Theory of Cognitive Constructivism

Theory of Cognitive Constructivism

Kijpokin Kasemsap (Suan Sunandha Rajabhat University, Thailand)
DOI: 10.4018/978-1-4666-8156-9.ch001

Abstract

This chapter reveals the theory of cognitive constructivism that represents significant perspectives on information seeking, information retrieval and knowledge formation. Regarding theory of cognitive constructivism, the perspective of information seeking assists organizations in facilitating constructivists' instructional access to emphasize students' practical roles in knowledge management through independent information seeking and implementation. The utilization of cognitive constructivism is necessary for modern organizations that seek to serve suppliers and customers, increase business performance, strengthen competitiveness, and achieve continuous success in global business. Therefore, it is essential for modern organizations to examine their cognitive constructivism applications, develop a strategic plan to regularly check their practical advancements, and immediately respond to the cognitive constructivism needs of customers in modern organizations. Applying the theory of cognitive constructivism will favorably enhance organizational performance and reach strategic goals in the information age.
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Background

Information seeking is the process or activity of attempting to obtain information in both human and technological contexts. Information seeking is related to, but different from, information retrieval. Studies have been carried out into the information-seeking behaviors of librarians (Brown & Ortega, 2007), academicians (Hemminger, Lu, Vaughan, & Adams, 2007), medical professionals (Davies & Harrison, 2007), engineers (Robinson, 2010), and lawyers (Kuhlthau & Tama, 2001). The cognitive constructivism viewpoint has undergone significant changes since the late 1970s, when it was proposed for the first time (Talja, Tuominen, & Savolainen, 2005). The call for more ecologically valid research served to bring on the widespread acceptance of psychology's metaphor of learning as knowledge construction in the 1980s and 1990s (Mayer, 1996).

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