F. Badie

Aalborg University (DENMARK)
Constructivism is known as either a learning philosophy or a model of knowing. It's possible to say that a successful learning science may be constructed and developed based on the proper foundation that is provided by constructivism. Jean Piaget, the originator of constructivism, argued that all learning was mediated by the construction of mental objects that he called schemas. From his point of view, schemas gradually develop into more conceptual mental entities. According to constructivism, a learner and a mentor, can – based on their preconceptions (concept pre-formations), based on their pre-structured knowledge and based on their personal knowings – actively participate in an interaction with each other in order to construct personal knowledge. The most significant objective of constructivism is construction of personal knowledge and its development, and producing the own understanding of a world (universe of discourse) within the interaction. Therefore, the learner and mentor gain an opportunity to attain deeper personal understandings and comprehensions and greater motivations.
The main contribution of the present research is the conceptual and logical analysis of meaning construction in constructivist interactions based on my conceptualisation of Definition and Definiteness, Meaning and Meaningfully and Semantic Interpretation. In this research I will analyse meaning construction and meaningful comprehension production within constructivist interactions. I will employ some fundamentals from ‘functions and functionality’ and ‘concept languages or Description Logics (DLs)' in order to analyse the semantics of some concepts and conceptions in the course of work. I will provide a DLs-based formal semantics for analysing meaning construction in constructivism. The main focus will be on my proposed semantic loop that the learner and mentor as intentional participants move through, which organises their personal constructed conceptions in order to construct meanings and produce their meaningful comprehensions. This research will be concerned with meanings and definitions and proposes a new scheme for interpretation based on semantics and on interactions.