▁students ▁to ▁see ▁various ▁solutions ▁as ▁well ▁as ▁create ▁their ▁own . ▁In ▁this ▁way , ▁knowledge ▁becomes ▁active , ▁evol ving ▁as ▁students ▁particip ate ▁and ▁negoti ate ▁their ▁way ▁through ▁new ▁situations . ▁ ▁Con struct iv ism ▁▁ ▁F ounded ▁by ▁Jean ▁Pi aget , ▁construct iv ism ▁emphas izes ▁the ▁importance ▁of ▁the ▁active ▁invol vement ▁of ▁learn ers ▁in ▁construct ing ▁knowledge ▁for ▁themselves . ▁Stud ents ▁are ▁thought ▁to ▁use ▁background ▁knowledge ▁and ▁concepts ▁to ▁assist ▁them ▁in ▁their ▁ac quisition ▁of ▁novel ▁information . ▁On ▁approaching ▁such ▁new ▁information , ▁the ▁lear ner ▁faces ▁a ▁loss ▁of ▁equilibrium ▁with ▁their ▁previous ▁understanding , ▁and ▁this ▁dem ands ▁a ▁change ▁in ▁cogn itive ▁structure . ▁This ▁change ▁effectively ▁comb ines ▁previous ▁and ▁novel ▁information ▁to ▁form ▁an ▁improved ▁cogn itive ▁schema . ▁Con struct iv ism ▁can ▁be ▁both ▁subject ively ▁and ▁context ually ▁based . ▁Under ▁the ▁theory ▁of ▁radical ▁construct iv ism , ▁co ined ▁by ▁Ernst ▁von ▁Glas ers feld , ▁understanding ▁re lies ▁on ▁one ' s ▁subject ive ▁interpretation ▁of ▁experience ▁as ▁opposed ▁to ▁objective ▁" re ality ". ▁Similarly , ▁William ▁Co bern ' s ▁idea ▁of ▁context ual ▁construct iv ism ▁en comp ass es ▁the ▁effects ▁of ▁culture ▁and ▁society ▁on ▁experience . ▁ ▁Con struct iv ism ▁asks ▁why ▁students ▁do ▁not ▁learn ▁deeply ▁by ▁listening ▁to ▁a ▁teacher , ▁or ▁reading ▁from ▁a ▁text book . ▁To ▁design ▁effective ▁teaching ▁environments , ▁it ▁bel ieves ▁one ▁needs