ABSTRACT

This chapter illustrates learning as a dynamic co-construction of meaning, and derives a set of implications for educationalists which can be used to guide pedagogy and practice. Consider the following example: a young boy playing with water sees that hard toys sink. When he notices that hard wooden toys float, his understanding is deepened. An older sister can challenge his understanding by showing him how a hard non-wooden bowl floats. By undertaking joint activities to see what does, and does not float, they acquire a shared, more sophisticated understanding of flotation theory. This is an example of the co-construction of meaning.