Criticism of Educational Constructivism
Several cognitive psychologists and educators have questioned the central claims of constructivism. It is argued that constructivist theories are misleading or contradict known findings. Matthews (1993) attempts to sketch the influence of constructivism in current mathematics and science education, aiming to indicate how pervasive Aristotle's empiricist epistemology is within it and what problems constructivism faces on that account.
In the neo-Piagetian theories of cognitive development it is maintained that learning at any age depends upon the processing and representational resources available at this particular age. That is, it is maintained that if the requirements of the concept to be understood exceeds the available processing efficiency and working memory resources then the concept is by definition not learnable. This attitude toward learning impedes the learning from understanding essential theoretical concepts or, in other words, reasoning. Therefore, no matter how active a child is during learning, to learn the child must operate in a learning environment that meets the developmental and individual learning constraints that are characteristic for the child's age and this child's possible deviations from her age's norm. If this condition is not met, construction goes astray.
Several educators have also questioned the effectiveness of this approach toward instructional design, especially as it applies to the development of instruction for novices(Mayer, 2004; Kirschner, Sweller, and Clark, 2006). While some constructivists argue that "learning by doing" enhances learning, critics of this instructional strategy argue that little empirical evidence exists to support this statement given novice learners (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Sweller and his colleagues argue that novices do not possess the underlying mental models, or "schemas" necessary for "learning by doing" (e.g. Sweller, 1988). Indeed, Mayer (2004) reviewed the literature and found that fifty years of empirical data do not support using the constructivist teaching technique of pure discovery; in those situations requiring discovery, he argues for the use of guided discovery instead.
Mayer (2004) argues that not all teaching techniques based on constructivism are efficient or effective for all learners, suggesting many educators misapply constructivism to use teaching techniques that require learners to be behaviorally active. He describes this inappropriate use of constructivism as the "constructivist teaching fallacy". "I refer to this interpretation as the constructivist teaching fallacy because it equates active learning with active teaching." (Mayer, 2004, p. 15). Instead Mayer proposes learners should be "cognitively active" during learning and that instructors use "guided practice."
In contrast, Kirschner et al. (2006) describe constructivist teaching methods as "unguided methods of instruction." They suggest more structured learning activities for learners with little to no prior knowledge. Slezak states that constructivism "is an example of fashionable but thoroughly problematic doctrines that can have little benefit for practical pedagogy or teacher education." Constructivist Foundations 6(1): 102–111 and similar views have been stated by Meyer, Boden, Quale and others.
Kirschner et al. group a number of learning theories together (Discovery, Problem-Based, Experiential, and Inquiry-Based learning)and stated that highly scaffolded constructivist methods like problem-based learning and inquiry learning are ineffective. Kirschner et al. described several research studies that were favorable to problem-based learning given learners were provide some level of guidance and support.
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