Uden L., Liu K. & Shank G. (2001) Linking radical constructivism and semiotics to design a constructivist learning environment. Journal of Computing in Higher Education 12(2): 34–51.
Linking radical constructivism and semiotics to design a constructivist learning environment.
Journal of Computing in Higher Education 12(2): 34–51.
Radical constructvists believe that knowledge is not disembodied but intimately related to the action and experience the learner. It is always contextual and never separated from the knower. There is no objective reality that is independent of human mental activity. Radical constructivism shares many philosophical perspectives with the semiotic model of Stamper (1993) Semiotics claims that knowledge of the wodd is mediated through signs. A radical subjective synthesis of semiotics and radical constructivism leads to two axioms: There is no known reality without an agent, and the agent constructs reality through his action. This paper begins with a brief review of the philosophies of radical constructivism and semiotics, followed by a discussion of the implications of semiotics for radical constructivist leaming. It concludes with the design of a constructivist learning environment using the semiotic perspective as manifested by Stamper.
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