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Which clippings match 'Social Constructivist' keyword pg.1 of 1
20 DECEMBER 2012

How to design your research project

"What are your beliefs about how valid knowledge can be obtained? This will influence your approach to your research. If you are a positivist, for example, (who believes that valid knowledge can be obtained through a scientific approach), you are likely to choose a quantitative research method that begins with a theory and tests that theory. If you favour the social constructivist view that meaning is subjective, gained through interactions with others, you would be more likely to choose qualitative research methods that explores themes. Qualitative research is about generating theory and finding patterns of meaning."

(Centre for Academic Development and Quality, Nottingham Trent University)

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TAGS

Abbas Tashakkori • Anthony Onwuegbuzie • audiencebeliefs • Centre for Academic Development and Quality • data collection • epistemological approach • epistemological beliefs • epistemologyethical considerationsethical issues • existing theory • experimental designs • generating theory • interactions with others • John Creswell • Journal of Mixed Methods Research • Judith Bell • Mark Weinstein • Martyn Denscombe • Matt Henn • meaning is subjective • mixed methodsmixed methods researchnew knowledge • new research methods • new theory • Nick Foard • non-experimental design • patterns of meaningpositivistqualitative research • quantitative research methods • research • research aims • research approachresearch contributionresearch designresearch disseminationresearch methodologyresearch projectresearch questions • research theory • scientific approach • social constructivistsocial sciencetriangulationvalid knowledge

CONTRIBUTOR

Simon Perkins
31 OCTOBER 2012

Constructivism: a recent perspective on learning with ancient roots

"Constructivism is a recent perspective or philosophy on learning with ancient roots (von Glasersfeld, 1995) that has extensive implications for the use of collaborative learning tools. In employing constructivism, some teachers believe that better learning occurs when knowledge is the result of a situated construction of reality (Brooks, 1990). Unfortunately, although constructivist revolutionaries have ventured onto the battlefield of epistemological change, most have not provided practicing educators with the wherewithal to reconstitute and embed constructivist ideas within their personal philosophies and teaching practices. Teachers might, in fact, design useful constructivistic learning environments and strategies, but may not recognize that they operate from a constructivist paradigm (Harris & Pressley, 1991). Even when constructivism is recognized as valuable, few guidelines exist for implementing and assessing it. So, when CSCL tools enter the instructional arsenal of public schools and higher education settings, constructivism may not be the theory of choice. And, undoubtedly, many scholars and researchers fuel this problem with intense debates that most practitioners simply lack the time and energy to deal with (e.g., see Ernest, 1995; von Glasersfeld, 1995).

Further muddying the debate, there is no canonical form of constructivist theory. Cobb (1994) identified two variations – cognitive constructivist and social constructivist – and there are undoubtedly more. Cognitive constructivists tend to draw insight from Piaget and focus on individual constructions of knowledge discovered in interaction with the environment ... Social constructivists rely more on Vygotsky (1978) and view learning as connection with and appropriation from the sociocultural context within which we are all immersed."

(Curtis Jay Bonk, Donald J. Cunningham and Kira S. King, p.32)

Bonk, Curtis Jay; Cunningham, Donald J. Bonk, Curtis Jay (Ed); King, Kira S. (Ed), (1998). "Searching for Learner–Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools" in Electronic collaborators: Learner–centered technologies for literacy, apprenticeship, and discourse., (pp. 25–50). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

TAGS

etter learning • canonical form • cognitive constructivist • collaborative learning tools • Computer Supported Collaborative Learningconstructivism • constructivist paradigm • constructivist theory • constructivistic learning environments • constructivistic learning strategies • CSCL • CSCL tools • Curtis Jay Bonk • Donald J. Cunningham • embed constructivist ideas • epistemological change • epistemological divergence • Ernst von Glasersfeld • individual constructions of knowledge • interaction with the environment • Jacqueline Grennon Brooks • Jean Piaget • Karen Harris • learningLev Vygotsky • Michael Pressley • Paul Cobb • Paul Ernest • personal philosophies • philosophy on learning • practicing educators • reconstitute constructivist ideas • situated construction of realitysocial constructivistsocio-constructivismsocio-constructivist • sociocultural context • teaching practices

CONTRIBUTOR

Simon Perkins
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