The process of constructing knowledge

References

Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies, Peter E. Doolittle a & David Hicks @ Virginia Polytechnic Institute and State University Published online: 31 Jan 2012 in Theory & Research in Social Education

Constructivist Pedagogy, VIRGINIA RICHARDSON, University of Michigan, Teachers College Record Volume 105, Number 9, December 2003, pp. 1623–1640 Copyright r by Teachers College, Columbia University 0161-4681

From a constructivist perspective, learning is the process through which people construct meaning that is adaptive in the context in which it was built. This is done by experiencing the world and building on our prior knowledge. In this sense, they “learn best when they are socially interacting within an authentic situation that is relevant to their prior knowledge and goals, and that fosters autonomous and self-directed functioning.” (Doolittle & Hicks, p.86)

For trainers, the following principles are useful for designing learning experiences:

The construction of knowledge is an active process that happens through individual or social engagement. This implies that trainers should provide learners opportunities to socially and individually engage in the process of making meaning by using participatory methods. Learners are not passive receptors; they should be engaged in active learning and supported in the construction of meaning, beyond the classic repertoire of listening, reading, and memorizing. In addition, trainers should create contexts where participants can engage in dialogue in order to construct a shared meaning and understanding of the topic addressed.

The construction of knowledge is fostered by authentic and real-world environments. Trainers should include relevant problems and experiences that can be linked to the real world within the learning process. At the same time, we should capitalize on the learning that is happening outside of our training context, in the life of our participants, in their individual and social environments, in spontaneous or planned experiences, and on the richness of their cultural background.

The construction of knowledge happens by building on people’s prior knowledge and experience. All learning is built on what the participants already know and bring with them to the training. This includes all types of learning acquired in any context: cultural knowledge, personal knowledge, metacognitive knowledge, and tacit knowledge. Prior knowledge is the invisible guest at the table in the trainings we plan and lead. It can be either an ally or an enemy, but it can never be ignored. We must, therefore, include opportunities for participants to become aware of, express, challenge, change or add to existing beliefs and understandings. In doing so, we should slide toward a participant-centred approach in which their background, interests, questions, learning, and meaning creation become central to our trainings. 

The construction of knowledge is supported by engaging in multiple perspectives and representations (of the learned content, skills, and social realms). This implies that we should introduce knowledge and skills to participants in diverse manners, multiple formats, and different situations, as well as challenge them to view information from multiple and diverse perspectives.

The construction of knowledge is fostered by the learner’s development of self-regulation and self-awareness. Thus, we cannot merely support learners in learning relevant skills and information, we must also provide tools and contexts in which they develop their ability to manage their own learning. When they become aware of their understandings and knowledge making processes, they will no longer be dependent on trainers to further initiate the learning process.