Constructivism espouses the epistemological belief that \u201cknowing is a process of actively interpreting and constructing individual knowledge representations\u201d (Jonassen, 1991, p.10). Jonassen (1991) related \u201cHumans are perceivers and interpreters who construct their own reality through engaging in those mental activities: “Cogito, ergo sum” (I think, therefore I am–Descartes).\u201d (p.10)<\/p>\n
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Constructivism is based on the work of theorists such as Jerome Bruner, Jean Piaget, Lev Vygotsky and Ernst Von Glasersfeld. Constructivists believe that learning occurs \u201cfrom the outside in as well as from the inside out.\u201d (Driscoll, 2005, p.229) Context and experience are essential elements of the learning process. (Driscoll, 2005) Vygotsky believed that learners \u201cuse tools to help themselves think; the tools actually transform thought\u201d. (Miller, 2002, p.384) Seymour Papert indicated that \u201cNo one learns by taking over another\u2019s point of view. One learns only by building one\u2019s own.\u201d (1984, p. 428)<\/p>\n
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Constructivists believe learning occurs within social contexts with varied perspectives of concepts. Learning tasks are immersed within challenging, realistic and relevant issues. Jonassen indicated that \u201cill structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution.\u201d (1997, p. 65) Learning belongs to individuals who are aware of and construct their own knowledge (Driscoll, 2005). \u00a0Seymour Papert applied computers to constructivist learning by espousing that \u201cwe really have to see the cultural, the affective and the cognitive welded together in the most intimate way.\u201d He saw learners acquiring \u201cmore than facts or concepts or understandings. It\u2019s a relationship\u2026\u201d (Papert, 1984, p. 426)<\/p>\n
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Constructivist learning is created when learners construct meaning within tasks that are open, shared and contextual. \u201cRather than presenting instructional treatments, designers would provide generative, mental construction “tool kits” embedded in relevant learning environments that facilitate knowledge construction by learners.\u201d (Jonassen, 1991. P.11) Research provides insight into the notion that \u201chypertext offers a flexible approach to knowledge construction.\u201d (Altun, 2002, p. 370) Research indicates that reading and writing within hypertext environments presents both challenge and reward, depending on epistemic beliefs that impact conditions, context and learners\u2019 readiness. (Altun (2003), Bardini (1997), Dillon (1996), Harrison (2002), Jonassen (1991), Miall & Dobson (2001), Petraglia (1998).<\/p>\n
Hypertext creation and deconstruction is only one constructivist tool available in the constructivist\u2019s toolkit, but it is one that allows learners to move beyond cultural, affective and cognitive growth, to the development of relationships with others, across time and space.<\/p>\n \u00a0<\/a>< Association<\/a>\u00a0<\/a>\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0Connections ><\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Constructivism espouses the epistemological belief that \u201cknowing is a process of actively interpreting and constructing individual knowledge representations\u201d (Jonassen, 1991, p.10). Jonassen (1991) related \u201cHumans are perceivers and interpreters who construct their own reality through engaging in those mental activities: “Cogito, ergo sum” (I think, therefore I am–Descartes).\u201d (p.10) Constructivism is based on the […]<\/p>\n","protected":false},"author":3752,"featured_media":0,"parent":366,"menu_order":3,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-385","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/pages\/385","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/users\/3752"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/comments?post=385"}],"version-history":[{"count":9,"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/pages\/385\/revisions"}],"predecessor-version":[{"id":464,"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/pages\/385\/revisions\/464"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/pages\/366"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/textology\/wp-json\/wp\/v2\/media?parent=385"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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