In order for one to decide which teaching and learning theories are compatible with learning for understanding, one must first define understanding. Understanding is being able to carry out a variety of actions or “performances” that show one’s grasp of a topic and at the same time advance it. It is being able to take knowledge and use it in new ways (Blythe, 1998). Constructivism is an epistemology, a learning or meaning-making theory that offers an explanation of the nature of knowledge and how human beings learn (Abdal-Haqq, 1998). It is a theory based on the philosophy that by reflecting on our experiences we construct our understanding of it and the world we live in. Learning activities are characterized by active engagement, inquiry problem solving, and small group activities. The teacher acts as facilitator and guide who encourages students to form their own opinions and conclusi

ons and challenges them to question their assumptions. Based on our definition of understanding, constructivism is a theory that enhances understanding. There are several types of constructivist theory. In his psychological constructivist theory Jean Piaget explained learning through the processes of accommodation and assimilation. Assimilation involves the interpretation of events in terms of existing cognitive structure whereas accommodation refers to changing the cognitive structure to make sense of the environment. Each individual constructs his own mental models. Learning materials and activities should involve the appropriate level of motor or mental operations for a child of any given age. Teachers should avoid asking students to perform tasks that are beyond their current cognitive capabilities and should use methods that actively involve students and present increasingly difficult challenges ( Abdal- Haqq, 1998). The social constructivist theory of Lev Vygotsky states that humans are the only species to have created culture, and every human child develops in t

Some topics in this essay:
Kinzie Simons, , Lev Vygotsky, Jean Piaget, Abdal- Haqq, teaching understanding, definition understanding, constructivist theory, abdal-haqq 1998, cognitive structure, mental activities, attribution theory, learning process, social constructivist, perform tasks,