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Relevant bibliographies by topics / Cognitive and constructivist learning

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Journal articles

Academic literature on the topic 'Cognitive and constructivist learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Cognitive and constructivist learning"

1

Mattar, João. "Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 2 (2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

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The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, in

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2

Munib, Muhammad. "Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (2018): 15. http://dx.doi.org/10.32616/pgr.v1.2.72.15-20.

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Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by qu

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Munib, Muhammad. "Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (2018): 15. http://dx.doi.org/10.32616/pgr.v1i2.72.

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Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by qu

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4

Nurhidayati, Euis. "Pedagogi Konstruktivisme dalam Praksis Pendidikan Indonesia." Indonesian Journal of Educational Counseling 1, no. 1 (2017): 1–14. http://dx.doi.org/10.30653/001.201711.2.

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Constructivism is one of philosophy of knowledge that emphasizes that our knowledge is (shapes) construction of ourselves. Knowledge is not an idea of reality. Knowledge is always a result of cognitive construction of reality by one’s activities. Some psychologists who started on constructivism approach are Piaget and Vygostky. The difference between them is where Piaget more emphasizes and discusses constructivism of learning process personally but Vygostky develops constructivism of learning process socially. Both of Individual Cognitive Constructivist and Sociocultural Constructivist domina

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5

Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (2016): 104. http://dx.doi.org/10.5539/elt.v9n12p104.

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<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduc

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6

MUSTAPHA, BASSIR. "Learning styles of adults and metacognitive approach to E-Learning "... Towards a cognitive and social constructivist view of learning"." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 484–91. http://dx.doi.org/10.18844/gjhss.v3i1.1810.

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7

SIMINA, VASSILIKI, and MARIE-JOSÉE HAMEL. "CASLA through a social constructivist perspective: WebQuest in project-driven language learning." ReCALL 17, no. 2 (2005): 217–28. http://dx.doi.org/10.1017/s0958344005000522.

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The basic tenet of constructivism is that learners construct their knowledge on their own by associating new with prior information. The significance of the learner’s interaction with his/her social and physical environment is here of great importance; the learner is at the center of the learning process while the tutor is seen as a facilitator, a guide. Considering the paradigm shift in education and language learning, the assumptions of the constructivist philosophy encourage the use of computers in second language acquisition. Computer technology is capable of providing the context for coll

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8

Del Valle, Sagrario, Manuel Antonio Rubio-Palomino, and Jose María Nevado-Luna. "Teorías constructivistas, perspectiva funcional-estructural en el aprendizaje del fútbol base (Constructivist theories, functional-structural perspective in learning in initiation to football)." Retos, no. 38 (February 10, 2020): 824–30. http://dx.doi.org/10.47197/retos.v38i38.73823.

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Se presenta una revisión teórica de los estudios que se han realizado en fútbol desde el paradigma cognitivo. El artículo pretende argumentar la necesidad de distinguir bajo el paradigma cognitivo, dos líneas de trabajo diferentes ya que se pretende desarrollar la toma de conciencia en las acciones de juego. No es lo mismo enfocar un entrenamiento bajo las teorías del procesamiento de la información (perspectiva estructural-funcional), que bajo las teorías constructivistas (perspectiva funcional-estructural), centrando el interés en el conocimiento previo del jugador, el desarrollo evolutivo,

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9

Jiménez-Aragón, Laura. "MARCO TEÓRICO METODOLÓGICO DE LA EVALUACIÓN PARA APRENDER." Revista Electrónica Calidad en la Educación Superior 7, no. 1 (2016): 100–126. http://dx.doi.org/10.22458/caes.v7i1.1378.

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El presente artículo tiene el objetivo de mostrar el marco teórico-metodológico que integra la concepción de la evaluación para aprender, para esto presenta y analiza información básica sobre el objeto y funciones de la evaluación de los aprendizajes; en relación con la evaluación para aprender, se presenta la competencia de aprender a aprender como su principal objeto de formación, el constructivismo cognitivo y social como sus fundamentos teóricos y finalmente, como su fundamento metodológico se plantea la característica integrada e integral y la función formativa y formadora de la evaluació

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10

Rzeźnicka-Krupa, Jolanta. "Konstruktywizm i pedagogika różnorodności w kontekście edukacji włączającej." Problemy Wczesnej Edukacji 51, no. 4 (2020): 153–66. http://dx.doi.org/10.26881/pwe.2020.51.12.

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Constructivism is a very complex and ambiguous concept, whereas the constructivist approach is mostly presented in three main aspects: ontological and epistemological (conditions and capabilities of reality existence and cognition), psychological (mental processes of knowledge constructing) and pedagogical (processes of learning and creating concepts). In this article I am searching the answer to two basic questions, the first one reading: What are the potential results of the constructivist approach in connection with diversity pedagogy and inclusion learning for education and the functioning

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