Creative University Conference

Activity: Attending an eventConference organisation or participation

Farshad Badie - Participant

Conceptual Analysis of Inductive Meaning Constructing in Constructivist Interactions between Mentor and Learner
Constructivism as a philosophy appears in a variety of guises, some of them pedagogical, some epistemological and some in complex combinations, see [6, 4, 5]. In this research, constructivism is considered as a learning philosophy and as a pedagogical theory of learning relying on a supportive model of knowing (and epistemology). I will focus on the fact that, a learner based on her/his pre-structured knowledge, on pre-conceptions and on personal knowings, could actively participate in an interaction with her/his mentor in order to construct her/his knowledge and to develop that construction. Therefore, the most significant objective could be realised and interpreted as (i) construction of the personal knowledge and (ii) its development, and (iii) producing the own understanding of the world (universe of discourse). In this research, I will focus on conceptual description of Inductive Meaning Constructing (that is my own approach) as a significant product of constructivist interactions between learners and mentors, see [1, 2, 3]. I will—conceptually—describe the logical background of my approach in order to express and to analyse the formal and semantic terms within the progress. Additionally, I will employ some fundamentals from language of concepts in order to specify concepts, conceptions and conceptualisations within the model. This research has been structured over my designed semantic model of meaning construction within constructivist interactions [between mentors and learners]. The semantic basis has been analysed over a loop that the learner and the mentor move through, and organise their personal constructed conceptions, construct meanings and produce their individual meaningful comprehensions. The main idea that will be proposed is based on a new scheme for ‘interpretation’ based on ‘semantics’, ‘interaction’, and ‘induction’. Interpretations will be analysed in order to provide a supportive background for conceptual structuring of meaning construction in the context of mentor-learner interactions. This research can express how the produced meanings based on human beings’ constructed concepts could support them in constructing their personal worlds and in creating and in developing their [constructed] knowledge. Accordingly, it shows how a learner organises her/his individual constructed concepts and her/his conception-based statements within constructivist interactions.
Jun 2016 → …


ConferenceCreative University Conference
LocationAalborg University
ID: 249511562