Assignment on

B.Ed/02/101
Knowledge and Curriculum
Topic: Process of Knowledge construction

Submitted to
Miss Lalmuankimi
DIET Aizawl

Submitted by
Sy
Lalbiakzuali
Rollno-18
B.Ed 2nd Sem.
 Knowledge and Curriculum

 Process of Construction of Knowledge:

Knowledge construction is an active process by which individuals incorporate

new content into their existing cognitive frameworks, formulating new
conclusions and pieces of evidence as a result. The construction of knowledge is
an active process, in that the learner is constantly being forced to reconsider
what they know in the wake of new information, cultural understandings, and
experiences. Old information is frequently reconsidered, rearranged, and
reevaluated according to newly-acquired information. In many ways, the
construction of new knowledge is dependent upon the knowledge an individual
already possesses; what one individual takes away from an experience might be
very different from what another takes away, simply because of their differing
prior knowledge.
As we interact with our friends, classmates, and relatives, we are involved in the
process of knowledge construction. It is an art of contributing to the
development of a body of ideas, attitudes, and beliefs. Knowledge construction
is a process by which knowledge new to an individual/group is created based on
a generative process.
True research is a process of knowledge construction, which requires some
levels of combination of interpretation, analysis, synthesis, and evaluation.
When an activity requires students to devise procedures, the activity qualifies as
knowledge construction.

The process of knowledge construction has several parts.

1. First, old information is recalled. This can be done through content
review in a classroom or calling upon prior experiences when faced with
a new situation.
2. Then, new information is considered and incorporated appropriately with
pre-existing understandings.
3. The learner is then faced with a challenge: does the new information
support existing knowledge or does it force reconsideration and a possible
change of perspective or value?
4. The conflict faced by learners often results in the formation of new
knowledge.
 5. In an ideal situation, the educator would then provide an assessment or
other way of monitoring students’ knowledge, ensuring that appropriate
conclusions are made and that growth is positive.

According to David Berlo, education needs to be geared toward the handling of

data, rather than the accumulation of data.
Marvin Minsky says “You don’t understand anything until you learn it in more
than one way”.
Students construct knowledge when they apply critical thinking and applied
thinking to go beyond knowledge reproduction by generating ideas and
understandings that are new to them.
In the context of a school, the knowledge construction process relates to the
extent to which teachers help students to understand, investigate, and determine
how implicit cultural assumptions, frames of references, and perspectives and
biases within a discipline influence the ways in which knowledge is constructed.
Knowledge construction cannot be achieved when students merely reproduce
what they have already learnt. If the knowledge construction is a process by
which students generate ideas and understandings, the focus of classroom
instruction should be on helping students to learn and experience this process as
inter-disciplinary activities provide greater scope for knowledge construction.
The recent thinking about knowledge construction assumes that knowledge is
not something, which can be transmitted from one person to another, but rather
is jointly constructed by all parties involved in the process of knowledge
construction.
Constructivism is a theory based on observation, scientific study, and about how
people learn. According to this theory, people construct their own understanding
and knowledge of the world through experiencing things and reflecting on those
experiences.

Teacher’s role in construction of Knowledge:

1. The teacher helps learner to chart the course of learning by laying down
specific learning objectives and expecting learning outcomes; and
2. The teacher should inter-relate concepts, subjects, and activities across
the curriculum so that what is learned in one activity gets strengthened
and re-affirmed in another.
References:
https://mangaloreuniversity.ac.in/sites/default/files/2019/Course%20-
%209%20Knowledge%20&%20Curriculum%20(English
%20Version).pdf
https://www.papermasters.com/knowledge-construction.html
https://www.itcilo.org/process-constructing-knowledge
https://www.igi-global.com/dictionary/knowledge-construction/16299