y Jean Piaget, but most of the work in relation to the application of the theory are attributed to Jerome Bruner, who noted that the theoretical framework of the theory was that learning could be perceived as an active and continuous process. As such, learners involved in the process would develop new ideas based on their past and present knowledge.
The basic image of the constructivist theory is that learners are able to discover themselves based on this theory and select and transform information. Subsequently, the theory makes it possible for learners to construct hypotheses out of the contexts of the theory and make constructive decisions based on the cognitive structure of the provided information. The cognitive structure in this sense provides individuals with the experiences required to proceed with the precepts of information obtained (Kincheloe 268-273).
The theory, from the basis of constructivists, is founded on the precepts of constructivism, which is concerned with the idea of constructing knowledge for personal gain. As such, its application may take on varied forms. For instance, some constructivists may perceive the theory from the perspective that it relates to knowledge that is not independent; hence, the construction of which will relate to the learner’s experience. This view has often been adopted by the constructivists founded on the argument that the acceptance of constructivist theory would imply the acceptance of the realistic and plutonic views. As such, the knower of a particular knowledge cannot be independent of the knowledge they claim to know.
Subsequently, the application of this theory may be explained from the perspective that the understanding of the aspects of knowledge founded on the constructivist theory is based on the social and personal construction of meaning out of a sensation, and applying that knowledge in a manner that would determine the order for the fabrication of the knowledge.
Therefore, this theory can be
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