Cognitive schema theory in the constructivist debate

TLDR

Cognitive constructivism is a general assumption about cognition accepted by most researchers, yet the field contains many divergent programs and theories, with cognitive schema theory emerging as a neglected yet potentially bridging perspective between information processing and radical constructivism. This article contrasts cognitive constructivism with other forms of constructivism in educational research. The authors represent the range of cognitive constructivist approaches by providing examples and discussing potential educational applications. Cognitive schema theory is believed to have significant potential for building conceptual bridges between information processing and radical constructivist viewpoints.

Abstract

AbstractCognitive constructivism is not a unique theoretical framework, pedagogical approach, or epistemology, but a general, metaphorical assumption about the nature of cognition that virtually all cognitive educational researchers accept. Despite this unifying assumption, there are many different cognitive constructivist research programs and theories within the community at large. This article contrasts cognitive constructivism with several other forms of constructivism in the educational research community. It then attempts to represent the range of theoretical approaches within cognitive constructivism, pointing to examples and potential educational applications of cognitive constructivist ideas. Cognitive schema theory receives special attention as an important theoretical perspective that has been relatively neglected in recent theoretical discussions. It is believed to have significant potential for building conceptual bridges between information processing and radical constructivist viewpoints.