MAY 20, 2020

ASSIGNMENT 1
Theories and Theorists in TVET and Post Schooling

NYIKADZINO MASHIZHA
UNIVERSITY OF THE WESTERN CAPE
4077589
Contents
Section 1: Declaration of authenticity .................................................................................................... 2
Section 2: Question 1 .............................................................................................................................. 3
Section 2: Question 2 .............................................................................................................................. 3
Section 4: Question 3 ............................................................................................................................ 10
Section 5: Bibliography ......................................................................................................................... 12

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Section 1: Declaration of authenticity

I the undersigned declare the work contained in this assignment 1 as my own work.

1. The work has never been submitted to any other university/institution for credit
on any other degree.

2. The work is original and has not been copied either fully or partially from another
person

3. Whenever I have used other people materials from other sources, I have given
due credit to them in the text and giving their details in reference list.

Name: NYIKADZINO MASHIZHA Date: 20/05/2020

Student Number: 4077589

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Section 2: Question 1

Discuss your understanding of the term ‘theory’ in relation to your ‘practice’ in the
TVET context. Do this by reflecting on your journey in this module so far, and from
your journal notes and online experiences.

A theory can be said to be an idea or set of ideas that tries to explain a given
phenomenon. (The Merriam-Webster Dictionary,2016), says a theory is a way to
explain some observed phenomenon. Expressed as abstract thoughts or general
subject principals, theories help make sense of the world and research findings.
Theories provide the theoretical framework to view the process of learning and the
progress of the learners. Although theories to help in the understanding of learning,
no single theory explains everything about a subject. This then gives rise to the main
concern of this assignment, which aims to critically look at two theories of learning:
constructive learning and experiential learning.

Section 2: Question 2

So far you have studied 4 theories namely Experiential Learning, Constructivism,

Competency Based Training and Social Learning Theory. Summarise and analyse
two of these theories. Then review each one and do a comparative analysis of their
strengths and weaknesses.

Classroom practitioners and educational curriculum and policy makers are primarily
concerned with the following questions. How do we learn? How do your students
learn? How do you teach? In the following paragraphs constructivism and
experiential learning will be firstly summarised and then examined as to how they
relate to the teaching and learning process. In terms of Lecturer-learner relationships
in the TVET sector.

Constructivism

(Elliot et al., 2000:256) state that constructivism is a learning methodology in which

learners actively construct of make their own knowledge and that reality is
determined by the experiences of the learner. The key theorists are John Dewy

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(1933/1998); Jerome Bruner (1990) and Jean Piaget (1972) who are cognitive
constructivists and Lev Vygotsky (1978) a social constructivist.
Constructivism is an emerging educational pedagogy and it shies away from the
traditional behaviourist approaches which viewed learners as passive recipients of
knowledge. It tries to create an educational program which not only provides job
skills but to create learners with higher order thinking and problem-solving skills.
Four of the epistemological tenets in which constructivism is grounded in are
 The accumulation of knowledge is not passive but it is the result of a direct
consequence of active cognition involving the individual.
 Cognition follows an adaptive process, resulting in change of behaviour of the
individual viable to a given environment.
 (Dewy, 1916/1980), states that knowing is embedded in biological constructs
and in socio-cultural interactions.
 Cognition organises and has sense making of the individual’s experiences.
However, constructivism does not exist as a single entity but is divided into
three dimensions known as a continuum which are:
 Cognitive constructivism
 Radical constructivism
 Social constructivism

Cognitive Constructivism

It is located at the extreme end of the continuum and regarded as the weakest
perspective. It only encompasses the first two edicts. What differentiates cognitive
constructivism from the other strains is that, reality is inevitable to the learner. It is
primarily concerned with the processes of internalization and rebuilding of the
external reality. It assumes that knowledge is accurate to the extent that it reflects
the external reality. Furthermore, it focusses on:
 The learning procedures and progression.
 Questions how and what is learned is denoted or symbolised mentally.
 How these representations are encoded by the brain?

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Radical Constructivism

Radical constructivism lies on the extreme end of the constructivism continuum, and
embraces three of the primary laws of constructivism. Though of late there are
emerging proponents who are embracing all the four tenets. Radical constructivism
asserts that knowledge is derived from past acquired experiences and knowledge,
not straight from social or environmental intercourse. It does not view knowledge as
an echo which reverberates with the external reality. (Staver, 1995), ‘knowledge is
the understanding of the knower, not knowledge of the external environment.
Improving knowledge means improving its authority or fit in, but it does not match
with the outside world’, further reiterates this position. Thus, radical constructivism
involves two planes of construction, that of structure and meaning.

