Constructivism

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construction. Trowbridge (1996) relates this general view of to teaching by adding that is a model of teaching in which students construct knowledge by interpreting new experiences in the context of prior knowledge, experiences, episodes and images. Thus, as suggested by Kelly (1995),a constructivist approach to learning does not view learning as the transfer of knowledge to the learner, but rather an active construction of knowledge by the learner. For these reasons it can be concluded that encompasses ‘the learner’ who constructs his or her knowledge on the basis of knowledge already held.
Predominantly it is the Ausubelian theory, suggested by David Ausbel, that provides the theoretical basis for (Throwbridge,1996). In essence the Ausubelian theory encompasses that a students prior knowledge is an important factor in determining active learning in a given situation (Throwbridge,1996).

Poole (1995) mentions that many forms of constructivism have been suggested and ...

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humans utilise to obtain meaning, and that these meanings are dependent upon the context of the social interdependence.

Philips (1995) argues that any defensible epistemology, such as constructivism, must acknowledge that nature exerts considerable constraint over our knowledge-constructing activities, thus allowing us to both detect and reject our own personal misconceptions concerning it. This point of view, as demonstrated by Philips (1995), allows the operation of our knowledge constructing communities, and in turn grants the inclusion and the empowerment of long-silenced voices. Also a social constituent to the construction of knowledge, the process of constructing meaning, is ...

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