Complete thesis - Murdoch University

potential for constructive learning, in particular, in groups and communities. The last twoapproaches can be differentiated by saying that problem-based learning concentrates on betterunderstanding and the solving of recognised problems, while project-based learning focuseson the end product. Hence, project-based learning is more or less an artefact productionprocess, while problem-based learning is a knowledge development process. They can appearin practice side-by-side or interwoven. Learning by doing places the learners in direct contactwith the subject matter and facilitates finding information through social communication,3.3.1 Learning as a social or cultural activityA number of models highlight the social and contextualised nature of learning, presenting aperspective on learning as a social process of collaborative knowledge building (Lave et al,1988; Lave and Wenger, 1991; Brown and Duguid, 1991; Greeno, 1997). These contrast withbehavioural and cognitive models that portray learning as an individual activity and as anartefact that can be easily separated from the contexts in which it takes place.Stahl (1999) presents a learning model which classifies generic aspects of the learning processas personal and group. While individuals generate personal beliefs from their own perspectives,they do so on the basis of socio-cultural knowledge, language and representations.These beliefs become knowledge through social interaction, communication, discussion, clarificationand negotiation, so that knowledge is a socially mediated product. The group enableslearners to tune the accuracy and suitability of their personal understanding.Amongst others Schön (1983) argues that learning starts on the basis of tacit pre-understanding(Polanyi, 1958). The network of personal meanings ultimately has its origin in interpersonallanguage and culture, so that interpretation takes place within language (Wittgenstein,1953), as well as history, culture and politics. Although internal thought processcapabilities and structures have origins in previous social interactions (Vygotsky, 1978), thissocial context and origin is hidden because it has been incorporated into the tacit preunderstandingsof the individual. A breakdown renders elements of this tacit understandingproblematic. However, it is not always possible to resolve the problematic character of personalunderstanding internally, particularly when it is provoked by other people. Resolutiontypically involves some feedback from the world, so that the process of interpretation thattakes place at the level of the individual mind is an essentially social process that is enteredto create new meanings collaboratively. To do this, initial belief is typically articulated inwords and expressed in public statements.135