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Thematische Bibliographien / Constructivist and researching strategies / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Constructivist and researching strategies“

Autor: Grafiati

Veröffentlicht am 7. September 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Zhu, Lichao, and Sheryl M. Atompag. "The Application of the Constructivism Theory in Enhancing Classroom Teaching." Journal of Contemporary Educational Research 7, no. 12 (2023): 209–13. http://dx.doi.org/10.26689/jcer.v7i12.5792.

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As China’s education develops, the innovation of curriculum teaching mode has been increasingly emphasized, and the theory of constructivism has become a popular topic in educational research. The purpose of this article is to elucidate the theoretical implications of constructivism by examining the psychological mechanisms involved in individual constructivist activities. From setting learning objectives, researching problems, learning to present ideas, reflecting and evaluating, etc., this paper expounds on the application of constructivism theory in curriculum teaching. Besides, strategies

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Ahmad, Ridzuan Midan1 Nor Junainah Mohd Isa2*. "THE USE OF CONSTRUCTIVIST GROUNDED THEORY METHOD IN RESEARCH: ADOLESCENTS' ATTITUDES TOWARDS POST-SECONDARY EDUCATION." UAI Journal of Arts, Humanities and Social Sciences (UAIJAHSS) 2, no. 1 (2025): 62–67. https://doi.org/10.5281/zenodo.14761265.

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<em>This study employs the constructivist grounded theory method introduced by Kathy Charmaz. This method is also a component of grounded theory. The purpose of this study is to examine how the constructivist grounded theory method can assist in researching adolescents' attitudes towards post-secondary education. Future researchers are advised to delay the use of literature in the early chapters. The study adopts a qualitative approach using the CGT method and includes semi-structured interviews to gather information from participants for the development of substantive theory. A total of 30 pa

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Mustapa, Serik, Erzhan Kerimbay, Jin Xianyu, Duisenbay Kulpynay, Sarsembayeva Fariza, and Gulzhanar Haliolla. "Correct Guidance is the Only Way for Foreign Students to Learn by Themselves." Journal of Lifestyle and SDGs Review 5, no. 4 (2025): 06022. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n04.pe06022.

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Objectives: The purpose of this study is to scientifically determine effective ways to teach Chinese, put forward the practical difficulties encountered in the process of teaching Chinese in Kazakhstan, and provide effective solutions. Theoretical Framework: Theoretical Foundations of Foreign Students’ Self-learning Ability in Chinese Language Teaching：1. Theory of Autonomous Learning; 2. Theory of Language Learning Strategies;3. Constructivist Learning Theory. Method: Effective use of the research results of Chinese teaching methods and the research methods of classical analysis and cross-cul

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Logunova, Larisa, and Vladislav Rychkov. "Memory Field: Design and Fight of Narratives." Ideas and Ideals 12, no. 4-1 (2020): 191–213. http://dx.doi.org/10.17212/2075-0862-2020-12.4.1-191-213.

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The policy of memory is a strategy of interaction between power institutions and social groups in the public space on issues of national history. Images of social memory are used by actors to create narratives – complete, plot-complete narratives of past events. Social groups declare their identity and the right to their own interpretations of historical events through the creation of narratives. The clash of alternative interpretations of events leads to a mnemonic conflict, which is the reflection of the political struggle for the right to memory. Dialogue and mediation are tools of memory p

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Abdul, Rahman HI, Hamid Umarela Farid, Utamie Subiakto Vania, Vanesa Deyang Enya, and Murod Al-Barbasy Ma'mun. "Communication Strategy PT. Rifan Financindo Berjangka in Maintaining the Company's Image." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 1 (2025): 385–93. https://doi.org/10.5281/zenodo.14651244.

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Established in 2000, PT. Rifan Financindo Berjangka has become a member of the Jakarta Futures Exchange (BBJ) as well as a member of the Indonesian Futures Clearing House (KBI). As a trusted company so it becomes a company number one, PT. Rifan Financindo Berjangka is committed to carrying out futures trading in an orderly, fair, effective and transparent manner as regulated by the law that oversees it. As the public, they have the right to know the activity policy plans, work programs and business plans of a company organization. Inside Public relations requires a work program strategy so tha

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Ertmer, David J., and Peggy A. Ertmer. "Constructivist Strategies in Phonological Intervention." Language, Speech, and Hearing Services in Schools 29, no. 2 (1998): 67–75. http://dx.doi.org/10.1044/0161-1461.2902.67.

