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Joe L. Kincheloe has published numerous social and educational books on critical constructivism (2001, 2005, 2008), a version of constructivist epistemology that places emphasis on the exaggerated influence of political and cultural power in the construction of knowledge, consciousness, and views of reality. In the contemporary mediated ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge.
SCOT is a response to technological determinism and is sometimes known as technological constructivism. SCOT draws on work done in the constructivist school of the sociology of scientific knowledge , and its subtopics include actor-network theory (a branch of the sociology of science and technology ) and historical analysis of sociotechnical ...
In international relations (IR), constructivism is a social theory that asserts that significant aspects of international relations are shaped by ideational factors [1] [2] [3] - i.e. the mental process of forming ideas. The most important ideational factors are those that are collectively held; these collectively held beliefs construct the ...
Constructivist approach teaching methods are based on Constructivist learning theory.Scholars such as Ernst von Glasersfeld trace the origin of this approach to the philosophies of Immanuel Kant, George Berkeley, and Jean Piaget. [1]
The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge.
Constructivism has been considered as a dominant paradigm, or research programme, [1] in the field of science education since the 1980s. [2] [3] The term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.