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An exploratory matrix of context, meaning and experience of the three perspectives (1)Theory Constructivism Phenomenography Social LearningRepresentativetheoristsKey quoteCentral tenetsGoalTeacher’s roleLearner’s roleApplicationContextMeaningExperiencePiaget, Bruner, Fosnot,Doolittle, Eggen,Vygotsky etc.Learners activelyconstruct knowledgebased on experience,beliefs and attitudes;learners accommodate,assimilate knowledgeInternally constructedreality shaped by thelearner based onprevious mentalstructuresTo construct knowledgeand build successfullyon existing;To facilitate and guidemeaning with learner,make learning relevant;design with frameworkTo participate, discuss,reframe, listenGroup work, criticalreflective practice,blogging, studentselectedprojects,discussionEmphasizes theindividual; the schema;context is existingknowledge, values,attitudes, beliefs,experiences, frame ofmind, prejudices, etcLearning occurs whenmeaning is constructedby individuals; learnersdevelop understandingwhich renders meaningthrough reflection;All experience isrelevant to learning;past experiences shapefuture experiences;Marton, Hounsell,Entwistle, EklebladSvensson, Giorgi, etc.Investigates differingways people experience,perceive, apprehend,understand, andconceptualize variousphenomena (Marton).Constructingunderstanding of aphenomenon bydifferentiating it from itscontext.To explain and addressvariations in learning;To prepare experiencesthat account forvariations in intelligencesTo discuss and thinkabout phenomena, andarticulate perceptionsDevelop a suite oflearning styles to movewithin categories; abilitybaseddesign;Emphasizes individualperception, but collectiveexperience too; physicalcontext/settings as theyrelate to phenomena arerelevant; so is theaffective.Meaning is created bythe learner’sunderstanding ofphenomena, andmotivation to learn fromsame;Discerned variations ofexperience help us tounderstand learning;negative and positiveexperiences are equallyinstructive;Lave, Wenger, Brown,Collins, Duguid,Kirschner, Whitson, etc.Learning is contextual,embedded in a socialand physicalenvironment (Wenger).Interaction with andobserving others withina social, communalcontext.To model; guide newroles and behaviours;access new knowledgeTo facilitate, mentor,model, assume locus ofcontrolTo participate, interact,listen, reframe concepts,socialize; reify negotiatemeaningSmall groups, field trips,hands-on, exercises,apprenticeships,building a community ofpractice, inservicesEmphasizes situatedlearning; literally in situ;in context; learners mayfind themselves at thecentre, or margins(periphery) of acommunity of practice.Internalized meaning;meaning is experiencenegotiating the social,learners create meaning;engagement with theworld creates meaning;Active participation inthe social; how learnersengage determinesexperience; the socialaspects keep learnersmotivated- 7 -
Notes1. This exploratory matrix is a snapshot view of my understanding of the three perspectives, myreading of representative theorists (see references) juxtaposed with key points in context, meaningand experience. Notice the considerable duplication within and across the learning theories. Informatting it, my mind did return periodically to Song-ee’s directive of integrating the threeconcepts of context, meaning and experience into a narrative. However, I found this difficult to do,and ultimately opted for this. Upon receiving a critique of my draft, I decided to explore context,meaning and experience as one of my colleagues had (ie. Kirsten Playford). In any case, I am stillstruggling to find an appropriate narrative for my ruminations and delineations of these concepts.2. There are three main types of constructivist approaches, namely: I) the cognitive model whereknowledge is acquired, internalized and constructed based on an external reality; II) radical modelwhich focuses on what is or has been experienced in the mind and not the external reality; III) socialmodel is a blend of the cognitive-radical where the “social nature of knowledge is maintained”(Doolittle, 1999, p.3).3. This quotation comes from a post by Michael Christy in the Blue Group, made on Friday November10 th ; I have quoted it in toto as his description is concise and clear. Thanks Mike.ReferencesBandura, A. (1977) Social Learning Theory. New York: General Learning Press.Brill, J. M. (2001). Situated cognition. In M. Orey (Ed.), Emerging perspectives on learning, teaching, andtechnology. Available at: http://www.coe.uga.edu/epltt/situatedcognition.htm.Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. EducationalResearcher, 18(1), 32-42.Bruner, J. S. (1996). Toward a theory of instruction. Cambridge: Harvard University Press.Doolittle, P. (1999) Constructivism and Online Education.Eggen, P., Kauchen, D. (2001). Educational psychology: Windows on classrooms. Upper Saddle, NJ.Merril Prentice Hall.Ekeblad, E. (1997) On the surface of phenomenography: A response to Graham Webb, Higher Education,33, pp. 219-224.Entwistle, N. J. & Peterson, E. R. (2004) Conceptions of learning and knowledge in higher education:Relationships with study behaviour and influences of learning environments, International Journal ofEducation Research, 41, pp. 407-428.Ertmer, P.A., & Newby, T.J., (1993). Behaviorism, cognitivism, constructivism: Comparing critical featuresfrom an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.Fosnot, C. (1992). Constructing constructivism. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism andthe Technology of Instruction (pp. 167-176). Hillsdale, NJ: Laurence Earlbaum.Giorgi, A. (1999). A phenomenological perspective on some phenomenographic results on learning. Journalof Phenomenological Psychology, 30(2), 68.)- 8 -
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