NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ726326
Record Type: Journal
Publication Date: 2006-Jan
Pages: 19
Abstractor: Author
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1093-023X
From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities
Hung, David; Tan, Seng-Chee; Koh, Thiam-Seng
Journal of Interactive Learning Research, v17 n1 p37-55 Jan 2006
This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how transformations take place through a two-way process of appropriation (learning from one another as a two-way interaction process) at both the social-collective and individual-learner levels of interaction and cognition. We distinguish transformations at two levels: context and process, acknowledging overlaps between the two. Context transformations involve the macro-level activity system, whereas process transformations are concerned with in-situ micro-level changes. Through the concept of activity systems, we hope to illustrate how evolving transformations are captured from a historical frame of reference. The article also discusses technologies as enablers within a proposed framework in support of such epistemological transformations. (Contains 2 tables and 3 figures.)
Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore