چکیده:
Constructivism, through the belief in the formation of knowledge and cognition within the human mind, the emphasis on the active role of the learner in the perception process, and the idea that learning is not the transfer of the realities of the universe to the mind, stands in conflict with realism. This perspective consists of two major approaches: psychological and social. Psychological constructivism emphasizes the psychological aspects of cognition and considers the construction of knowledge to be mental, personal, and individual. Social constructivism emphasizes the social nature of cognition and considers knowledge and cognition to be the result of social interaction and cultural methods. In analyzing the epistemological foundations of constructivism with regard to realism (which is the main goal of this writing) by employing an analytical-critical method, it was concluded that the epistemological characteristics of constructivism in none of the cases—nature, limits, and sources of knowledge—resemble realism. Furthermore, by emphasizing the finding that in constructivism, epistemology is integrated with psychology and sociology, it became clear that unlike realism and some other traditional schools that consider knowledge to be a fixed product of the learning process, for constructivists, this fixed product is unattainable, and instead, the learning process becomes the focus. Accordingly, for constructivists, learning is the active presence of the learner in the flow of knowledge construction.
خلاصه ماشینی:
Mehralizadeh 5 Abstract Constructivism, due to its belief in the formation of knowledge and cognition within the human mind, the emphasis on the active role of the learner in the process of perception, and the idea that learning is not the transfer of the realities of the universe to the mind, stands in conflict with realism.
Also, by emphasizing this finding that in constructivism, epistemology is integrated with psychology and sociology, it became clear that unlike realism and some other traditional schools that consider knowledge to be a fixed product of the learning process, for constructivists this fixed product is unattainable and instead, the learning process becomes the focus.
In contrast, constructivists believe that individuals play an active role in creating their own knowledge and cognition, interpreting new information and relating it to the structures they have acquired from their previous experiences.
In this approach, it is assumed that the learner is active during the learning process, and knowledge is constructed by them; and reality is also constructed by the individual based on their experiences (Kelly 1 , 1997).
The Nature of Knowledge in Constructivism In the constructivist view, it is believed that an individual constructs their new knowledge or cognition through the connection between their previous knowings, beliefs, ideas, and activities, with new matters they encounter.
Constructivists believe that knowledge is constructed by the minds of individuals and based on their personal experiences; therefore, in their opinion, knowledge is mental, dynamic, variable, and relative.
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