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This paper discusses the theoretical perspectives of constructivistic-cognitivistic, phenomenographic and sociocultural learning in greater depths on their distinctive features focused on the central concepts of context, meaning and experience. Its aims to relate the concepts to one another within each perspective, and viewing the similarities and differences between these perspectives on the concepts. In light of this reflection, it would be purposeful to apply varied understanding to a learning milieu, thus providing epistemic and utilitarian value of such perspectives.
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