China
Africa
Explore chapters and articles related to this topic
Cultural Practices of Debriefing
Published in Wolff-Michael Roth, Cognition, Assessment and Debriefing in Aviation, 2017
These results of the present investigations provide an indication of considerable differences between (a) an understanding of learning and assessment in a professional context and (b) the current ideology in formal educational setting, particularly in school settings. In the airline industry, the cultural practices still exhibit a stand-and-deliver approach, whereby learning is conceived as reception of correct knowledge from a designated expert. The underlying epistemology is learning as acquisition of information. This is so even in situations when the pilots examined include flight examiners who, although they may have a sense of knowing differently or better, will not speak up and even less contest what they are told by the individual currently serving as the examiner (see below). In formal educational settings, a social constructivist paradigm in one or another form is the commonly accepted epistemology. Within the constructivist epistemology, learning is theorized to occur from the active engagement of the learner rather than from passive absorption of information—especially learning in the context of technology (e.g., Duffy and Jonassen 1992). Other approaches consider learning in terms of participation in a social practice, which in the present context can be thought of in terms of debriefing as reflective shop talk designed to improve the work in the shop. Still other approaches focus on knowledge in terms of discourse competence so that coming to know is equivalent to learning a language. In all of these approaches, the instructional emphasis lies on providing learners with as many opportunities as possible to engage in practical work and talk.
Knowledge Management In Post-Disaster Resettlement Housing
Published in Manuel Couceiro da Costa, Filipa Roseta, Joana Pestana Lages, Susana Couceiro da Costa, Architectural Research Addressing Societal Challenges, 2017
Barry Ballinger, Kapila D. Silva
If we have a strictly objectivist epistemology we will think of knowledge as an object or access to information that will tell us everything we need to know. Even so, we will need the capability to extract knowledge from the object in order to use it (Figure 1). If we have a strictly constructivist epistemology, we will consider knowledge as a part of a process that can only be understood within a certain context or state of mind. Again, we still need a host of capabilities in order to interpret the phenomenon (Figure 2).
Focusing on learning through constructive alignment with task-oriented portfolio assessment
Published in European Journal of Engineering Education, 2018
A. Cain, J. Grundy, C.J. Woodward
Constructivist epistemology views knowledge as a human construction. For education, this has the implication that teaching should be centred upon helping develop the learner to think and act like an expert (Jonassen 1991; Vrasidas 2000). Adopting this epistemology requires that assessment involves comparing the structure of the learner's knowledge with that of an expert. This view allows errors in understanding to be used diagnostically as an opportunity for further learning (Murphy 1997).
A framework for using learning theories to inform ‘growth mindset’ activities
Published in International Journal of Mathematical Education in Science and Technology, 2020
Anita Campbell, Tracy Craig, Brandon Collier-Reed
In contrast to theories based on an understanding of knowledge as absolute and objective, the following learning theories emerge from a constructivist epistemology, where knowledge is viewed as subjectively created by learners to fit with how they perceive reality.