Jerome Bruner, a constructivist philosopher, stresses that in constructivist learning the role of the learner is clear. “The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge” (Ishii & Drew, 2003). The learner is involved actively and solves the problem collectively. In constructivist learning, the student is active, constructive, goal-oriented, investigative thoughtful and believes in collective learning. Education is student-centered and learners construct knowledge through their own investigations. Learners have to take the initiative for self-evaluation, checking their own progress to ensure that all the goals and objectives of the lesson are achieved. Learning in a constructivist environment is discovery-based and meaningful. According to Hua and Mathew (2005) “Knowledge is not a self-sufficient entity; that knowledge is not directly transmittable from person to person, but rather is individually discovered”. 

As such, learners should be placed at the center of the learning. As a collective process, learning becomes more effective and meaningful. Robert (1993) emphasizes that a learner can learn any subject, if it is taught effectively. One of the teacher’s most challenging tasks is to ensure learners’ readiness to learn before starting his lesson. He could arouse the learners’ interest in the material by making the topic of the lesson relevant to his students’ needs or interests. The teacher should then encourage their students to analyze the learning material critically. They have to engage their minds. Successful learning takes place when the new information is meaningful and relevant. Learners remember information which makes sense. Just memorizing facts will not help learners to learn effectively. 

Education is a method of discovery. New information is retrieved when a learner makes a personal discovery. In constructivist learning, when students are allowed to make their own investigations, they will gain better understanding. As thus, let us put our young at the center of the class and pose questions to guide them to think creatively and critically. After all, the job of an educator is to be a facilitator, not a dictator in the classroom. His/her job is not to rush in finishing the syllabus. Let us share wise and scholarly words: Less is more, Q. et al., (2010). 

© DR. Qais Faryadi (FST)