From traditional to constructivist epistemologies: A proposed theoretical framework based on activity theory for learning communities

Journal of Interactive Learning Research

Volumn 17, Issue 1, 2006, Pages 37-55

  Hung, David ^a   Tan, Seng Chee ^a   Koh, Thiam Seng ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749562173     PISSN: 1093023X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (29)

1. Barab, S., MaKinster, J., & Scheckler, R, (2004), Designing system dualities: Building online communities. In S. Barab, R. Kling, & J. Gray (Eds), Designing for virtual communities in the service of learning (pp. 53-90). Cambridge, UK: Cambridge University Press.
2. Barab, S., Squire, K., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research & Development. 2, 27-62.
3. Barwise, J, & Perry, J. (1983). Situations and attitudes. Cambridge, MA: MIT Press.
4. Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed), Instructional design theories and models (Vol. II, pp. 271-292). Mahwah, NJ: Lawrence Erlbaum.
5. Bopry, J. (1999). The warrant for constructivist practice within educational technology. Educational Technology Research & Development, 47(4), 5-26.
6. Clancey, W. (1997). Situated cognition: On human knowledge and computer representations. Cambridge, UK: Cambridge University Press.
7. Engestrom, Y. (1999). Activity theory and individual and social transformation In Y. Engestrom, R. Miettinin, & R Punamaki (Eds), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press.
8. Hung, D. (2003). Supporting current pedagogical approaches with neuroscience research. Journal of Interactive Learning Research. 14(2), 129-155.
9. Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed), Instructional-design theories and models: A new paradigm of instructional theory (Vol II, pp. 215-239). Mahwah, NJ: Lawrence Erlbaum.
10. Jonassen, D. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. Jonassen & S. Land (Eds), Theoretical foundations of learning environments (pp. 89-121). Mahwah, NJ: Lawrence Erlbaum.
11. Kim, A. J. (2000). Community building on the web: Secret strategies for successful online communities. Berkeley, CA: Peachpit Press.
12. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A., Nardi (Ed), Context and consciousness: Activity theory and human-computer interaction (pp. 17-44). Cambridge, MA: MIT Press.
13. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
14. Leont'ev, A. N. (1978). Activity, consciousness, and personality. Upper Saddle River, NJ: Prentice-Hall.
15. Nardi, B. (Ed). (1996). Context and consciousness: Activity theory and human-computer interaction. Cambridge, MA: The MIT Press.
16. Preece, J. (2000). Online communities: Designing usability, supporting sociability. New York: John Wiley & Sons.
17. Rheingold, H. (1994). The virtual community: Homesteading on the electronic frontier. New York: Haper Perennial.
18. Ricoeur, P. (1997). From text to action: Essays in hermeneutics. Evanston, IL: Northwestern University Press. (Original work published 1991)
19. Ricoeur, P. (1998). Hermeneutics and the human sciences. Cambridge, UK: Cambridge University Press. (Original work published 1981).
20. Roth, W. M. (2002). Designing learning communities. Retrieved September 11, 2005, from http://www.educ.uvic.ca/faculty/mroth/PREPRINTS/Design103.pdf
21. Salmon, G. (2000). E-moderating: The key to teaching and learning online. London: Kogan.
22. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.). Liberal education in the knowledge society (pp. 67-98). Chicago: Open Court.
23. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
24. Schwab, J. (1962). The teaching of science as enquiry. Cambridge, MA: Harvard University Press.
25. Smith, C., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(2), 349-422.
26. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, MA: Harvard University Press.
27. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). White Plains, NY: M. Sharpe.
28. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
29. Wertsch, J. V. (1995). The need for action in sociocultural research. In J.V. Wertsch, P. del Rio, & A. Alvarez. (Eds.), Sociocultural studies of mind. Cambridge, MA: Cambridge University Press.