Constructivism

What is constitutionalism? Constitutionalism is a common term used in education since the 1990s, but it can be traced back to earlier times (Maddux & Cummings, 1999, p. 8). Jean Piaget and Lev Vygotsky are two theorists who are closely related to the development of constructivism. In the past ten years, the number of enrollments has dramatically increased, and it is suitable for students who are classified as special education services or "dangerous" students. With this growth of special education, the need to find the most appropriate teaching method for disabled students is becoming very popular.

There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Constitutionalism as learning theory comes from the work of cognitive psychologists such as Piaget, Vygotsky, Brunner. Along with the development of cultural psychology these two views became dominant. They are personal and social constructivism. Personal constitutionalism focuses on the construction of human internal meaning and social constitutionism focuses on building human meaning. Constructivism is a learning theory that helps learners build something based on their understanding by absorbing previous knowledge and new knowledge. According to Kanselaar (2002), there are two major constructivist views. They are Jean Piaget of Switzerland and Lev Vygotsky of Russia.

Constitutionalism is a general term encompassing a wide range of constructivism ideas and is divided into two categories, cognitive constructivism (Piaget, 1976) and social constitutionism (Vygotsky, 1986). Both subtypes believe that knowledge is actively built by individuals (Birenbaum 2003), but through the use of different media, a series of internal intellectual stages (cognitive constructivism), or social mutual It is through action (social constructivism). Many views on constructivism in these two subtypes are based on the basic principle that learners actively make meaning by themselves (Birenbaum 2003; Harris and Alexander 1998).