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Helping Learners Construct Knowledge
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DOI：10.1007/BF01322346.png)
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Abstract
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Cunningham (1992) claimed that semiotics offers a special and valuable perspective for educational psychology and education. He further argued that contemporary educational psychology is neobehaviorist and positivistic and that it has not adequately considered the learner as an active constructor of the signs he/she uses to represent knowledge. This paper challenges Cunningham's view that modern educational psychology has not considered the learner as an active constructor of knowledge. We show that a conception of the learner as active has a long history in educational psychology and that, over the last 30 years, such a view has come to be the dominant force in educational psychology. Further, we demonstrate that Cunningham's description of constructivist alternatives to semiotics are incomplete or distorted. Finally, we show that several contemporary approaches to instruction incorporate and go beyond the contributions of semiotics as described by Cunningham.
Keywords:
semiotics
constructivism
cognitive development
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