learning through interaction an overview & reflection

Running Head: Reflections on Learning Through Interaction 1

Learning through Interaction: Overview and Reflection

Ahmad Z. Khatib

Current issues in teaching and learning

Prof. Najib Balfaqih

27 February, 2012

Reflection on Learning through interaction 2

Abstract

This essay tries to provide an overview and a reflection on Streitlien (2011) article

“Reflection on Learning through Interaction”: Stretlien tries to provide answers to two

epistemological questions: How do we gain knowledge, and what does it take to learn? There

have been a variety of approaches to the study of learning processes and knowledge development

of children in general. It includes a discussion about constructivism, social constructivism and

sociocultural approaches and what the differences are and if they are compatible. The paper also

outlines how different philosophical perspectives such as radical constructivism, social

constructivism, post-structuralism, linguistics and hermeneutics have consequences for research

on teaching and learning. The essay ends with a reflection from my personal experience as

teacher and a parent.


ContentsAbstract................................................................................................................................2

Introduction..........................................................................................................................4

Basic ideas...........................................................................................................................4

Theories of learning.............................................................................................................4

Developmental stage theory (Individual oriented approach)...........................................4

Social Development Theory (The sociocultural approach).............................................5

Compatibility issues.........................................................................................................5

Constructivism Theory....................................................................................................6

Extensions of Constructivism..........................................................................................7

Radical Constructivism................................................................................................7

Post Structuralism........................................................................................................7

Pragmatism..................................................................................................................8

Interactionism..............................................................................................................8

Postmodernism............................................................................................................8

Information Societies...................................................................................................9

The nature of learning and how should it be viewed...........................................................9

Cognivist/Acquisitionist or Traditional mode.................................................................9

Discursive or participationist mode.................................................................................9

Summary of Article...........................................................................................................10

Reflection...........................................................................................................................10


Introduction

The purpose of this paper is to study and examine research on how children learn. In

doing so it will examine how a study is designed and how the findings of this study are being

interpreted. It also attempts to show the difference between radical constructivism, social

constructivism and sociocultural approaches and examine if they are compatible.

Basic ideas

All through this study we can find two basic ideas about learning: the idea of learning as

interaction between subjects and objects, and the idea of learning as interaction between subjects.

The explanation of subjects and objects shall come later on in this essay.

Theories of learning

In the field of research on learning there are two prevailing theories: the individual

oriented approach of Piaget, and the sociocultural approach of Vigotsky.

Developmental stage theory (Individual oriented approach)

Piaget aimed at bringing a rational perspective on human thinking and communication,

with the purpose of creating a theory of cognitive development of mankind. According to Piaget,

development is a process from inside out where there is continuing reciprocity between a child

and his/her environment. Children are natural learners who tend to accommodate to the

environmental demands by assimilating what the environment has to offer. Learning occurs

because their minds are made to learn. When they cannot assimilate new events, cognitive

conflict arises leading to a state of “disequilibrium”. The learner according to Piaget is an active

constructor of knowledge, who takes an active role in his/her learning, and uses prior experience


to develop knowledge. This theory focuses more on cognitive development of individual learner

and not as much on social and cultural aspects of learning. The constructing individual is

considered the prime factor in a learning process where knowledge arises at the interface

between subjects and objects.

Social Development Theory (The sociocultural approach)

Vigotsky places primacy on social and cultural aspects when human beings develop

cultural identity by participating in cultural activities. By doing so, they acquire the instituted

meaning of the activity gradually. The basic unit of analysis here is the mediated action. The

difference between what the learner is capable of doing alone and what he/she is capable of

doing in collaboration with others, i.e. teachers is described as the zone of proximal development

ZPD. The theory attaches great meaning to language activities where knowledge is socially

constructed and language is the medium of this construction. Language starts as a means for a

child to communicate which then evolves to internal mental function when more sophisticated

mental processes arise. Vigotsky distinguishes between concepts a child develops through

informal interactions with people in everyday life, and scientific concepts he/she learns at school.

The spontaneous concepts are inductive generalizations while the scientific ones go from general

to concrete.

Compatibility issues

Brown (1994) claimed that these two theories are incompatible, because each one has

different emphasis than the other, and suggest overcoming this difference by following an

interpretation (hermeneutic) approach. Cobb & Bowers (1999), viewed them as complimentary

to each other, and that learning can be viewed as both a process of active individual construction


and a process of enculturation. The teacher/ researcher should alter the focus between the two

depending on the situation. Confrey (1995) and others called for an alternative theory to Piaget

and Vigotsky in which diversity plays a more significant role, and in which individuality of the

child is modified by the responsibility of community and culture.

Constructivism Theory

It is impossible to have a view of learning without a view of knowledge. Neither Piaget

nor Vigotsky believed in the possibility of verbal transmission of knowledge, however both

viewed learning as an active process in which learners construct knowledge in their own way

where the learner is an active operator in his own learning process. Both theories have strong

influence on education research and teaching practices.

These two theories form the foundation of constructivism theory, a model or a theory that

views learning as an active, contextualized process of constructing knowledge rather than

acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the

environment. New information is connected to prior knowledge, leading to consequently

subjective as opposed to objective mental representations. Learners continuously test these

hypotheses through social interaction. Since no learner is a blank slate (tabula rasa), but brings

past experiences and cultural factors to a situation, each learner has a different interpretation and

construction of knowledge process.


