A Fallacy in Constructivist Epistemology

Small, Robin

doi:10.1111/1467-9752.00340

Cited by 10 publications

(6 citation statements)

References 9 publications

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“…As Small (2003) observes, a successful theory does not necessarily eliminate its predecessors: 'we still make use of Newtonian mechanics in everyday situations, while recognising that it has been overtaken by a more encompassing theory of relativity'. As ICT continues to develop in response to technological change and changes in the epistemologies of its contributing disciplines, as it forms an identity as a field in its own right, we might expect to see a gradual decline in the information transmission approach to learning and a corresponding rise of emergent approaches better adapted to new practicalities and new thinking.…”

Section: Resultsmentioning

confidence: 99%

Trajectories and Tensions in the Theory of Information and Communication Technology in Education

Dillon

2004

British Journal of Educational Studies

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For largely historical reasons, information and communication technology in education has been heavily influenced by a form of constructivism based on the transmission and transformation of information. This approach has implications for both learning and teaching in the field. The assumptions underlying the approach are explored and a critique offered. Although the transmission approach is entrenched in procedures and pedagogies, it is increasingly challenged by an action-theoretical form of constructivism. In this 'ecology of ideas', the value of the two theoretical stances might be judged in terms of their practical utility and the contributions they make to understanding ICT.

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Section: Resultsmentioning

confidence: 99%

Trajectories and Tensions in the Theory of Information and Communication Technology in Education

Dillon

2004

British Journal of Educational Studies

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“…Yapılandırmacı anlayıĢ öğrencinin aktif katılımının ve algısının öğrenmesinde olumlu etkiye sahip olduğu düĢüncesinin kabul görmesiyle eğitimsel olarak öne çıkmıĢtır (Small, 2003).Yapılandırmacılık, bireyselliğe vurgu yapan bir anlayıĢtır. "Biz dıĢ dünyadan anlamlar almayız, dıĢ dünyaya anlamlar veririz."…”

Section: Yapılandırmacı Anlayıģunclassified

Türkçe Öğretmenleri̇ni̇n Yapilandirmaci Anlayişi Uygulama Düzeyi̇ni̇n İncelenmesi̇ (Ki̇li̇s İli̇ Örneği̇)

Öztürk

Cinoğlu

2018

Sosyal Bilimler Dergisi

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ÖZ Ülkeler, vatandaşlarını uluslararası yarışta tutabilmek için sürekli olarak kendilerini geliştirmeye çalışmaktadır. Haliyle eğitim kurumlarının da bu gelişime ayak uydurması kaçınılmaz bir hal almıştır. Bugün artan bilgi çeşitliliği ve bilgiye erişmenin birçok yolu bulunmasından ötürü bireyin bilgiye ulaşmayı bilmesi ve ulaştığı bilgiyi etkin şekilde kullanarak problemleri çözebilmesi hedeflenmektedir. Bu bağlamda ülkemizde de 2005-2006 eğitim-öğretim yılı itibariyle yapılandırmacı anlayış uygulamasına geçilmiştir. Bu çalışma ile Türkçe öğretmenlerinin, derslerinde yapılandırmacı anlayışı ne derecede uygulayabildiklerini belirlemek ve uygulamada ortaya çıkan olası sorunlara çözüm üretmek amaçlanmaktadır. Bu doğrultuda araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu katılımcılara uygulanmıştır. Elde edilen veriler betimsel olarak analiz edilmiştir. Takiben, her görüşmecinin dersleri önceden haber verilmemiş farklı zamanlarda üçer defa, araştırmacı tarafından hazırlanan yapılandırılmış gözlem formu doğrultusunda gözlenmiştir. Yapılan görüşme ve gözlemlerde elde edilen veriler yaş, meslekî kıdem, cinsiyet ve mezuniyet değişkenlerine göre yorumlanmıştır. Cinsiyet değişkeninin hiçbir kriterde anlamlı bir etkisine rastlanmazken yaş, meslekî kıdem ve eğitim durumlarının farklı kriterlerde etkili olduğu belirlenmiştir.Anahtar Sözcükler: Türkçe öğretmenleri, yapılandırmacı anlayış, öğrenme yaklaşımları ABSTRACT The all of countries continuously working to improve theirself for keeping their citizens on the international races. So keeping pace with this development became inevitable for education institutions. Today, there are many ways to access information. So accessing to information and solving problems by being aware of using this is targeted. With this study, it is intended to determine the extent of applying constructivist approachby Turkish language teacher and producing possible solutions to problems that arise in practice. Semi-structured interview form, developed by the researcher, applied to Turkish language teachers, who in the sample. The data were analyzed descriptively. Following this, each interviewer's lessons are observed three times without warning at various times in accordance with the structured observation formThe data obtained from interviews and Sosyal Bilimler Dergisi  Cilt 8-Sayı 15  Haziran 2018 observations are interpretedaccording to age, seniority, gender and graduation rate variables. While there was no significant effect of gender factor on any criteria, it is determined that age, seniority and education status were effective on different criterias.

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“…As some scholars have since pointed out, this move over-extended constructivism into 5 areas it was not well-equipped to deal with (e.g. Small, 2003). As one science education academic put it at the time:…”

Section: Constructivism Learning and Knowledge In Educationmentioning

confidence: 99%

Untangling constructivism, knowledge, and knowledge-building for “future-oriented” teaching

Gilbert¹

2017

set

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Building on earlier work in Set on "confusion" around the term constructivism in education, this article explores four different meanings of constructivism, looking at their very different origins and purposes. It argues that mixing up these meanings has produced the confusion identified in the earlier article. The article also suggests that constructivism has been pushed to its limits as a framework for thinking about teaching, learning and/or knowledge development in 21 st century schools, and another idea is now needed. The article reviews Bereiter and Scardamalia's 'knowledge-building' concept as one possible contender. Constructivism's first meaning is as a psychological theory of individual learning. For constructivists, learning is an internal process of building⎯and re-building⎯an individual's personal intellectual 'constructs'. 1 Piaget wrote about the child as 'builder' of their own intellectual structures, using 'materials' from the culture around them (e.g. Piaget, 1929). He saw this is a natural, spontaneous process that takes place without conscious awareness. New structures are built on the foundations of older structures: however, sometimes the old structures need to be replaced. The intellectual structures for many concepts are relatively easy to build, because the child is immersed in the necessary 'raw materials' (experiences, activities and interactions with others). However, other concepts can be harder to build because the 'raw materials' aren't readily available in the surrounding culture (Papert, 1980). Here, more formal experiences, structured by older or more experienced others, are often required. Constructivist teaching is designed to provide these experiences.

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A Fallacy in Constructivist Epistemology

Cited by 10 publications

References 9 publications

Trajectories and Tensions in the Theory of Information and Communication Technology in Education

Trajectories and Tensions in the Theory of Information and Communication Technology in Education

Türkçe Öğretmenleri̇ni̇n Yapilandirmaci Anlayişi Uygulama Düzeyi̇ni̇n İncelenmesi̇ (Ki̇li̇s İli̇ Örneği̇)

Untangling constructivism, knowledge, and knowledge-building for “future-oriented” teaching

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