The document discusses the process of knowledge construction in education. It identifies three key processes: activating existing knowledge, communication between stakeholders, and envisioning how new systems may change practices. Activating knowledge makes it explicit, communication creates shared understanding through interaction, and envisioning builds new understandings for the future. Constructivism hypothesizes that learning is an active process where learners construct their own understandings. Essentials for knowledge construction include building on prior knowledge, considering learners' backgrounds and environments, and hands-on experiences. In constructivist classrooms, students work in groups through dynamic interaction and activities like experiments, research projects, field trips, and class discussions.

1. Dr. Jaganmohana Rao Gurugubelli
Faculty of Education
MITE, Kohima

2. Process of Knowledge Construction:
In the context of school, the knowledge construction process
relates to the extent to which teachers help students to understand,
investigate, and determine how the implicit cultural assumptions,
frames of references, perspectives, and biases within a discipline
influence the ways in which knowledge is constructed. Three
processes are singled out as crucial to constructing this
knowledge:
Activation of existing knowledge,
Communication between stakeholders,
Envisioning of how a new system will change work practices.

3. Activating knowledge refers to making it explicit and accessible to
all stakeholders. Both users and developers of knowledge benefit
from activation.
Communication between stakeholders consists of creating a
shared understanding through interaction among people. It is a social
activity in which all participate and contribute to knowledge
construction. It does not simply refer to transmission of information
from one person to another.
Envisioning is the third key knowledge construction process.
Envisioning is a constructive process in the sense that it is based on
prior understandings but extends toward the future. It is, therefore,
different from activation because it builds new understandings, rather
than surfacing existing ones.

4. Essentials for Construction of Knowledge:
Constructivism as a paradigm hypothesises that learning is an active, constructive
process. Here, the learner is an active constructor of information. In this process,
the learners actively construct or create their own subjective representations of
objective reality.
There are certain essentials for knowledge construction.
Previous knowledge of the learner works as the foundation for building the future
knowledge.
The background and environment of learner Constructivism takes into account the
background and environment of the learner. For example, we cannot expect a
learner who lives in Leh (a cold desert area) to understand the concept of
evergreen fir tree because he has not seen any tree around.

5. ‘Hands-on’ experiences Some theorists of constructivism believe in
learning by doing. For example, you cannot learn swimming by
theoretical classes, you’ve got to jump into the water. It may,
however, be noted that constructivism does not essentially mean
learning by doing something physically only. It could be learning by
doing mentally as well.
The Process of Constructivism:
In the classroom that follows constructivist approach, students
work primarily in groups, and learning and knowledge result from the
dynamic interaction in the group. There is a focused emphasis on
social and communication skills, as well as collaboration and
exchange of ideas among the group members.

6. Experimentation: students individually perform an experiment and then
come together as a class to discuss the results.
Research projects: students research a topic and can present their
findings to the class.
Field trips: This allows students to put the concepts and ideas
discussed in class in a real-world context. Field trips would often be
followed by class discussions.
Films: These provide visual context and thus bring another sense into
the learning experience.
Class Discussions: This technique is used in all of the methods
described above. It is one of the most important distinctions of
constructivist teaching methods.

7. Thank You