The main theoretical frameworks of realism, liberalism,
constructivism, and Marxism have their differing perspectives and their ontologies, epistemologies and methodologies.
According to Olusegun
constructivism as a learning theory can be defined as follows:
Thus,
constructivism is mainly interested in the main sources and roots of alteration and this approach has broadly substituted Marxism.
Finally, Jensen raises an interesting question as to whether the epistemological
constructivism of Nietzsche's twin essays of 1873-1874 anticipates the epistemological perspectivism of his mature philosophy.
Floristella notes the similarities between the RSP approach and
constructivism, but there are significant differences.
Another relevant theory of human learning is well known as
Constructivism. This theory postulates that all knowledge has its context specificity, and therefore individuals make attribute personal meaning and situate their experiences within a given context (Wiswell & Ward, 1987).
Finally, to what extent has
constructivism simply become an ill-defined buzzword for "meaning" (as in the very title of this series, Studies in Meaning), with the result that many people call their work "constructivist" without understanding the theoretical bases from which the term emerges?
Keywords: Higher secondary biology instruction
constructivism science education curriculum
ERIC Descriptors: Second Language Learning; Literacy;
Constructivism (Learning); Epistemology; Educational Philosophy; Socialization; Cultural Influences; Ethnography; Multiple Literacies; Second Language Instruction; Research Methodology; Educational Objectives; Grammar; Scaffolding (Teaching Technique); Chinese; English (Second Language); College Students; Second Languages
This issue of the journal features a perspective on social
constructivism. Barbara Bassot presents a view of social
constructivism derived from the work of Vygotsky.
Entitled
Constructivism and English Artists, the talk will take place at 12.30pm on Monday, March 5.
Constructivism is an approach to social science (1) that has penetrated the discipline of international politics in distinct forms, usually occupying the so-called midfield between positivist and post-positivist or reflectivist (2) approaches (Adler, 1997; Checkel, 1998, 347-8; Wendt, 1999, 40; Christiansen et al., 1999).
Constructivism maintains that an individual's understanding comes through interaction and negotiation with their environment.
The constructivists, in turn, shifted the focus to the processes of facilitating an individual's construction of meanings, which morphed into social
constructivism when we added Vygotsky to Piaget.
