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Constructivism is a view in the philosophy of science that maintains that scientific knowledge is constructed by the scientific community, which seeks to measure and construct models of the natural world.
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. In ...
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 learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge.
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 (philosophy of mathematics), a philosophical view that asserts the necessity of constructing a mathematical object to prove that it exists Constructivism (philosophy of education), a theory that suggests that learners do not passively acquire knowledge through direct instruction; instead, they construct their understanding through experiences and social interaction, integrating ...
The rationalist–constructivist debate is an ontological debate within international relations theory between rationalism and constructivism. [1] In a 1998 article, Christian Reus-Smit and Richard Price suggested that the rationalist–constructivist debate was, or was about to become, the most significant in the discipline of international relations theory. [2]