Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin

Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542) Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542)