Social realism and in-depth learning: Can students build knowledge with an epistemic dimension?

Abstract

A mantra in today's technology-rich schools, with access to the internet and all sorts of information, is that students themselves should produce knowledge. In today's school, characterized by an unholy alliance between neo-liberal forces and constructivism, this requirement will most likely lead to a state in which knowledge is perceived as a form of social construction in a particular setting. This article raises several serious objections to such an approach, which reduces knowledge to knowing, which limits the scope for progression in the subject. This paper argues for a social and realistic alternative, formulated as knowledge building as theory development. Knowledge building as theory development exceeds the subjective doxa by linking knowledge with development of ideas and theories as the essential part of the students' creation of knowledge. Knowledge building as theory development opens up for students to build knowledge with an epistemic dimension, which is a prerequisite for in-depth learning in the school's subjects.

Design of Blended Teaching Model of Public English for Medical Students Based on In-depth Learning

“…Second, blended teaching mode provides technical support for in-depth learning [13]. Through the use of information technology and the sharing of Internet resources, blended learning allows teachers to re-plan the course time, provide students with a broader practice space, and ensure that students experience the real situation in the process, which is more conducive to achieving in-depth learning goals.…”