Logical positivism is a deterministic theory that in my view supports constructivism models by rejecting superstition. As an element of experiential science, it suggests that the primary aim of knowledge is to apply measurement and observations to define an experienced phenomenon (Giroux, 2018). Thus, just like constructivism, logical positivism supports the methodological determination of cause and effects governing various aspects of the universe. Some common methodologies used include data collection and manipulation among others.
Exogenous, Endogenous, and Dialectical Constructivism
Exogenous, endogenous, and dialectical constructivism models are notable. These models not only differ in their stresses of knowledge sources but also in nature and core metaphors used in the understanding of the knowledge (Bada & Olusegun, 2015). Exogenous constructivism advocates for the restoration of structures executed in the environment. On the other hand, Endogenous constructivism stresses the organization of former organismic structures, while dialectical constructivism is based on conceptualistic representation and highlights the use of environmental and organismic interactions to construct new structures (Bada & Olusegun, 2015: Mukherji & Albon, 2018) . These constructivism paradigms integrate the combination of core representations in a coherent meta-theory through accentuating particular and most appropriate boundary conditions for each core metaphor.
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Situated Cognition and Constructivism
Situated cognition incorporates various theoretical models that are combined with the hypothesis concerning the connection between cognition and the cultural or social contexts which supports it ( Amineh & Asl, 2015). Like theories based on constructivism, situated cognition acknowledges the influence of external factors including techniques and tools on the development of cognition (McDonald, 2018) .
Personal Experience & Individualized Learning
Best personal example of how individualized constructivism enhanced the quality of learning is demonstrated instances where as a high school student I was required to engage in laboratory experiments in order to understand a chemical process better. The environment and the observations I personal made during such sessions significantly enhanced my understanding of the chemical aspects supposed to be learned in such exploratory or experiential studies. Undermining the construction of a personalized knowledge may compromise the urge to learn various aspects intensively and reduce the need for an individual to contribute to existing knowledge.
References
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Giroux, H. (2018). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. Routledge.
McDonald, M. (2018). Constructivisms. In Security Studies (pp. 48-59). Routledge.
Mukherji, P., & Albon, D. (2018). Research methods in early childhood: An introductory guide. Sage.
