In the view of constructivist, learning is a constructive process in which the learner is building an internal illustration of knowledge, a personal interpretation of experience. This representation is continually open to modification, its structure and linkages forming the ground to which other knowledge structures are attached. Learning is an active process in which meaning is accomplished on the basis of experience. This view of knowledge does not necessarily reject the existence of the real world, and agrees that reality places constrains on the concepts that are, but contends that all we know of the world are humaninterpretations of our experience of the world. Conceptual growth comes from the sharing of various perspectives and the simultaneous changing of our internal representations in response to those perspectives as well as through cumulative experience (Bednar, Cunnigham, Duffy, Perry, 1995).
The fundamental challenge of construcivism is in its changing the locus of control over learning from the teacher to the student. Educational technologists, with their foundations in behavioural psychology, have sought to design programs in such a way that students would be enticed to achieve prespecified objectives. Constructivists have said that this violates both what weknow now about the nature of learning (situated, interactive) and about the nature of knowledge (perspectival, conventional, tentative, evolutionary). They have claimed that objectives should be negotiated with students based on their own felt needs, that programmed activities should emerge from within the contexts of their lived worlds, that students should work together with peers in the social construction of personally significant meaning, and that evaluation should be a personalised ongoing, shared analysis of progress (Hanckbarth,S., 1996, p.11).
Agreeing with this view of knowledge, learning must be placed in a rich context, reflective of [continua]
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