Knowledge, Constructivism, and Learning

Assignment 1: Knowledge and Constructivism

Galina Culpechina

ETEC 530 - Constructivism Strategies for E-Learning

University of British Columbia

 Knowledge, Constructivism, and Learning

Acquiring knowledge is one of the central goals of education. As Samia Khan stated in
one of the discussion forums, knowledge forms the bases of constructivism and learning.

According to Fosnot, knowledge arises from actions and the agents reflection on them
(Fosnot, 2005). Pritchard also discusses that empirical knowledge is gained by
investigation of the world through experience (Pritchard, 2010).

Constructivism is the most dominant theory of learning and an unconventional approach

to the problems of knowledge and knowing. It describes both what knowing is and
how one comes to know (Fosnot, 2005). It starts from the assumption that knowledge,
no matter how it is defined, is in the heads of persons (Lbler, 2006). It describes
knowledge not as truths to be transmitted or discovered, but as viable constructed
explanations by humans engaged in meaning-making in cultural and social communities
of discourse (Fosnot, 2005). It views learning as an active and constructive process,
contextual, and based on learners prior knowledge (Fosnot, 2005).

Knowledge consists not merely of the facts, principles, and theories, it includes the ability
to use information in meaningful ways and interpret the meaning of events and
phenomena (Lbler, 2006). We construct knowledge through experience and the
cognitive processes of assimilation and accommodation. This process can foster
contradictions to our understandings that need to be explored and discussed.
Disequilibrium facilitates learning. (Fosnot, 2005).

Constructivism suggests taking a radically different approach to instruction from that

used in most schools and developing an attitude of inquiry towards the classroom process
(Fosnot, 2005). As Fariba Adibi stated in her Statement on Education post, in a
constructivist view, the teacher facilitates learning by arranging learners interactions in
combination with highly skilled questioning to promote thinking skills (Applefield,
Huber & Moallem, 2001). According to Vygotsky, the construction of knowledge is
best scaffolded with teachers working within a students individual zone of proximal
development. To be able to do so, the teacher must have some understanding of what the
learner brings to learning experience, their prior ideas and thoughts (Lbler, 2006).
Fosnot encourages teachers to actively promote disequilibrium, reflection, and
development. It gets back to Descartes famous argument, as Pritchard pointed out, I
think therefore I am. (Pritchard, 2010). In Socrates view, we do not acquire knowledge
when true information is didactically conveyed to us. Nola asserts that we can acquire
knowledge only when we go through the steps of reasoning ourselves and make the
reasons fully explicit to ourselves (Nola, 1997). Thus, developing students' rationality so
that they can generate and justify their beliefs is important for developing their
knowledge as well as their autonomy (Siegel, 1988; Strike, 1982a).

As an example, a teacher can begin a unit on measurement by outlining the shape of a

boat on the classroom floor and starting the lesson with, This ship cannot sail until you
tell me how big it is. Then the teacher gives her students an opportunity to explore, use
hands and feet to measure the boat, justify their findings; she guides their activity with
questions that promote thinking skills and reflection; she promotes disequilibrium and,
finally, lets her class arrive at an exploration of the use of rulers and the adoption of
conventional units of measurement (construct new knowledge) (Fosnot, 2005).

I would like to reflect on how my understanding of knowledge, constructivism, and

learning might be applied to support my professional context. I will use this for my
consultations with faculty when designing online courses. As many of them believe in the
exclusive power of lectures and that knowledge can be transferred from the head of the
teacher to the heads of learners, I hope to have conversations with them about the
approach that leads to understanding. I will be able to use my readings and learnings from
the discussion fora to support my point that knowledge cannot be transmitted from
teacher to learner by the means of words, but words can enable the teacher to orient the
learners conceptual construction and provide learners with opportunities and incentives
to build it up (Fostnot, 2005). I will also be able to convince faculty that knowledge is
constructed through interactions and experiences and, hopefully, motivate them to take a
radically different approach to instruction and develop an attitude of inquiry toward the
learning process.
 References

Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in theory and

practice: Toward a better understanding. The High School Journal, 84(2), 35-53.

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers

College Press.

Lbler, H. (2006). Learning entrepreneurship from a constructivist

perspective. Technology Analysis & Strategic Management, 18(1), 19-38.

Nola, R. (1997). Constructivism in science and science education: A philosophical

critique. Science & Education, 6(1-2), 55-83.

Pritchard, D. (2010). What is this thing called knowledge?. Routledge.

Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education.

Routledge, London.

Strike, K. A. (1982a). Educational Policy and the Just Society. University of Illinois

Press, Urbana.