From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities
David Hung, Seng Chee Tan, Thiam Seng Koh, Nanyang Technological University, Singapore
Journal of Interactive Learning Research Volume 17, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how transformations take place through a two-way process of appropriation (learning from one another as a two-way interaction process) at both the social-collective and individual-learner levels of interaction and cognition. We distinguish transformations at two levels: context and process, acknowledging overlaps between the two. Context transformations involve the macro-level activity system, whereas process transformations are concerned with in-situ micro-level changes. Through the concept of activity systems, we hope to illustrate how evolving transformations are captured from a historical frame of reference. The article also discusses technologies as enablers within a proposed framework in support of such epistemological transformations.
Hung, D., Tan, S.C. & Koh, T.S. (2006). From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities. Journal of Interactive Learning Research, 17(1), 37-55. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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Shi-Jer Lou, Shi-Chiao Wu, Ru-Chu Shih, Kuo-Hung Tseng & Kuo-Hung Tseng
Australasian Journal of Educational Technology Vol. 26, No. 6 (Jan 01, 2010)
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