Social constructivism

In the middle of these two extreme perspectives lies social constructivism. Thus, it is
sandwiched between propagation of knowledge reality of cognitive constructivists,
and the construction of a personal and logical reality of radical constructivists. Social
constructivism embraces all the four tenets. Its main emphasis is that knowledge is
derived between individuals and the environs. Constructions are thus not always
fettered to the external world nor entirely the workings of the mind. Knowledge in the
social constructivist view mirrors the results of mental contradictions that are a
consequence of the learner’s interactions with the environment.
(Vygotsky, 1896-1934), the major proponent of this perspective highlighted the
aspects of zone of proximal development and scaffolding.

Essential Factors of Constructivist perspective

 Learning occurs in places of authentic and real-world environs.
 Social negotiation and mediation should be involved in learning.
 Content and skills should bear relevance to the learner.
 Content and skills should be defined within the framework of the learner’s
prior knowhow.
 Learner assessments must be formative, with the intension to inform future
learning experiences.

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  Focus must be targeted on learners to become beings which are
 Self-regulatory, self-mediated and self-aware.
Experiential Learning

(Fenwick, 2000), presents five perspectives in which to view experiential

learning. This includes reflection or constructivist perspective, psychoanalytic,
situated, emancipatory, and ecological theories of learning.

Experiential learning has been used interchangeably with experiential

education. However, the writer will clarify the difference between the two before
giving a summary on experiential learning. (Itin, 1999), in (Dirkx & Lavin, 1991),
describes experiential education as, ‘a process that occurs between a teacher
and a student that infuses direct experience with the learning environment and
content. On the contrary experiential learning is a process through which
learners develop knowledge, skills and values from direct experiences outside
a traditional academic setting. (www.ucdenver.edu)

Reflection (A Constructivist Perspective)

According to Fenwick it is a more popular perspective with a humanistic approach. It
is learner centred whereby its epitome thrust is anchored and pivoted in the sole fact
that all this knowledge and accompanying skills are acquired through stages of
concrete experience, reflective observation and terminating with abstract
conceptualization in cyclic form.
However, (Britzmman, 1998a) dismisses it as being simplistic and reductionist.

Interference (A Psychoanalytic Perspective)

Learning occurs due to the conflicted battle between the unconscious and conscious
states of being. "We do not address the unconscious, it addresses us" (Britzman,
1986).
It relegates; as anti-theorists suggest, all learning to the mental thus lacking in social
context.

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Participation (A Situative Perspective)
Also known as the socio-cultural perspective and as its name suggests, propagates
the notion that all learning occurs through interactions in community spheres.

Resistance (A Critical Cultural Perspective)

It is a wide field offering a broad spectrum of issues which includes the cross
pollination of ideology, race and identity and technoculture theory inter alia. Fenwick
suggests that learning in any given cultural environment is shaped by dialogue and
its semiotics, and it is these very discourses that are responsible for the formation of
twofold categories such as man/woman, reflection/ action, learning/ doing and
formal/ informal.
Co-Emergence (The Enactivist Perspective)
This perspective is also known as the ecological perspective and is based on
networks and sub networks vis-à-vis the learner and his/her environment.
Fenwick concludes the article by noting that a thorough comparison of theoretical
frameworks is greatly needed to help further researcher, and aid educators
understand trends occurring in experiential learning. She envisages that the
dominant views of reflective knowledge constructs in experiential learning, be
disrupted to open avenues for dialogue with the other perspectives.

Comparative analysis
Constructivism
 (im404504.wikidot.com), Why use it? – To motivate. Students learn
from each other and thus, activating background knowledge which
results in improved retention of new ideas and models.
 Application – In groups, learners should be given time to interact with
content together.
Experiential Learning
 Why use it? – motivating, addresses students’ needs, solving real world
problems and self-directed learning fosters greater growth and has
lasting effect.
 Application –teachers should help learner efforts towards critically
thinking and problem solving. Students must drive their learning and
must have a choice.
Similarities
 Student centred, instruction should fill the gaps, works with students
where there are currently. High cognitive load.

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 Dissimilarity
Constructivism
 Cognition over impression; beginner paired with specialist.
Experiential Learning
 Influence over cognition; little to no guided tutoring.
Negatives
Constructivism
 Non-existence of learner experts.
 Students might not understand and see the significance of topic being
taught.
Experiential learning
 Students must have an inner drive. They must be self-motivated.
 Flaws in learners’ thinking may be unknown by the teacher.
 No assurance that the required standards will be covered.
 Inefficient.

EXPERIENTIAL LEARNING CONSTRUCTIVISM

Knowledge is: Knowledge creation is caused by A constructed concept

the transformation of experience. made by each learner
during the learning
process.

Learning is: Experiences are grasped and Discovery learning and

transformed. construction of meaning.

