Running Head: Reflections on Learning Through Interaction

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

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.

Reflection on Learning through interaction

Contents Abstract ............................................................................................................................... 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 ................................................................................................................. 7 Interactionism ............................................................................................................. 8 Postmodernism............................................................................................................ 8 Information Societies .................................................................................................. 8 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

Reflection on Learning through interaction

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

Reflection on Learning through interaction

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

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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.

Reflection on Learning through interaction

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

Reflection on Learning through interaction

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

Reflection on Learning through interaction

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 learners 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.

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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 childrens 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

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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.

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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