– Equilibration. Learning is an active mental process, in which the child
needs to construct knowledge by interacting with the environment.
During that process, cognitive conflicts may arise between what is ex-
pected and what is observed (Driver, Guesne, and Tiberghien 1985).
Each new interaction or conflict creates a dilemma in the child’s mind
how to maintain mental equilibrium (Martin, Sexton, and Gerlovich
2014). This principle is very important to the teachers of preschool chil-
dren, because many children have naïve conceptions, which can per-
sist up to the adult years. For a teacher, it is extremely difficult to help
a child to construct new understanding if the child’s naïve conceptions
filter out new experiences (Abruscato and DeRosa 2010). With an at-
tempt of restoring equilibrium, the learning child reaches a higher level
of functional equilibration, and thus the formation of higher mental
structures. However, equilibration is not a static mind-rest point, but
a dynamic process (Martin, Sexton, and Gerlovich 2014).
– Assimilation is one way in which the mind can adapt to the learning
challenge and restore equilibrium (Martin, Sexton, and Gerlovich 2014).
Children try to reconcile new experiences and data with their present
understanding so that the new data support and deepen, but do not
change their fundamental mental model (Abruscato and DeRosa 2010).
– Accommodation. When no pre-existing mental structures are available
331
