Piaget and the radical constructivist epistemology

Larochelle, Marie; Ackermann, Edith; Fourez, Gérard; Désautels, Jacques; Steffe, Leslie P.; Tobin, Kenneth

doi:10.1163/9789087903480_008

Cited by 4 publications

(8 citation statements)

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“…Vygotsky defined social constructivism [30], stating that it is collaborative learning and the knowledge generated through learners' interactions in collaboration with society and culture. Glasersfeld [28] identified the notion of radical constructs; according to him, knowledge is invented rather than gained from human perception or discovery. The learning theory of constructivism also focuses on technology-based teaching methods rather than traditional ones.…”

Section: Constructivism Approach To Learning and Teachingmentioning

confidence: 99%

“…The constructivism theory discusses various conventional approaches to student-centered learning, rather than traditional education and learning; an individual builds their knowledge with new understanding [27]. According to radical constructivism, knowledge is constructed rather than perceptual [28]. The study applied ontology's philosophical point of view to fit with constructed reality [29].…”

Section: Introductionmentioning

confidence: 99%

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Role of Education, Training, and E-Learning in Sustainable Employment Generation and Social Empowerment in Saudi Arabia

Singh

Alam

et al. 2022

Sustainability

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This study analyzes the role of education, training, and e-learning (ETL) in empowering Saudi society, leading to sustainable employment generation in Saudi Arabia. It applies the theory of constructivism, scoping to human aspects of teaching and learning in sustainable employment generation and social empowerment. The study primarily collects the existing variable pools from the available literature on education (EDU), training (TRA), e-learning (ELRN), government policies (GPOL), national culture (NCUL), sustainable employment generation (SUEG), and social empowerment (SEMP). The study performs second-order partial least squares structural equation modeling (PLS-SEM) with moderation analysis. The study aims to obtain the combined effect of ETL on SUEG and SEMP in the presence of GPOL and NCUL in Saudi Arabia. Primarily, the results of the path diagram show that ETL has a significant direct impact on SEMP and SUEG. Secondly, the moderation analysis results show that GPOL has been a significant moderator between ETL and SUEG and ETL and SEMP. In contrast, the analysis results show that the NCUL is not a significant moderator between ETL and SUEG, or between ETL and SEMP. Additionally, the moderation analysis results show that NCUL directly impacts SEMP. In contrast, it does not show a significant direct relationship with SUEG. In the article, the theory of constructivism emphasizes the learners’ active role in constructing knowledge, which is significant for both individuals and society, and the validity of constructed knowledge and its realistic representation in the real world. The practical implementation of the education and e-learning approach of constructivism will help to bridge the gap between the skilled workforce in Saudi Arabia and the rest of the world. Moreover, the students, as learners, will be able to assert their experiences by connecting with the outside world, constructing a sustainable society, leading to sustainable employment generation and social empowerment in Saudi Arabia. The study also has a broad scope for higher educational institutions, training centers, and organizations in Saudi Arabia and the rest of the world.

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Section: Constructivism Approach To Learning and Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Role of Education, Training, and E-Learning in Sustainable Employment Generation and Social Empowerment in Saudi Arabia

Singh

Alam

et al. 2022

Sustainability

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“…From the study data, such adaptive learning—similar to Piaget’s notion of accommodation as a form of adaptation (see von Glasersfeld, 2014)—altered both the process’ concepts as new information emerged as well as the structures that generated those process-concepts in the first place (RQ1). In theory of change terms, accommodation (as adaptive learning) involves alterations not only to what a process has as its goal but also how the goal will be realized (Santana, 1995).…”

Section: Resultsmentioning

confidence: 94%

Getting in the Loops: Using Adaptive Design Methods for Fall Armyworm Spodoptera frugiperda (JE Smith) (Lepidoptera: Noctuidae) Mitigation in Kenya, Nepal, and Bangladesh

Bello-Bravo,

Pittendrigh

2023

Sage Open

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Efforts worldwide have sought to lessen the agricultural and societal impact of the fall armyworm (FAW), Spodoptera frugiperda (JE Smith) (Lepidoptera: Noctuidae) mitigation in Kenya, Nepal, and Bangladesh by safeguarding affected regions’ food crops and livelihoods while preventing the spread of FAW to nearby areas. However, efforts to communicate and gain support for FAW control methods among local populations can have limited impacts. This study qualitatively explores “design looping” as part of three Information and Communication Technology for Development (ICT4D) campaigns in Bangladesh, Nepal, and Kenya for increasing community support for FAW mitigation. Such an approach not only potentially extends the reach and scalability of FAW control methods but also contributes to meeting Sustainable Development Goals for food security and community well-being. Findings of productive advantages for “design looping” in this study include (1) increased participatory access by project stakeholders and beneficiaries, (2) flexibility, as cost-effective and potentially continuous opportunities to refine ICT4D messaging to meet project goals, and (3) bi-directional learning between project producers and message recipients for improved message deployment. Limitations and directions for future research are also discussed.

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“…Like PCP, radical constructivism contends that people know the world indirectly via their constructions of it (Larochelle, 2007;Maturana, 1988;von Glasersfeld, 1995). According to radical constructivism, people are closed systems; information never gets in or out (Maturana & Varela, 1992;von Glasersfeld, 1995).…”

Section: Radical Constructivismmentioning

confidence: 99%

“…This constructive process (in which we are only in touch with our internal responses) occurs in all psychological experiences-from cognitive knowledge (for example, of how electricity works) to feelings of joy, anger, and despair (for example, in response to getting married, being betrayed, or losing a loved one). Radical constructivism is "radical" because it contends that people are only in contact with their constructions; the world beyond those constructions is the trigger that precipitates meaning-making processes, but the psychological and biological structures of the individual-once set in motion-shape and determine experience (Larochelle, 2007;Maturana & Varela, 1992;Poerksen, 2004;von Glasersfeld, 1995).…”

Section: Radical Constructivismmentioning

confidence: 99%