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Topic: Constructivist epistemology

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Constructivist teaching methods are widely advocated and great hopes are held for their transformative effects, one advocate saying that: “If the theory of knowing that constructivism builds…were adopted as a working hypothesis, it could bring about some rather profound changes in the general practice of education.”
Objectivist epistemology distinguishes between the raw material and events of the world (the real objects of science), the theoretical structures and concepts of science, the material and events as described by the theory (the theoretical objects of science), and the experimental and technical procedures of science.
That a leading constructivist identifies Vico and Berkeley as the founders of constructivism and lauds their philosophy is indicative of the ambiguous relationship between constructivism and modern science, including science education: Vico and Berkeley were the avowed opponents of the Scientific Revolution and of the work of Galileo, Newton and others.
www.ed.uiuc.edu /EPS/PES-yearbook/92_docs/Matthews.HTM   (3473 words)

 Constructivism: From philosophy to practice
In the constructivist perspective, knowledge is constructed by the individual through his interactions with his environment.
Constructivists generally claim that knowledge is not discovered and that the ideas teachers teach do not correspond to an objective reality.
The checklist will then be applied to five educational projects and environments to observe the way in which constructivist epistemology and theory of learning can be accommodated in educational practice.
www.cdli.ca /~elmurphy/emurphy/cle.html   (645 words)

 Constructivist Learning Design Paper
Constructivist epistemology assumes that learners construct their own knowledge on the basis of interaction with their environment.
We are proposing a new approach for planning using a "Constructivist Learning Design" that honors the common assumptions of constructivism and focuses on the development of situations as a way of thinking about the constructive activities of the learner rather than the demonstrative behavior of the teacher.
The constructivist approach can be adapted to any subject area or curriculum by involving students as active participants in making meaning instead of passive recipients of information given to them by the teacher.
www.prainbow.com /cld/cldp.html   (2381 words)

 Epistemological Constructivism   (Site not responding. Last check: 2007-10-08)
The importance of constructivism is best understood by comparing it with the opposite, more traditional, approach in epistemology or cognitive science, which sees knowledge as a passive reflection of the external, objective reality.
Constructivism has its roots in Kant's synthesis of rationalism and empiricism (see Epistemology: introduction), where it is noted that the subject has no direct access to external reality, and can only develop knowledge by using fundamental in-built cognitive principles ("categories") to organize experience.
Constructivist mechanisms are not limited to higher level learning or discovery of models, they pervade all evolutionary processes.
pespmc1.vub.ac.be /CONSTRUC.html   (833 words)

 Constructivist Foundations
Its aim is to promote scientific foundations and applications of constructivist sciences, to weed out pseudoscientific claims and to base constructivist sciences on sound scientific foundations, which do not equal the scientific method with objectivist claims.
The journal is concerned with the interdisciplinary study of all forms of constructivist sciences, especially radical constructivism, enactive cognitive science, second order cybernetics, the theory of autopoietic systems, cybersemiotics, epistemic structuring of experience, constructivist evolutionary epistemology, etc.
Finally, constructivist approaches ask for an open and less dogmatic approach to science in order to generate the flexibility that is needed to cope with today’s scientific frontier.
www.univie.ac.at /constructivism/journal   (703 words)

 Constructivist Learning Theory
If we accept constructivist theory (which means we are willing to follow in the path of Dewey, Piaget and Vigotsky among others), then we have to give up Platonic and all subsequent realistic views of epistemology.
However, as I have indicated above, constructivist theory requires that we turn our attention by 180 degrees we must turn our back on any idea of an all-encompassing machine which describes nature and instead look towards all those wonderful, individual living beings---the learners---each of whom creates his or her own model to explain nature.
If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.
www.exploratorium.edu /IFI/resources/constructivistlearning.html   (4139 words)

Constructivist epistemology has influenced learning in science and mathematics, and many other academic areas.
Consequently, a new learning environment instrument is needed to help researchers assess the degree to which a particular classroom's environment is consistent with constructivist epistemology and to help teachers reflect on their epistemological assumptions and reshape their teaching practice.
If constructivist teaching practices are noted as sound for elementary and secondary science courses, then it follows to reason that they may also be appropriate for college science courses.
www.ed.psu.edu /CI/JOURNALS/96pap33.htm   (2507 words)

 Research Matters - to the Science Teacher   (Site not responding. Last check: 2007-10-08)
We believe that a constructivist epistemology is useful to teachers if used as a referent; that is, as a way to make sense of what they see, think, and do.
Driver (1989) has used a constructivist epistemology as a referent in her research on children's conceptions of science.
By using a constructivist epistemology as a referent teachers can become more sensitive to children's prior knowledge and the processes by which they make sense of phenomena.
www.educ.sfu.ca /narstsite/publications/research/constructivism.htm   (2460 words)

