Constructivism, Direct Instruction and the Free-energy optimization principle: A student’s integrative cognitive perspective on learning

Abstract

Abstract Constructivist instruction favours learning strategies that emphasize student independence (Bodner, 1986; Murphy, 1997). It suggests that limiting direct guidance and increasing constructed thinking through a student-centered approach will maximize higher order learning outcomes including creativity and originality (Liu & Matthews, 2005). In contrast, direct instruction models propose that in light of limited working memory capacity, increased guidance and feedback produces better learning outcomes (Sweller, 1998). Direct instructivists suggest that explicit guided instruction is crucial to develop skill acquisition and ad hoc information attainment (Kirschner, Sweller, & Clark, 2006). Friston’s (2005) introduction to learning as optimization [free-energy] perspective enables a new non-antagonistic outlook that illustrates the importance of both constructivist and direct instructivist educational philosophies in routine brain functioning. In this paper I argue that this assimilative approach suggests new opportunities to investigate questions surrounding accuracy, creativity, and learning.