Creative University Conference

Activity: Attending an eventConference organisation or participation

Farshad Badie - Participant

A Constructivist Model of Knowing based on Teacher-Student Dialogues
Abstract:
Constructivism is an effective learning philosophy and a pedagogical theory of learning. Furthermore, it could be understood to be an epistemology and a supportive model of knowing. In the framework of constructivism, a student with insights based on her/his background knowledge, could actively participate in a dialogue with her/his teacher in order to develop her/his knowledge of multiple subjects. The central focus of this discussion is on knowledge construction and on developing the constructed knowledge in the framework of constructivism. Accordingly, knowledge construction will be analysed in the context of teacher-student dialogues. The main reference to dialogue [and conversation] theory is [4]. Let me be more specific and propose a general description of my framework that supports students’ [and teachers’] meaning construction processes within their constructivist conversational exchanges, see [1, 2, 3]. The framework represents a semantic loop. The students and the teachers move through this semantic loop and organise their personal constructed conceptions in order to construct and produce their individual meanings, to exchange the constructed meanings and to produce their meaningful comprehensions. This framework has been structured following the developmental processes of personal world constructions over students’ and teachers’ conceptions and concept constructions. What could be offered by knowledge construction within the developmental processes of personal world constructions is ‘a body of thought’ and ‘a semantic model’ to account for the emergence of the domain of the students’ and of the teachers’ [factual, procedural, conceptual and meta-cognitive] knowledge. It 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. This research has been designed based upon constructivist conversational learning. A constructivist conversation could be seen as a radical constructivist account of the students’ [and the teachers’] comprehensions. Regarding Piaget’s developmental theory of learning, constructivist learning is concerned with how the individual human being goes about the construction of knowledge in her/his own cognitive apparatus, see [5].
Jun 2016 → …

Conference

ConferenceCreative University Conference
LocationAalborg University
CountryDenmark
CityAalborg
Period18/08/201619/08/2016
ID: 249511657