 “Pedagogy of the Other: A Levinasian reading of Paulo Freire’s pedagogy, a pedagogical reading of the Levinasian ...
Freire’s constructivist epistemology, based in freedom, is at its root an attempt to relate to the world by a totalizing relation, grasping it by means of naming.
It still remains the case that structurally Freire’s epistemology at bottom is similar to that of the oppressors, one for power and domination, possession and control.
If constructivist epistemology is conditioned by ethics then the constructing subject would not be the originary subject; instead, the ethical subject would be, also for knowing.
www.calvin.edu /~cjolders/WHAM99paper.html   (4899 words)

 CSCL 2002 Publications Format   (Site not responding. Last check: 2007-10-08)
The content of a constructivist learning epistemology is discussed with references to John Dewey and David A. Kolb, and some central concepts from these theories are outlined.
As an example, the use of digital workbooks in a university course in computer science is described where the students construct their own curriculum within the frames of the subject matter.
Several of the constructivist approaches to Net-based learning may fall under the heading of "portfolio", and it serves as a conceptual base for the digital workbook.
newmedia.colorado.edu /cscl/239.html   (2799 words)

 [No title]   (Site not responding. Last check: 2007-10-08)
The constructivist epistemology applied to mathematics education is no less dependent upon conjecture.
Overview of the Study This study is framed by the constructivist epistemology.
Constructivist Epistemology “The epistemological problem — how we acquire knowledge of reality, and how reliable and ‘true’ that knowledge might be — occupies contemporary philosophy no less than it occupied Plato” (von Glasersfeld, 1987, p.
jwilson.coe.uga.edu /emt668/EMT668.Folders.F97/Norton/Papers/thesis.doc   (22871 words)

 An Introduction to Constructivism for Social Workers — www.greenwood.com
It provides a philosophy, an epistemology, and methods that are especially congruent with the central values of social work, particularly client self-determination.
Fisher explains constructivism as an epistemology, shows the consequences of adopting a constructivist epistemology in contrast to operating from within the traditional objectivist epistemology, demonstrates the ethical appropriateness and practicality of constructivism for social work, and explicates a number of specific applications of constructivism to social work.
Constructivist principles are applied to selected aspects of assessment, intervention, and interviewing--using immediate experience as a guide to action and the creation of professional responsibility.
www.greenwood.com /catalog/C3733.aspx   (260 words)

 ind_research.FP3 - Record Detail
The purpose of this study was to identify the students who have not reached the level of formal operations and explore a strategy that will enable them to achieve conceptual understanding of probability and statistics.
It was hypothesized that teaching practices consistent with constructivist epistemology will be conducive to students whose thinking remains at the concrete level.
The study explored a constructivist learning environment which focused on students interacting in groups to discuss, share, and communicate their ideas, thought processes, and misconceptions as they work on interesting problems using real life data.
www.mste.uiuc.edu /indicators/research/articles/83_Beckett_M.html   (509 words)

 Constructivism: Philosophical & Epistemological Foundations
Thus, in the history of epistemology, the trend has been to move from a static, passive view of knowledge towards a more adaptive and active view (Heylighen, 1993).
The meaning that is produced by these thought processes is external to the understander, and it is determined by the structure of the real world (p.28).
In contrast, the constructivist view argues that knowledge and reality do not have an objective or absolute value or, at the least, that we have no way of knowing this reality.
www.cdli.ca /~elmurphy/emurphy/cle2.html   (911 words)

 Constructivism - Secondary
The third section describes the role of technology in constructivist learning environments; three major categories of instructional use for computer-based technologies are summarized--learning from technology, technology as the object of instruction, and learning with technology.
The challenges of establishing constructivist learning environments and using technology to support them are addressed in the fourth section, including barriers to technology implementation, teachers' resistance to change, students' resistance to change, the dilemma of "right" answers versus student understandings, and the need for in-depth understandings of pedagogy, subject matter, and skills in using technology.
AB: This exploration of constructivism begins with a discussion of constructivist epistemology and learning theory, explaining that constructivist epistemology is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning.
www.indiana.edu /~reading/ieo/bibs/cons-sec.html   (2335 words)

 Constructivist Theory and Practice By Beth Conklin
Constructivist epistemology asserts that learners construct their knowledge based on interaction with their own environment, and students actively construct their own knowledge (Abdal-Haqq, 1998).
In contrast, constructivist theory asserts that teachers must provide students with the opportunity to interact with sensory data, and construct their own world (Von Glaserfield, 1991).
Constructivist approaches are thought to result in greater understanding and internalization than traditional models.
www.sinc.sunysb.edu /Stu/econkli/page9.html   (509 words)

 Constructivism and Collaborative Enterprises
The method or practice based on such an epistemology is a series of conversations which have as their focus an understanding of the lived experience of persons regarding specific issues.
Integral to this kind of conversation is the role of the facilitator of collaborative inquiry and the nature of relating based on a constructivist mode during the conduct of research.
The term 'constructivist' is sometimes used interchangeably with 'naturalistic' and 'interpretive' in discussions of qualitative approaches to research.
www.univie.ac.at /constructivism/pub/seized/construc.html   (5617 words)

