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Objectivism versus constructivism: Do we need a new philosophical paradigm?

Objectivism versus constructivism: Do we need a new philosophical paradigm? Abstract Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST). This article analyzes the philosophical assumptions underlying IST and its behavioral and cognitive foundations, each of which is primarily objectivistic, which means that knowing and learning are processes for representing and mirroring reality. The philosophical assumptions of objectivism are then contrasted with constructivism, which holds that knowing is a process of actively interpreting and constructing individual knowledge representations. The implications of constructivism for IST provide a context for asking the reader to consider to what extent our field should consider this philosophical paradigm shift. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

Objectivism versus constructivism: Do we need a new philosophical paradigm?

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References (37)

Publisher
Springer Journals
Copyright
1991 the Association for Educational Communications and Technology
ISSN
1042-1629
eISSN
1556-6501
DOI
10.1007/BF02296434
Publisher site
See Article on Publisher Site

Abstract

Abstract Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST). This article analyzes the philosophical assumptions underlying IST and its behavioral and cognitive foundations, each of which is primarily objectivistic, which means that knowing and learning are processes for representing and mirroring reality. The philosophical assumptions of objectivism are then contrasted with constructivism, which holds that knowing is a process of actively interpreting and constructing individual knowledge representations. The implications of constructivism for IST provide a context for asking the reader to consider to what extent our field should consider this philosophical paradigm shift.

Journal

Educational Technology Research and DevelopmentSpringer Journals

Published: Sep 1, 1991

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