How is knowledge constructed? / Knowledge and theory / INSTEP - INSTEP


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Ki te Aotūroa - Improving Inservice Teacher Educator Learning and
Practice.Ministry of Education.

*INSTEP navigation*

· Home
· Coaching
· Forewords
· About these materials
· A proposed theory of improvement for ISTEs
· Learning cases
· Conducting inquiry
· Inquiry and evidence-based practice
· Knowledge and theory

· What is knowledge?
· Three conceptions of knowledge
· How is knowledge constructed?

· The importance of communities
· Whose knowledge counts?

· What are theories?
· What forms do theories take?
· Implications for ISTE practice
· References

· Communication and relationships
· Change for improvement
· Recommended reading
· Appendix I: Learning theories
· Appendix II: Professional learning communities
· Acknowledgments

You are here:

1. Knowledge and theory
2. How is knowledge constructed?

** How is knowledge constructed? **

The construction of knowledge is a dynamic, active process in which
learners constantly strive to make sense of new information.


Over time, this sense-making activity is made up of conscious attention,
organising and reorganising ideas, assimilating or accommodating to new
ideas, and


how is knowledge constructed

Constructivism (philosophy of education) - Wikipedia, the free encyclopedia


** Constructivism (philosophy of education) **

From Wikipedia, the free encyclopedia
Jump to: navigation, search

This article *has an unclear citation style*. The references used may be
made clearer with a different or consistent style of citation, footnoting,
or external linking. /(April 2012)/

*Constructivism* is a theory to explain how knowledge is constructed in the
human being when information comes into contact with existing knowledge
that had been developed by experiences. It has its roots in cognitive
psychology and biology and an approach to education that lays emphasis on
the ways knowledge is created in order to adapt to the world. Constructs
are the different types of filters we choose to place over our realities to
change our reality from chaos to order. Von Glasersfeld describes
constructivism as “a theory of knowledge with roots in philosophy,
psychology, and cybernetics”.^[1] Constructivism has implications for
the theory of instruction. Discovery, hands-on, experiential,
collaborative, project-based, and task-based learning are a number of
applications that base teaching and learning on constructivism.


· 1 Constructivists
· 2 Historical and Theoretical Roots

· 2.1 Epistemology
· 2.2 The nature of the learner

· 2.2.1 The importance of the background and culture of the learner
· 2.2.2 The responsibility for learning
· 2.2.3 The motivation for learning

· 2.3 The role of the instructor

· 2.3.1 Instructors as facilitators

· 2.4 The nature of the learning process

· 2.4.1 Learning is an active, social process
· 2.4.2 Dynamic interaction between task, instructor and learner

· 2.5 Collaboration among learners

· 2.5.1 Learning by teaching (LdL) as constructivist method
· 2.5.2 The importance of context


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