 Constructivist epistemology -   (Site not responding. Last check: 2007-10-08)
Constructivism is a recent development in philosophy which criticizes essentialism, whether it is in the form of medieval realism, classical rationalism, or empiricism.
It originated in sociology under the term social constructionism and has been given the name constructivism when referring to philosophical epistemology, though constructionism and constructivism are often used interchangeably.
It is believed by constructivists that representations of physical and biological reality, including race, sexuality, and gender are socially constructed (Hegel, Garns, and Marx were among the first to suggest such an ambitious expansion of social determinism).
psychcentral.com /psypsych/Social_constructivism   (585 words)

 OhioLINK ETD: Kwon, Eun Sook
The WBDL program was developed and analyzed on three factors of constructivist design learning: cognitive and meta-cognitive, social and collaborative, and technical factors.
Furthermore, the effectiveness of WBDL is not confined to the student¡¯s learning achievement, but is extended to the students¡¯ future work in the design industries where collaborative, communicative, and contextualized activities are strongly emphasized.
The research findings support the theory of constructivist design learning that (1) conceptualizes the learner-centered, collaborative, and authentic learning theories, and (2) integrates them to solve the complex design problems emerging with the paradigm of postpositivism.
www.ohiolink.edu /etd/view.cgi?osu1086201333   (319 words)

 Michael Bader, D.M.H.
I argue that, in particular, its emphasis on epistemology, its focus on the constructed nature of analytic knowledge and experience, its critique of the positivist tradition of classical psychoanalysis, and its eagerness to remind us of the centrality of ambiguity, doubt, surprise, contingency, and heterogeneity in the analytic situation have increasingly shaped analytic discourse.
I suggest that this epistemology tends to be left at the door of the consulting room, appears only indirectly in the form of the analyst's increased modesty and willingness to be spontaneous, or else functions as an active hindrance to developing the clinical confidence necessary to maximally move the treatment forward.
Unfortunately, although modem analysts with a constructivist sensibility have certainly rejected appeals to analytic authority and are more prepared to flexibly attune themselves to the patient's subjectivity, their emphasis on epistemology inadvertently continues this antitherapeutic bias in psychoanalytic theorizing.
www.michaelbader.com /article/epistemology.html   (12028 words)

 [No title]
The constructivist epistemology described above corresponds to an ontology which places the existence on information in the domain of the knower rather than positing a realm of the known.
Consistent with the constructivist view is a sense that information does not exist except as perceived and interpreted, or constructed, by the knowing subject, or observer.
The preceding paragraphs on constructivist epistemology, information ontology, and reflexivity are intended to give the flavor of a consistent stance from which the present work hopes to go forward.
www.spatial.maine.edu /~schroedr/papers/proposal2unfmt.html   (14901 words)

 Epistemology, Instructional Design and the New South Africa,with particular reference to the teaching of Mathematics ...   (Site not responding. Last check: 2007-10-08)
In the field of ID, the constructivist epistemology comes closest to what is envisaged in the new curriculum for South African schools.
Kafai's (1995) approach to games in the classroom is fully constructivist: she describes how a class of fourth grade children designed their own instructional games to teach fractions to third grade children.
In conclusion of this section, then, it can be said that, from the constructivist point of view, although games offer more possibility for an experience of learning than drills, they are still limited in comparison to other constructivist approaches which provide open-ended learning environments.
hagar.up.ac.za /catts/learner/peterdl/epist.htm   (6088 words)

However, simply exposing students to an environment in which a constructivist epistemology is implicit may not be sufficient...
Further, and very Importantly, a constructivist pedagogical regime where pupils are respected, ideas are debated, experiences are shared, does not at all uniquely presuppose constructivist epistemology.
Bringing epistemology and philosophy into focus in science education, and putting the nature of sciences on the curriculum stage, will be to no great avail if it merely becomes the occasion for students repeating the opinions of their teachers.
garnet.acns.fsu.edu /~ndavis/SCE5140/download/matthews.html   (6293 words)

 Constructivism as a Referent for Teaching
Therefore, an important part of a constructivist oriented curriculum should be the negotiation of meaning.
Students need to be given opportunities to make sense of what is learned by negotiating meaning; comparing what is known to new experiences, and resolving discrepancies between what is known and what seems to be implied by new experience.
Von Glasersfeld, E. The concepts of adaptation and viability in a radical constructivist theory of knowledge.
www.exploratorium.edu /IFI/resources/research/constructivism.html   (2529 words)

Radical constructivism is what psychologist Ernst von Glaserfeld has characterized as a radical “theory of knowledge in which knowledge does not reflect an objective, ontological reality but exclusively an ordering and organization of a world constituted by our experience" (von Glasersfeld, 1984, p.24).
I do think that people make meaning by means of connections, and we learn what is meaningful and what is NOT meaningful by means of social conventions.
I don't think it is possible to take the cognitive out of the constructivist epistemology.
www.xplanazine.com /archives/2005/02/constructivists.php   (940 words)

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