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This tutorial describes an instructional approach for school-age children who have difficulty achieving phonological carryover. Behavioral, cognitive, and constructivist instructional strategies are examined in regard to their usefulness during the establishment, transfer, and carryover phases of phonological intervention. The advantages of using constructivist strategies to facilitate carryover are presented. A model of self-regulated learning is then applied to constructivist carryover activities (performances) so that children who have difficulty attaining carryover might develop metacognit

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Prayitno, Baskoro Adi, Bowo Sugiharto, and Eni Titikusumawati. "Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts." International Journal of Emerging Technologies in Learning (iJET) 17, no. 11 (2022): 114–27. http://dx.doi.org/10.3991/ijet.v17i11.29891.

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This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The diff

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Gibson, Douglas. "Narrative Strategies in Career Education." Australian Journal of Career Development 9, no. 1 (2000): 35–39. http://dx.doi.org/10.1177/103841620000900108.

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Constructivist thinking has provided a useful way to understand the way we think, act and feel. It has been influential in several fields but some careers areas have lagged in its practical application. Its proponents emphasise the interpretative nature of our actions and the storied nature of our lives. It is through their stories that “a window of opportunity” exists to help people to understand themselves and change aspects of their lives. This paper describes the use of constructivist approaches with groups and individuals. It suggests that there is a scope for greater use of constructivis

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Nassaji, Hossein. "Researching language skills and strategies." Language Teaching Research 25, no. 3 (2021): 333–35. http://dx.doi.org/10.1177/13621688211019599.

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Saefudin, Ahmad, Ro'fah Ro'fah, and Dyah Arum Sari. "Multicultural Education through Constructivist Learning Strategies." Jurnal Iqra' : Kajian Ilmu Pendidikan 6, no. 2 (2021): 13–26. http://dx.doi.org/10.25217/ji.v6i2.1399.

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The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values of multicultural education and what approaches they use

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Small, Darien C. "Constructivist strategies for teaching computer imaging." ACM SIGGRAPH Computer Graphics 31, no. 3 (1997): 50–51. http://dx.doi.org/10.1145/262171.262191.

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Qu, Xi, and Sumalee Chaijaroen. "A study on the design of constructivist learning environment model based on metacognitive regulation enhancement." Journal of Combinatorial Mathematics and Combinatorial Computing 124 (March 19, 2025): 659–80. https://doi.org/10.61091/jcmcc124-44.

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Metacognition, as a fundamental ability for learners to adapt to complex environments, is equally adapted to constructivist teaching and learning activities. In this paper, we propose a model of learning environment characteristics for metacognitive regulation under constructivist learning theory, and utilize Item2Vec algorithm, Self-Attention mechanism, and BiGRU model to construct a model of metacognitive ability. The model presents a kind of multi-channel network characteristic composed of Self-Attention mechanism and BiGRU model. Design a theoretical model of the learning environment orien

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Pimentel, Marivic. "Magtayo Instructional Framework in Teaching Social Constructivist Strategies for Junior High School Social Studies." International Journal of Social Learning (IJSL) 4, no. 3 (2024): 274–90. http://dx.doi.org/10.47134/ijsl.v4i3.270.

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The study explored the social constructivist practices and experiences in teaching social constructivist strategies of Junior High School Social Studies teachers. The study used a qualitative single exploratory case study. Thirteen Social Studies teachers who were purposely selected based on the results of the pre-assessment survey participated to share their social constructivist practices and experiences. Interviews, classroom observation, lesson plans, and FGD were used in this research to collect data, and a thematic three-phase analysis was done. Based on the findings, the Social Studies

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Maynes, Nancy, and Nipissing University. "Teaching and Researching Complex Cognitive Thinking Skills and Social Skills: A Constructivist Lens." American Journal of Educational Research 12, no. 12 (2024): 527–31. https://doi.org/10.12691/education-12-12-5.

