Comparison Between Knowledge Transmission and Knowledge Construction

Aspect Knowledge Transmission Knowledge Construction

The process by which knowledge The process through which learners actively
is passed from a teacher to a build their understanding through
Definition
student in a direct, one-way experiences and interactions.
manner.

Learning Teacher-centered, with a focus on Learner-centered, with a focus on the

Approach the teacher as the primary source student’s active role in learning.
of knowledge.

The teacher is a facilitator or guide,

The teacher is the expert and
Role of Teacher providing support, resources, and
authority figure who transmits
opportunities for inquiry.
facts, skills, and concepts.

The student is a passive recipient The student is an active participant,

Role of Student of knowledge, absorbing engaging in problem-solving, critical
information presented by the thinking, and collaborative learning.
teacher.

Involves project-based learning,

Pedagogical Uses lectures, direct instruction,
discussions, exploration, experiments, and
Strategy textbooks, and other structured
inquiry-based methods.
resources to deliver content.

Knowledge is seen as a fixed, Knowledge is seen as dynamic and

Knowledge objective entity that exists outside evolving, with learners constructing their
View the learner and must be own understanding based on experiences
transmitted. and prior knowledge.
 Aspect Knowledge Transmission Knowledge Construction
Learning is seen as the acquisition
Learning is seen as a process of discovery,
Learning of predefined facts, theories, or
where students make connections, ask
Process skills. It focuses on memorization
questions, and construct new meanings.
and repetition.

Assessment is typically more formative,

Assessment often takes the form
focusing on students’ ability to synthesize,
Assessment of exams, quizzes, and tests that
analyze, and demonstrate understanding
measure students' ability to recall
through projects, presentations, or
or apply knowledge.
discussions.

The curriculum is usually fixed, The curriculum is often flexible and

Curriculum
linear, and standardized, with adaptive, allowing for exploration, student
Structure
clear goals, objectives, and interests, and dynamic problem-solving.
milestones.

Teacher- Interaction is primarily one-way, Interaction is bidirectional, with dialogue,

Student with the teacher delivering collaboration, and feedback between teacher
Interaction information and the student and student.
listening or taking notes.

Focuses primarily on content Focuses on the development of higher-order

Focus of
delivery, knowledge retention, thinking skills such as analysis, synthesis,
Learning
and mastery of facts or and evaluation.
procedures.
Methods tend to be more
Methods are more open-ended and
structured and authoritative, such
Methodology exploratory, encouraging inquiry,
as lectures, demonstrations, and
experimentation, and hands-on learning.
drills.
 Aspect Knowledge Transmission Knowledge Construction
Learners receive and store
Learners interpret, modify, and extend
Learner’s Role knowledge provided by the
knowledge through their own experiences,
in Knowledge teacher, with little emphasis on
discussions, and collaborations.
altering or extending the content.

Interaction is typically limited to Interaction is central, with students working

Social
the teacher-student relationship, together in groups, discussing ideas, and
Interaction
with few collaborative engaging in peer learning.
opportunities for students.

Motivation is often extrinsic, Motivation is intrinsic, driven by the

Motivation
driven by the desire to pass exams curiosity, problem-solving, and personal
or meet externally defined goals. investment in the learning process.

Project-based learning, collaborative group

Examples of Traditional classroom settings
work, case studies, debates, and inquiry-
Application with lectures, textbooks, and
based learning.
exams.

Key Differences Explained

1. Teacher-Centered vs. Learner-Centered: In knowledge transmission, the teacher is the

center of the learning process, directly delivering knowledge to students, while in
knowledge construction, the teacher acts as a facilitator, encouraging students to take
responsibility for their own learning. The teacher’s role is to provide support, resources,
and guidance, rather than simply imparting information.
2. Learning as Absorption vs. Discovery: In transmission models, students are passive
receivers of content, often memorizing and reproducing information. In contrast,
knowledge construction emphasizes active engagement, where students explore, ask
questions, and build their understanding based on their own experiences and prior
knowledge.
3. Fixed Knowledge vs. Dynamic Understanding: Knowledge transmission assumes that
knowledge is fixed and external to the learner, while knowledge construction sees
knowledge as dynamic and subjective, built through interaction with the world and other
people.
4. Assessment Styles: In transmission models, assessments often focus on rote
memorization and factual recall (e.g., quizzes, tests). In knowledge construction,
assessments are more holistic, emphasizing process-oriented tasks such as collaborative
projects, presentations, and discussions, where students demonstrate their understanding
through creation and critical engagement.
5. Student Motivation: In knowledge transmission, students are often motivated
extrinsically (e.g., grades or passing exams), while in knowledge construction, motivation
is intrinsic, driven by curiosity, a desire to solve problems, and personal interest in the
subject matter.
6. Curriculum Design: Transmission models tend to follow a rigid, linear progression,
while knowledge construction is more flexible, allowing for adaptive learning pathways
that reflect students' questions, interests, and evolving understanding.