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Which clippings match 'Constructivism' keyword pg.1 of 2
03 MARCH 2015

Chapter 2: Doing Research in the Real World by David Gray

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TAGS

2009action research • analytical surveys • constructivismcritical enquiry • David Gray • deductive reasoning • descriptive studies • epistemological perspectives • epistemologyethnography • exploratory studies • feminismhermeneutics • heuristic enquiry • inductive and deductive reasoning • inductive reasoning • interpretive studies • interpretivismJohn DeweymethodologyMichael Crottymultiple methods • naturalistic enquiry • objectivism • ontological perspectives • ontology • phenomenological research • phenomenologypositivismpostmodernismpragmatismrealismresearch approachesresearch methodologiesresearch methodologyresearch methods • research perspectives • research strategiessubjectivismsymbolic interactionismtheoretical perspectives

CONTRIBUTOR

Liam Birtles
27 DECEMBER 2013

Open Social Learning: I store my knowledge with my friends

Fig.1 Stephen Downes 2009 presentation "The Role of Open Educational Resources in Personal Learning", VI International Seminar on Open Social Learning of the UOC UNESCO Chair in e–Learning.

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CONTRIBUTOR

Simon Perkins
29 MARCH 2013

Abductive Reasoning as a Way of Worldmaking

"What is the function of abductive inference? For [Charles Sanders] Peirce it is 'the process of forming an explanatory hypothesis. It is the only logical operation which introduces any new idea; for induction does nothing but determine a value, and deduction merely evolves the necessary consequences of a pure hypothesis. Deduction proves that something must be; induction shows that something actually is operative; abduction merely suggests that something may be' (CP 5.171, cf 1991a, p.333). Abduction may thus be conceived of as a principle that allows us to reconstruct how conceptual order is achieved through the imposition of a hypothesis (in the form of a minimal theory, an idea, a rule or a law–like hypothesis) – which inaugurates constructivist thinking. Here I can only hint at the great variability of this schema; it enables us to bridge the traditional gap between the arts and the sciences because it can be used as a model both of explanation and of understanding."

(Hans Rudi Fischer, pp. 368, 2001)

Peirce, Charles Sanders (CP). (1931–35, 1958) "Collected Papers of Charles Sanders Peirce". Bd. I–VI (1931–34) ed by Ch. Hartshorne and P. Weiss. Vol. VII–VIII (1958) ed. By A.W. Burks. Cambridge, Massachusetts/London.

Peirce, Charles Sanders (1991a), Naturordnung und Zeichenprozeß. Schriften über Semiotik und Naturphilosophie. Hrsg. und eingeleitet von Helmut Pape. Frankfurt/Main, Suhrkamp.

Foundations of Science, special issue on "The Impact of Radical Constructivism on Science", edited by A. Riegler, 2001, vol. 6, no.4: 361–383. "Abductive Reasoning as a Way of Worldmaking", Hans Rudi Fischer, Heidelberger Institut für systemische Forschung und Therapie, Kussmaulstr. 10, D–69120 Heidelberg, Germany.

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2001 • abduction • abductive inference • abductive reasoningarts and sciencesCharles Sanders Peirceconstructivismdeductive reasoning • explanatory hypothesis • Foundations of Science (academic journal) • Hans Fischer • hermeneutical procedures • hermeneuticshypothesisinductive reasoninginferenceinterpretation of experience • knowing as inferring • knowledge of the world • language gameslogical rationalitylogical rules of inferencelogical-analytical paradigm • logically false • Ludwig Wittgenstein • manufacturing of knowledge • material environment • paralogical reasoning • paralogism • paralogy • philosophical construction • praxis of living • rationalityreasoning • retroduction • rule system • rule-following • rules of thought • synthetic thinking • traditional logic • worldmaking

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
08 JULY 2012

Gellof Kanselaar Research Education Psychology CSCL Learning

"Lev Vygotsky's (1896–1934) main relevance to constructivism derives from his theories about language, thought, and their mediation by society. He holds the anti–realist position that the process of knowing is rather a disjunctive one involving the agency of other people and mediated by community and culture. He sees collaborative action to be shaped in childhood when the convergence of speech and practical activity occurs and entails the instrumental use of social speech. Although in adulthood social speech is internalized (it becomes thought), Vygotsky contends, it still preserves its intrinsic collaborative character. "

(Gellof Kanselaar, 2002)

Kanselaar, Gellof, (2002). Unpublished paper about (Socio–)Constructivism.

TAGS

(Socio-)Constructivism • adulthood • agency of other people • anti-realist position • becomes thought • childhoodcollaborative action • collaborative character • constructivism • convergence of speech and practical activity • disjunctive • education • education psychology • educational psychology • Gellof Kanselaar • instrumental use of social speech • internalised • Jean Piaget • Lev Semenovich Vygotsky • Lev Vygotsky • mediated by community and culture • mediation by society • process of knowing • psychology • shaped in childhood • social construction of knowledge • social speech • socio-constructivismsocio-constructivist • theories about language • thought • unpublished paper

CONTRIBUTOR

Simon Perkins
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