Focal point of Solving real world problems Problem-solving and

learning is on: construction of meaning.

Key learning concept: To stimulate growth which has a Intrinsic motivation

lasting effect self-initiated learning
is employed.
Theory center: Learner must be self-motivated learner

Table 1 – Self extracted from the given literature.

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Table 2 below is a summary of answers to the questions asked earlier on in the
assignment. How do we learn? How do your students learn? How do you teach? For
TVET practitioners to make effective change in their professional practice and
personal development, they need to continuously look at reflections of past
experiences and relate them to present. The writer concludes and strongly
recommends TVET practitioners must not stop to reinvent methods and pedagogical
strategies. The greatest question they should always themselves is ‘Have the
learners learned after them?

Table 2 - Yardstick for Learning and Teaching

Traditional perspective Emerging perspective

Learning - Information is absorbed - Information is engaged
passively actively
- Individual learner activity - Use of both individual
- Disparities among students activity and collective work
viewed as problematic - Disparities among students
viewed as resources

Knowledge - What: facts and procedures - What, how, and why: central
of a discipline ideas, concepts, facts,
- processes of inquiry, and
argument of a discipline
Complex, intellectual work
Teaching - Simple, straightforward work - Varied teacher roles, from
information deliverer to
architect of educative
- Teachers in information- experiences
deliverer role - Teachers structure
classrooms for individual
- Teachers do most of the and shared work
work - Lessons focus on high-level
and basic content, concepts
developed and elaborated;
lessons coherently
- Lessons contain low-level organized
content, concepts mentioned;
lessons not coherently - Teachers know a lot, are
organized inclined to improve their
practice continually
- Teachers as founts of
knowledge

Table 2 – Extracted from Theories of Learning and Teaching What Do They Mean
for Educators? (Wilson & Paterson, 2006).

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 Section 4: Question 3
Discuss 2 questions that you have identified over the past 5 lessons that you would
like to research further. Each question should be based on a theory you reviewed
above. Explain your interest in the topic and briefly describe how you would go
about researching these two questions.

Experiential learning: How can Experiential Learning serve as a barrier to learning?

Methodology
Experiential learning and constructivism learning theorems are emerging
perspectives in education and I believe that there is still little information and
research especially for post basic education. Most of the theorems are cover
learning of people from birth till adolescence.

I envisage to undertake this research in a cost-effective way, by using resources that

are readily available in the TVET college. This research will be conducted by using
electronic data bases, journal articles and edited books. Furthermore, citations in
these documents will provide references to other studies for consideration. If
possible, the writer will attend conferences and presentations of an educational
nature were the topics presented will be based on ways to improve the teaching and
learning process.

The writer will also use interactions with peers in the school to learn from their
reflections of their teaching strategies. The writer will also be an active observer of
the teaching and learning process in his classroom, so to obtain first-hand
information.

Thus, the writer will undertake a qualitative research for it offers the following merits:
 Provides depth and detail: looks deeper than analyzing ranks and counts by
recording attitudes, feelings and behaviors.
 Creates openness: encouraging people to expand on their responses can open up
new topic areas not initially considered.
 Based on human experiences and observations.
 It is an open-ended process.

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 Demerits
 Qualitative data can be at times subjective.
 Data can be rigid and difficult to assess, demonstrate and present.
 Sometimes it is not accepted.

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Section 5: Bibliography

(n.d.). Retrieved from https:/www.simplypsychology.org/learning-kolb.html

(n.d.). Retrieved from https://za.pinterest.com/pin/335377503492283671

(n.d.). Retrieved from www.ucdenver.edu

al, E. e. (2000).

Britzman. (1986).

Britzmman. (1998a).

Brooks J. G., &. B. (1999). In search of understanding: The case for constructivist classrooms. (V.
Alexandria, Ed.) 73.

Dewy. (1916/1980).

Dirkx, & Lavin. (1991).

Doolittle, P. E. (1999). Constructivisim: The Career And Technical Education Perspective. (K. Swortzel,
Ed.) Journal of Vocational and Technical Education perspective , 16 (1).

Fenwick, T. J. (2000). Expanding Conceptions of Experiential Learning: A Review of the Five

Contemporary Perspectives on Cognition. Adult Education Quarterly , 50 (4), 243-272.

im404504.wikidot.com. (n.d.).

Itin. (1999).

Jones, M. G. (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning.
American Communication Journal , 5 (3).

Staver. (1995).

The Merriam- Webster Dictionary. 2016.

Vygotsky, L. (1896-1934).

Wilson, S. M., & Paterson, P. (2006). Theories of Learning and Teaching: What Do They Mean for
Educators. National Educational Association .

www.ucdenver.edu. (n.d.).

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