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Zainuddin Wahono. "Integrating AI into Constructivist Pedagogy: Strategies and Outcomes." Advances in Nonlinear Variational Inequalities 28, no. 5s (2025): 227–31. https://doi.org/10.52783/anvi.v28.3789.

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This review article examines the integration of artificial intelligence (AI) into constructivist pedagogy, exploring innovative strategies and their educational outcomes. As education increasingly embraces technology, the synthesis of AI and constructivist principles offers promising avenues for personalized learning experiences. This article synthesizes recent literature (2013-2024) to identify effective strategies for incorporating AI in constructivist settings, analyzes the impact on student engagement and learning outcomes, and discusses the challenges educators face in implementation. Fin

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Dacuycuy, Marc Clinton A., Jasper Kim M. Rabago, Carolyn G. Paguyo, Sonny Rae I. Fernando, and Ronald Candy S. Lasaten. "Constructivist Materials in Teaching Selected Topics in the Contemporary World Course." South Asian Journal of Social Studies and Economics 18, no. 4 (2023): 21–40. http://dx.doi.org/10.9734/sajsse/2023/v18i4663.

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Using the descriptive research design and the Research and Development methodology, the aim of this study was to develop a Constructivist Material in teaching The Contemporary World course. The study specifically sought to determine which lessons in The Contemporary World would be best taught using constructivist strategies, determining the features and parts of the constructivist materials to be developed and validate the material in terms of its learning outcomes, content, activities, assessment techniques and instructional qualities. The major steps in the Research and Development cycle fol

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Kočevar, Vanja. "Theory and Practice of Researching the History of Slovenian Collective Identity." Kronika 72, no. 3 (2024): 427–62. https://doi.org/10.56420/kronika.72.3.03.

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The discussion addresses theoretical approaches to studying the history of Slovenian collective identity by critically assessing the “strictly modernist approach”, which a priori denies any connection between premodern ethnic communities and modern nations. Although opposing an arbitrary rejection of objective criteria for identifying ethnic affiliation, the article embraces the constructivist challenge of modernism and studies premodern self-determination with 1) the ethnonym ‘Slovenian’, 2) the Slovenian ethnic community, and 3) the Slovenian ethnic territory. The examples of self-identifica

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صلاح, وفاء. "أثر استخدام استراتيجيات النظرية البنائية في تعليم العلوم – دراسة تطبيقية على عينة من طلبة الصفوف الأساسية". مجلة رابطة التربويين الفلسطينيين للآداب والدراسات التربوية والنفسية 2, № 6 (2022): 303–21. https://doi.org/10.69867/peaj0141.

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The research studies the impact of using constructivist theory strategies in teaching science on students in the primary grades. The study consists of applying a number of these strategies to a sample of students in the fourth, fifth, and sixth grades. The research aims to examine how these strategies improve students' understanding and performance in science. Constructivist theoretical strategies include a set of methods and tools that encourage students to build their scientific concepts based on their previous experiences and critical thinking.The research was carried out by presenting cons

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Tassinari, Maria Giovanna. "Teaching and Researching Language Learning Strategies." ELT Journal 72, no. 3 (2018): 339–41. http://dx.doi.org/10.1093/elt/ccy011.

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Fry, Michael. "Researching the Method: Some Personal Strategies." Journal of Adaptation in Film & Performance 1, no. 2 (2008): 147–59. http://dx.doi.org/10.1386/jafp.1.2.147_1.

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Graham, Suzanne. "Teaching and Researching Language Learning Strategies." System 40, no. 1 (2012): 161–62. http://dx.doi.org/10.1016/j.system.2011.12.004.

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McDonough, S. "Teaching and Researching Language Learning Strategies." ELT Journal 66, no. 2 (2012): 253–55. http://dx.doi.org/10.1093/elt/ccs006.

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Ҳайдарбек, Ҳамдамов. "STRATEGIES FOR RESEARCHING CHILDREN'S MENTAL DEVELOPMENT." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 231–37. https://doi.org/10.5281/zenodo.15013954.

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            This article analyzes the main strategies for studying children's psychological development. It examines observation methods, as well as confirmatory and formative experiments, evaluating their advantages and disadvantages. The formative experiment is highlighted as the most effective method, with a detailed explanation of its potential for directly influencing children's development. Additionally, the article explores the scientific foundations of psychological research.

