2. Epistemology is the branch of philosophy that
deals with theories about knowledge (what we
know, how we know, how we test knowledge
claims)
Constructivism is often presented as a theory
about teaching (pedagogical theory), but it is
actually a theory about knowledge
3. The basic idea of constructivism is that
learners are not ‘blank slates’ or ‘empty
cups’ to be filled with knowledge, but that
they already have a huge body of
knowledge and life experience.
Because knowledge is a structured
network rather than a disconnected
‘heap’ of facts, new knowledge is built on
the foundations of existing knowledge and
integrated with it
4. This suggests the idea that knowledge cannot be
directly transmitted from one person to another. The
knowledge must be broken down into some form of
information (speech, text, drama, art), which is then
construed (i.e. viewed through the construction system
of) the learner, and new knowledge (not necessarily
the same) is then constructed within the learner
5. As an epistemological theory, constructivism is not
about teaching directly, it’s about knowledge
We logically infer (influenced by our assumptions
and experience) ideas about learning from this theory
about knowledge
Then we logically infer (with the same influences)
ideas about teaching from these ideas about learning
6. Students should be actively engaged in their learning,
rather than passively receiving
Learning should begin from ‘where students are’ in
their knowledge. Kieran Egan has written some
excellent books on this point
Science students need opportunities to test their new
knowledge frameworks against other knowledge and
against the physical world
7. Students should be actively engaged in their learning,
rather than passively receiving
Learning should begin from ‘where students are’ in
their knowledge. Kieran Egan has written some
excellent books on this point
Science students need opportunities to test their new
knowledge frameworks against other knowledge and
against the physical world
