A Constructivist's Perspective on Functional Contextualism
Educational Technology Research and Development Volume 54, Number 1, ISSN 1042-1629
In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for several reasons. First, the effects of constructivism are not obvious because constructivism is not a theory of learning. Second, even though constructivism is not a design method, there are numerous reports that empirically validate the ability of innovations based on a constructivist epistemology, such as anchored instruction, problem-based learning, microworlds, cognitive tools, and simulations, to engage and support meaningful learning. Third, if empirical validation were a truth criterion for all theories of learning and models of instruction, most would fail. Fourth, there are other theories that may accomplish the goals of functional contextualism as well as or better than functional contextualism. Fifth, and perhaps most importantly, there is no best model of instruction or theory of learning.
Jonassen, D.H. (2006). A Constructivist's Perspective on Functional Contextualism. Educational Technology Research and Development, 54(1), 43-47.
Cited ByView References & Citations Map
Leighann Forbes, Gannon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 586–590
Cheryl Howard, Faculty of Information Technology, Monash University, Australia
Global Learn 2011 (Mar 28, 2011) pp. 1326–1332
Shonali Krishnaswamy, John Hurst & Steven Cunningham, Monash University, Australia
Global Learn 2011 (Mar 28, 2011) pp. 174–179
Charles Miller & Brad Hokanson, University of Minnesota, United States; Simon Hooper, Penn State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1804–1811
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.