Wholetheme constructivism: knowledge understood from the whole, with parts emerging in the context of the whole¶

Theory · All theories
Evidence · no claims cited

Description¶

Wholetheme constructivism is the paper's organizing framework, derived from biofunctional cognition. Where conventional psychological constructions treat knowledge piecemeal, 'where the whole emerges from its parts', biofunctional cognition 'treats knowledge from a wholetheme perspective, where an understanding of the parts emerges in the context of the whole'. The paper uses this framework to reinterpret Dewey's and Schon's accounts of reflection as having a foundation in brain functioning rather than being merely philosophical.

Design Implications¶

Context¶

Requirements¶

• Learning opportunities must be structured within an overall theme to which activities can be reflectively related

Constraints¶

• The paper presents this as a theoretical perspective rather than a tested instructional model

Target Learners¶

• K-12 students
• teachers as reflective practitioners

Target Learning Objectives¶

• reflective thought
• thematic knowledge construction

Claims¶

Related Theories¶

• Constructivism as a theory of knowledge and learning with individualistic, social, and combined branches

Examples¶

• Wholetheme K-12 classroom pattern: theme plus multidisciplinary projects in an action research cycle
• Organize instruction thematically with a thematic organizer rather than presenting knowledge piecemeal

Key Sources¶

• Heflich, David A. & Iran-Nejad, Asghar. (1995). Reflective Educational Practice from the Perspective of Wholetheme Constructivism. https://eric.ed.gov/?id=ED393851