Extensions of Constructivism

Radical Constructivism

As opposed to Platonism which viewed the world of ideas as unchangeable and

science as a set of absolutistic truths. Glaserfeld (1991) has extended constructivism to

radical constructivism based on two principles: First, knowledge is not passively

received, but actively built up by the learner. Second, the function of cognition is to adapt

and organise the experimental world, not discovery of absolutistic truths. We construct

our theories of the world and our experiences. This process takes place in the mind. We

are unable to see reality as it is because we have no open access to reality. We have to

construct our own interpretations because there is no meaning in the idea of “the

objective truth”. Within radical constructivism, the influence of cultural traditions as

language, sociocultural tools and the environment for learning might be neglected.

Post Structuralism

Post structuralism is a supplement to constructivism. It emphasises the role of

language in knowledge construction. The problem with this theory is that any

phenomenon can be described in at least two different texts, the text can only be referred

to itself, and it is not possible to decide which one is the correct one. This is a critical

issue for learning since students are supposed to learn something.

Pragmatism

Pragmatism tried to fix this problem by having in mind the relationship between

the text (object) and the interpretation. James (1980) distinguished between knowledge

about: the knowledge which can be acquired through text books, and conveyed in abstract


general rules which can be learned and memorised, and between knowledge of which is

acquired through experience in everyday life in unconscious, tacit form. The mind is

always in development through the thinking process, and individuals can define objects

and their contexts.

Interactionism

Interactionism treats social actors and their interaction as basis of all social life.

Therefore, meaning of any concept or idea can only be located in the experiential

consequences it produces.

Postmodernism

This theory rejects the idea that language represents reality. Language, therefore,

constitutes the world rather than reflecting it. Knowledge is created through language and

historical situations it is taking place within. Scientific knowledge does not provide

solutions to all human problems; in fact it can generate problems on its own. Critics of

post modernism claim that meaning is constituted within language, it is socially

structured and it is not absolute. In addition knowledge can be seen in more than one

way.

Information Societies

Lyotard (1984) says that the West has entered a phase where social development

is influencing social sciences. The microelectronic revolution has transferred the way

society is organised. Knowledge industries are now the driving force. This has

complicated concerns about language, discourse, and culture. The result according to


Smith (1998) is that we have to be less confident about what we now know, because

social forms and practices are changing very rapidly and unpredictably.

The nature of learning and how should it be viewed.

Sfard (1997) made a distinction between two modes of learning: the Cognivist or

acquisitionist or traditional mode, and the Discursive or participationist mode.

Cognivist/Acquisitionist or Traditional mode

Linell (1998) a Cognivist explained that in this mode there is a sort of information

processing taking place within the mind or brain and that natural language resembles

some sort of software in a computer, and it is at this level cognitive processing take place.

Acquisition underlies the traditional research on thinking. It talks about acquisition of

knowledge. It regards concepts as basic units of knowledge and learning as an

accumulation, gradual refinement of private versions of these concepts (Sfard, 1997)

Discursive or participationist mode

The participation mode on the other hand attends to sociocultural contexts which

learners take part in. Learning steadily improves through participation during practice or

discourse. The focus is on the learner’s actions under a certain discourse. Sfard (1998)

argues that both theories are necessary, not alternative to each other, rather they provide

different insights into the nature of learning.


Summary of Article

Theoretical framework is a matter of choice, opinion and preference. Different

frameworks offer different things. This framework or research approach will have an

influence on what and who is studied. It will also affect design of the study. A school

subject can be viewed as body of knowledge and a set of practices. Learning can be

viewed as interaction between the “subject and object” as well as “between subjects”.

Different perspectives imply different research focus and methodology. A researcher

should be aware of how he views these epistemological questions and why he prefers on

over another. This will make the researcher avoid self-evident interpretations of findings

of research. When studying children’s’ learning, a researcher should be open to the

unexpected and interpretations other than what he sees since there is more than one way

of producing meaning.

Reflection

In my personal view, I look at constructivism as a philosophy of learning. A way

of constructing our own understanding and knowledge about the world we live in. As a

teacher we need to encourage students to discuss and debate, to make conclusions, draw

connections. We need to help them use their prior knowledge and build on it. We have to

train them on working collaboratively with each other to explore and investigate new

things. Teachers should be aware of multiple intelligences and different learning styles

and accommodate to that in their instruction. They should train students on using sound

learning strategies that would make their students better learners. In addition, teachers

should engage students in real life problems; motivate them toward learning and


experiencing new things. We need to relinquish authority and let students assume it. We

need to teach them to understand and respect diversity ad different perspectives. We need

to need to believe in ourselves as teachers capable of helping our students take ownership

of their own learning. We need to keep in mind that meaningful learning is knowledge

construction not reproduction, conversation not reception, articulation not repetition,

collaboration not competition, reflection not prescription.


Learning Theories Knowledgebase (2012, February). Constructivism at Learning-Theories.com.

Retrieved February 23rd, 2012 from http://www.learning

theories.com/constructivism.html

Streitlien, A. (2011). Learning through interaction. Telemark Centre for Educational Research,

Norway