بازنمايي دانش در رويكرد يادگيري ساخت گرايي و دلالتهاي آن براي طراحي آموزشي

Appearance of new epistemological approaches in the latter half of the 20th century initiated new studies on knowledge representation as a determining axis in philosophical, psychological, and educational research. Knowledge representation is also vital to instructional design literature, because constructivist approaches to instructional design, inspired by theoretical foundations of cognitive psychology rooted in Piagetʹs and Vygotskyʹs works have used those theories to design constructivist learning environments. Designing constructivist learning environments is different from designing instruction based on systemic approaches on many aspects. In designing learning environments, assuming that meaning is formed based on cognitive activity and social interaction of students with the surroundings, and learning resources, the goal is to achieve more efficient and more effective instruction, along with accessibility of varied and numerous resources and processes to construct meaning by the student. An overview of epistemological and psychological foundations of constructivist learning approaches, and its implications for designing constructivist learning environments was the main issue of the present article.