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Kim, Eunjeong. "A Study on ‘Writing Criticism After Presentation’ Using Constructivist Strategies: Focusing on the Movie <Inside Out>." Korean Society of Culture and Convergence 44, no. 9 (2022): 49–61. http://dx.doi.org/10.33645/cnc.2022.9.44.9.49.

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The purpose of this paper is to discuss ‘learning to write critical texts after presentation using constructivist strategies’ for the movie <Inside Out>. The learning component is pre-instructional activity-learning guide-learner-directed learning-assessment. According to the course, learning objectives, learner analysis, learning content mini-lecture, guided feedback, presentation, writing, peer evaluation, and professor evaluation were performed. Through this, the following was suggested. ‘In constructivist learning, the instructor must provide a learning environment so that learners c

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Rojas, Jaime Guevara, Doris Fuster-Guillen, Silvia Patricia Arias Diaz, Angelica Sanchez Castro, and Yuri Anselmo Maita Cruz. "Constructivist Strategies to Strengthen Learning in Physiotherapy." NeuroQuantology 20, no. 5 (2022): 582–98. http://dx.doi.org/10.14704/nq.2022.20.5.nq22212.

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The constructivist strategy is the teacher's conscious decision-making to develop the skills of their students; The objective of this research is to explain the constructivist strategies for learning physiotherapy. Based on a bibliographic review in the EBSCO, Google Scholar, Dialnet, SciELO, Redalyc, BMC Medicine databases, among others, published from 2009 to 2021, with open access, with a search strategy by keyword, theme, tricks of search and author bibliographic references, the 105 documents found were subjected to a process of validity, reliability and relevance, leaving 67 articles. Lea

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Adler-Nissen, Rebecca. "Strategies for Research in Constructivist International Relations." Journal of International Relations and Development 11, no. 3 (2008): 309–11. http://dx.doi.org/10.1057/jird.2008.16.

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Calalb, Mihail, and Viorel Dabija. "Constructivist strategies for forming lifelong learning competencies." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 115–24. http://dx.doi.org/10.59295/sum9(169)2024_17.

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The correlation between all lifelong learning competencies (LLL competencies) with constructivist teaching strategies is analyzed in this paper. The general structure of any LLL competence is given: knowledge, skills, metacognition and communication. Is emphasized that the competence to learn autonomously and the one to communicate are on the base of LLL competencies. According to the impact factor of each didactic strategy on the academic success of students, the optimal set of didactic strategies is established for the formation of each LLL competence. Based on the example of the theme ,,For

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Taylan, Ronela Lyn A., and Jasper Kim M. Rabago. "Constructivist Strategies Commonly Used by Secondary School Teachers in Teaching Social Studies in Northern Philippines." Asian Journal of Education and Social Studies 51, no. 7 (2025): 281–87. https://doi.org/10.9734/ajess/2025/v51i72122.

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The study explores the implementation of constructivist strategies in Social Studies, highlighting the most commonly used strategies, the challenges faced, and their impact on student engagement. Although several studies highlight the role of implementing constructivism inside the classroom that suggests its effectiveness in terms of the learner’s active engagement, teachers continue to encounter challenges, particularly in Social Studies. The study also intends to assess the impact of constructivist strategies on student engagement. The participants of this research consist of six Junior High

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Charmaz, Kathy, and Shelia Katz. "2013 QMiP Conference keynote – Subjective stories and social issues: Strategies for making connections." QMiP Bulletin 1, no. 23 (2017): 8–14. http://dx.doi.org/10.53841/bpsqmip.2017.1.23.8.

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This paper proposes using constructivist grounded theory to connect research participants’ stories with larger social issues, such as poverty, welfare, and crime. We describe the logic of the method and explain how it differs from the original statement of grounded theory. Constructivist grounded theory explicates research participants’ meanings and actions and examines the research process and ourselves within it. Thus, this method not only fits qualitative psychologists’ concerns with subjectivity and reflexivity but also increased use of constructivist grounded theory in qualitative psychol

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Mavuru, Lydia, and Sezanele Gugulethu Mbonane. "Sciences teachers’ creation of constructivist learning environments in their classrooms." Cypriot Journal of Educational Sciences 17, no. 8 (2022): 2838–50. http://dx.doi.org/10.18844/cjes.v17i8.7782.

