Assignment 1 - Knowledge and Constructivism

530 66A

Dustin Hyde, ETEC

The relationship between knowledge, constructivism, and learning is delicately and deeply
interwoven theoretically and practically. Pritchard (2014) for example, asserts that knowledge is
understood when “one not only lives the proposition in question, but also knows it” and further “that a
prerequisite for possessing knowledge is that one has a belief in the relevant proposition, and that that
belief must be true” (Pritchard, 2014, p. 4). Fosnot (2013) similarly contends that knowledge is an
“individual construct” where learners construct truths and beliefs that are fundamental to knowledge
based on experiences, experimentations, social interactions, and guidance among others (Fosnot,
2013). From a theoretical perspective, both Pritchard and Fosnot contend that knowledge is what one
knows and believes as truth based on the process of individual knowledge construction. Through this
theoretical lens, a clear definition, description and concept of knowledge can be linked to
constructivism. In fact, Fosnot states that “constructivism is a theory about learning, not a description
of teaching” (Fosnot, 2013, Chapter 2, “Application”, para. 1)
Constructivism directly links the theoretical concept of knowledge formation and the practical
aspect of learning. Von Glasersfeld, a well known proponent of constructivism, links constructivism to
knowledge and learning suggesting that knowledge is constructed based on truths that are formulated
and reinforced via individual experiences and the subsequent organization of such experiences (Von
Glasersfeld, 2006). He also argued that a key element in constructivist teaching is allowing and
encouraging learners to ‘learn how to learn’ through a process of intrinsic, self-generated
reinforcement (Von Glasersfeld, 2006, 47). This is particularly true for me when reflecting on this
course. Unbeknownst to me, my first two fora reflection posts were saturated with coherentism. I was
espousing personal world view and belief statements as a way of challenging and understanding the
concepts covered in the first three chapters of Pritchard, later realizing this was textbook circular
reasoning; a classic example of Agrippa’s Trilemma. A fantastic week four post by Michael Tate
focusing on a practical and realistic educational example of coherentism forced me to reflect and
understand that knowledge and knowing is shaped and influenced by many things including culture,
world view, bias, experience etc. The movie review assignment further reinforced the difficult reality
associated with knowledge formation. Despite a strong and evolving process of reductionism to
confirm knowledge, there still exists the problem of perceptual knowledge that conspire to allude true
knowledge and true beliefs. This is where constructivism critically inserts itself and reinforces the
importance of constructing individual knowledge rather than passive acquisition of facts.
In my own personal teaching practice I take careful pride to embed constructivist approaches
to the delivery and design of my course. From a traditional ‘stand and deliver approach’ in my early
career where students passively acquired information via note taking to a more recent learner centred
approach where students have the opportunity to engage with Baviskar’s four critical elements of
constructivism - eliciting prior knowledge, creating cognitive dissonance, application of knowledge with
feedback, and reflecting on learning (Baviskar, 2009). Today students in my class collaboratively work
to co-author and edit shared google docs on specific learning outcomes while navigating suggested
print, internet and media resources. One particular example of constructivist learning that I am proud
of is my final examination project. Students have the option to select a series of learning outcomes
they are most passionate about then set out to create and construct digital artifacts to prove their deep
understanding of their learning. Supplementing this is a video reflection designed to allow students to
synthesize their learning and offer feedback on their impressions of the course. The quality of work
produced in my recent constructivist model far surpasses the constricted and simplistic work that was
produced in a more behaviour and maturation based model. As Von Glasersfeld contends, teachers
should not be the “dispenser of truths” and learners should not subscribe to teachings with “blind faith”
(Von Glasersfeld, 2006, 48). As such, it is critical that teachers move away from encouraging rote
memorization of facts and instead provide opportunities for students self-construct their knowledge
with the guidance of teachers, peers, and community through a process of observation, reflection,
exploration, experimentation, collaboration, and problem solving among others.
Assignment 1 - Knowledge and Constructivism 530 66A

Dustin Hyde, ETEC

References

Baviskar 1, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist
teaching: Derived from a review of the literature and applied to five constructivist‐teaching method
articles. International Journal of Science Education, 31(4), 541-550.

Fosnot, C. & Perry, R.S. (2008). Constructivism: A Psychological Theory of Learning. In C.T. Fosnot
(Ed.), Constructivism: Theory, perspectives, and practice. 2nd Ed. Teacher College Press. Available
from Teachers College Press and Amazon Kindle.

Pritchard, D. (2014). What is this thing called knowledge? (3rd ed.). New York: Routledge.

Von Glasersfeld, E. (2008). Learning as Constructive Activity. AntiMatters, 2(3) 33-49. http://anti-
matters.org/articles/73/public/73-66-1-PB.pdf