Cognition, Construction of Knowledge, and Teaching
TL;DR: In this article, an alternative theory of knowing that takes into account the thinking organism's cognitive isolation from "reality" is presented, focusing specifically on the adaptive function of cognition, Piaget's scheme theory, the process of communication, and the subjective perspective on social interaction.
Abstract: The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism’s cognitive isolation from ‘reality’. This orientation was proposed by Vico at the beginning of the 18th century, disregarded for two hundred years, and then propounded independently by Piaget as a developmentaly grounded constructivist epistemology. The paper focuses specifically on the adaptive function of cognition, Piaget’s scheme theory, the process of communication, and the subjective perspective on social interaction. In the concluding section it then suggests some of the consequences the shift of epistemological presuppositions might have for the practice of teaching.
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Journal Article•
TL;DR: The goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and thepractice of teaching.
Abstract: It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).
2,901 citations
TL;DR: This article developed a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction.
Abstract: Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.
1,638 citations
TL;DR: In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins".
Abstract: Across the broad fields of educational theory and research, constructivism has become something akin to a secular religion. In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins. Any such narrative must have symbolic force" (1985, p. 1). She might well have written the same about constructivism, which is, whatever else it may be, a "powerful folktale" about the origins of human knowledge. As in all living religions, constructivism has many sects-each of which harbors some distrust of its rivals. This descent into
1,334 citations
TL;DR: The ICAP hypothesis as discussed by the authors predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase and suggest possible knowledge-change processes that support the hypothesis.
Abstract: This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing...
1,258 citations
TL;DR: The authors argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
Abstract: Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumptions that initiate this apparent forced choice between constructivist and sociocultural perspectives. I contend that the two perspectives are complementary. Also, claims that either perspective captures the essence of people and communities should be rejected for pragmatic justifications that consider the contextual relevance and usefulness of a perspective. I argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
1,242 citations
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TL;DR: This final installment of the paper considers the case where the signals or the messages or both are continuously variable, in contrast with the discrete nature assumed until now.
Abstract: In this final installment of the paper we consider the case where the signals or the messages or both are continuously variable, in contrast with the discrete nature assumed until now. To a considerable extent the continuous case can be obtained through a limiting process from the discrete case by dividing the continuum of messages and signals into a large but finite number of small regions and calculating the various parameters involved on a discrete basis. As the size of the regions is decreased these parameters in general approach as limits the proper values for the continuous case. There are, however, a few new effects that appear and also a general change of emphasis in the direction of specialization of the general results to particular cases.
65,425 citations
Book•
01 Jan 1962
TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.
Abstract: A good book may have the power to change the way we see the world, but a great book actually becomes part of our daily consciousness, pervading our thinking to the point that we take it for granted, and we forget how provocative and challenging its ideas once were-and still are. "The Structure of Scientific Revolutions" is that kind of book. When it was first published in 1962, it was a landmark event in the history and philosophy of science. And fifty years later, it still has many lessons to teach. With "The Structure of Scientific Revolutions", Kuhn challenged long-standing linear notions of scientific progress, arguing that transformative ideas don't arise from the day-to-day, gradual process of experimentation and data accumulation, but that revolutions in science, those breakthrough moments that disrupt accepted thinking and offer unanticipated ideas, occur outside of "normal science," as he called it. Though Kuhn was writing when physics ruled the sciences, his ideas on how scientific revolutions bring order to the anomalies that amass over time in research experiments are still instructive in our biotech age. This new edition of Kuhn's essential work in the history of science includes an insightful introductory essay by Ian Hacking that clarifies terms popularized by Kuhn, including paradigm and incommensurability, and applies Kuhn's ideas to the science of today. Usefully keyed to the separate sections of the book, Hacking's essay provides important background information as well as a contemporary context. Newly designed, with an expanded index, this edition will be eagerly welcomed by the next generation of readers seeking to understand the history of our perspectives on science.
36,808 citations
34,393 citations
Book•
01 Jan 1948
TL;DR: The Mathematical Theory of Communication (MTOC) as discussed by the authors was originally published as a paper on communication theory more than fifty years ago and has since gone through four hardcover and sixteen paperback printings.
Abstract: Scientific knowledge grows at a phenomenal pace--but few books have had as lasting an impact or played as important a role in our modern world as The Mathematical Theory of Communication, published originally as a paper on communication theory more than fifty years ago. Republished in book form shortly thereafter, it has since gone through four hardcover and sixteen paperback printings. It is a revolutionary work, astounding in its foresight and contemporaneity. The University of Illinois Press is pleased and honored to issue this commemorative reprinting of a classic.
10,215 citations
Journal Article•
8,101 citations