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The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adop

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Trankova, Natalia, Dmitrii Rykunov, Ivan Serov, Ivan Giganov, and Yaroslav Starukhin. "HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION." American Journal of Social Science and Education Innovations 6, no. 9 (2024): 25–35. http://dx.doi.org/10.37547/tajssei/volume06issue09-04.

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Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a For

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Jumaah, Farqad Malik. "EXPLORING CONSTRUCTIVIST LEARNING THEORY AND ITS APPLICATIONS IN TEACHING ENGLISH." American Journal of Social Science and Education Innovations 6, no. 8 (2024): 7–19. http://dx.doi.org/10.37547/tajssei/volume06issue08-02.

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Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a For

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Trankova, Natalia, Dmitrii Rykunov, Ivan Serov, Ivan Giganov, and Yaroslav Starukhin. "HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION." American Journal of Engineering and Technology 6, no. 9 (2024): 45–55. http://dx.doi.org/10.37547/tajet/volume06issue09-07.

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Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a For

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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.

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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Parti

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Richardson, Matthew L., Scott L. Richardson, and David G. Hall. "Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy." American Biology Teacher 74, no. 7 (2012): 445–51. http://dx.doi.org/10.1525/abt.2012.74.7.4.

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Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas such as ecology, molecular biology, physiology, and chemistry. We evaluate published “how-to” biological-control activities to determine whether they meet National Science Education Standards and use a constructivist pedagogical approach. We also pro

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Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.

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Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instructi

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Charmaz, Kathy. "The Power of Constructivist Grounded Theory for Critical Inquiry." Qualitative Inquiry 23, no. 1 (2016): 34–45. http://dx.doi.org/10.1177/1077800416657105.

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The pragmatist roots of constructivist grounded theory make it a useful method for pursuing critical qualitative inquiry. Pragmatism offers ways to think about critical qualitative inquiry; constructivist grounded theory offers strategies for doing it. Constructivist grounded theory fosters asking emergent critical questions throughout inquiry. This method also encourages (a) interrogating the taken-for-granted methodological individualism pervading much of qualitative research and (b) taking a deeply reflexive stance called methodological self-consciousness, which leads researchers to scrutin

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Zurbriggen, Eileen L. "Researching Sensitive Topics: Stories, Struggles and Strategies." Feminism & Psychology 12, no. 2 (2002): 253–55. http://dx.doi.org/10.1177/0959353502012002012.

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Weinick, R. M. "Researching Disparities: Strategies for Primary Data Collection." Academic Emergency Medicine 10, no. 11 (2003): 1161–68. http://dx.doi.org/10.1197/s1069-6563(03)00484-6.

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Legg, Timothy J., Deborah Adelman, Dale Mueller, and Cheryle Levitt. "Constructivist Strategies in Online Distance Education in Nursing." Journal of Nursing Education 48, no. 2 (2009): 64–69. http://dx.doi.org/10.3928/01484834-20090201-08.

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Iofciu, Florentina, Cristina Miron, and Stefan Antohe. "Constructivist approach of evaluation strategies in science education." Procedia - Social and Behavioral Sciences 31 (2012): 292–96. http://dx.doi.org/10.1016/j.sbspro.2011.12.057.

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Hinton, Brian. "Constructivism Applied: An Example from the Teaching of Computing." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (2005): 21–26. http://dx.doi.org/10.18538/lthe.v2.n2.03.

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The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (199

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Keane, Elaine. "CONSTRUCTIVIST GROUNDED THEORY IN QUALITATIVE RESEARCH FOR SOCIAL JUSTICE: PURPOSE, PROCESS, PROMISE." New Trends in Qualitative Research 21, no. 2 (2025): e1289. https://doi.org/10.36367/ntqr.21.2.2025.e1289.

