Constructivism and Constructionism

As an educator, there have been many different learning and teaching theories that I have learned about. Two critical theories are constructivism and constructionism. Bringing these theories into the classroom can bring social studies alive to the students. 

Constructivism, pioneered by Jean Piaget, centers on the idea that learners build their own understanding of the world through experience and reflection. Rather than passively receiving information, students interpret and make meaning based on what they already know and what they’re discovering. When learners are presented with new information, they absorb it or modify it to fit it into the information that they already know. With this theory, it is important to be aware of the prior knowledge students bring to the classroom, as it helps mold what students are learning. 

Constructionism, introduced by Seymour Papert, builds on constructivism but adds a twist: learners understand concepts better when they’re engaged in making something external and meaningful. What students engage in need to be tangible and have meaning. That could be a digital project, a physical model, or even a performance—anything that requires creation and reflection. Many of my students love video games, so having them interact with an educational Scratch project might be great for them.

I am always trying to find ways to build on my students’ prior knowledge and think critically about social studies. Social studies has many opportunities for constructivist learning. History, civics, geography are more than just collections of dates and definitions. They’re narratives, power struggles, systems of thought, and evolving worldviews which students can relate to events that are currently happening and then analyze. 

For example, in my class we learn about the three branches of government. Instead of lecturing about them, a teacher could present students with a variety of primary sources. I might compile newspaper stories or news stories about each branch of government in action and ask them to note the differences in jobs between the three. Students might work in groups to determine these differences and then hold a classroom debate about which branch they might find the most important. Hopefully, students will come to the conclusion that all branches have an important part in the government. In this process, they’re building their own understanding and using their prior knowledge to form their thoughts on the branches of government.

For constructionism, it will get even more hands-on and more often, which is typically more meaningful for students. In social studies, students may create digital timelines or interactive maps where they can show changes over time. There are many different hands-on projects that students can do in a social studies class that makes their learning more impactful. 

One way constructionism could be brought into the classroom is through designing a museum exhibit. After learning about key events, a class can be tasked with creating objects that relate to those events. They’d need to research, curate content, write exhibit captions, and think about how to present their findings in a compelling way. 

That’s constructionism in action: students learning by making. They’re not just memorizing names and dates. Instead they’re actively constructing and sharing knowledge in a way that resonates with them and their peers.

Understanding history, civic systems, and global dynamics is key to building informed, empathetic citizens, and it is becoming increasingly crucial. Using constructivist and constructionist approaches together makes learning more authentic and better engages the students. Constructivism guides how we frame our lessons, and constructionism drives what they do with that learning. Students question and explore the content while creating something that deepens their understanding. Social studies teachers can leverage both to create classrooms where students aren’t just learning about the world. They’re learning in it and through it.

As I have been learning about these two theories, it has helped remind me that students come to the classroom with existing knowledge that can impact how they are learning, and their learning can grow through physical projects that they find meaning in. 

OpenAI. (2021). GPT-3 Language Model [Computer software]. Retrieved May 24, 2025, from https://openai.com/api/