From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities
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Authors
JILR Volume 17, Number 1, January 2006 ISSN 1093-023X
Abstract
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.
Citation
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). Retrieved August 11, 2024 from https://www.learntechlib.org/p/6020.
© 2006 AACE