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Grounded theory is the most cited qualitative methodology, and its popularity is continually increasing through researchers’ engagement with its constructivist school. In this short paper, I explore its core purpose, history, and development over time, including its ‘contested’ nature, and the constructivist school’s increasing emphasis on social justice-oriented research through its pragmatist roots. Next, I examine constructivist grounded theory’s process, examining its core features and how these translate into specific strategies, as well as constructivist ‘adaptations’. Here, I also consi

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Bai, Yushi, Quan Luo, and Junqiu Liu. "Protein self-assembly via supramolecular strategies." Chemical Society Reviews 45, no. 10 (2016): 2756–67. http://dx.doi.org/10.1039/c6cs00004e.

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Seh, Maisa. "THE IMPACT OF THE CONSTRUCTIVIST TEACHING MODEL IN ENHANCING READING SKILLS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (2022): 342–58. http://dx.doi.org/10.20319/pijtel.2022.61.342358.

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The aim of the study was to examine the impact of the constructivist teaching Model on the reading skills of third-grade children in the Galileel region. The study use quasi-experimental approach. The study sample consisted of all third-grade students from Hussein Yassin Primary School in the Galilee region, with a total of (39) female and male, who were divided into two groups: the control group (20) students and the experimental group (39) student. The study's findings revealed statistically significant differences in the performance of the study group. As a result of the constructivist lear

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Nagode, Aleš. "Researching Music in Slovenia." Musicological Annual 56, no. 2 (2020): 9–20. http://dx.doi.org/10.4312/mz.56.2.9-20.

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The article observes distortions of the historiographical narrative about the musical culture of Slovenia in the past, caused by specific circumstances of the formation of the Slovenian nation and the dominance of nationalism. It also outlines the strategies applied by Slovenian musicology since the second half of the twentieth century to escape the grip of nationalistic ideology.

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i, Arya1 Divya Nandan, and Prof. A. K. Kulshrestha2. "Constructivist Approach to Multidisciplinary Teaching: Integrating Multiple Disciplines through Constructivist Teaching Methods." International Journal of Advance and Applied Research 6, no. 20 (2025): 103–5. https://doi.org/10.5281/zenodo.15348963.

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The constructivist approach to multidisciplinary teaching is an innovative pedagogical methodology that fosters active learning and knowledge construction. Rooted in the theories of Piaget, Vygotsky, and Bruner, constructivism emphasizes learner engagement, critical thinking, and experiential learning. This study explores the effectiveness of constructivist teaching strategies in integrating multiple disciplines, highlighting their role in enhancing cognitive development and problem-solving skills. By analyzing both qualitative and quantitative data from educators and students, this research u

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Woodward, Kathleen Elizabeth. "Instructional Methods for Limited English Proficient Students in Subject Area Courses." International Journal for Innovation Education and Research 5, no. 1 (2017): 28–46. http://dx.doi.org/10.31686/ijier.vol5.iss1.99.

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This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question stu

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Maleševic, Siniša. "Researching social and ethnic identity." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (2003): 265–87. http://dx.doi.org/10.1075/jlp.2.2.05mal.

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This paper focuses on the relationship between the conceptual and methodological problems in the study of social and ethnic identity. The author argues that the theoretical and conceptual deficiencies in defining and understanding the notions of “identity” and “ethnic identity” are reflected in the quality and type of research strategies used to asses empirical claims to ethnic identity. The first part of the paper critically reviews and analyses the use of the concepts “identity” and “ethnic identity” in social science and the humanities. The author focuses in particular on the conceptual his

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Zahara, M.Pd, Laxmi, Putu Budi Adnyana, I Gede Astra Wesnawa, and I Putu Wisna Ariawan. "Constructivism as a Foundation in Developing Physics Teaching Strategies." Kappa Journal 8, no. 3 (2024): 351–58. https://doi.org/10.29408/kpj.v8i3.27615.

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The concept of constructivism has emerged as a key pedagogical approach that highlights the active role of students in constructing knowledge. This theory emphasizes learning through social interaction, experimentation, and self directed discovery, with notable contributions from theorists such as Piaget, Vygotsky, Montessori, and Bruner. This study aims to explore the application of constructivism in teaching physics, specifically focusing on the innovation and effectiveness of this approach in improving learning outcomes. A literature study approach was employed to gather and analyze data fr

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