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Journal articles on the topic 'Cognitive and constructivist learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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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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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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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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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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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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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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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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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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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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Mendoza, Francisca, Martha Gaeta, and Virginia Sedeño. "PROMOTING BASIC COGNITIVE SKILLS THROUGH CONSTRUCTIVIST-BASED STRATEGIES IN A PHYSIOLOGY COURSE." Problems of Education in the 21st Century 54, no. 1 (2013): 53–59. http://dx.doi.org/10.33225/pec/13.54.53.

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One of the main purposes of education today is to develop student’s ability to think in a systemic, analytical and logical manner to become self-directed, critical thinkers. Hence, students need to be efficient in one or more basic cognitive skills (BCS), since they are the foundational skills for the continued growth of these and other intellectual higher level abilities. According to constructivist theorists, the development of students’ deep conceptual understanding takes place when they are engaged in learning tasks that explicitly makes them aware of their BCS, based on students’ previous

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Quartz, Steven R., and Terrence J. Sejnowski. "The neural basis of cognitive development: A constructivist manifesto." Behavioral and Brain Sciences 20, no. 4 (1997): 537–56. http://dx.doi.org/10.1017/s0140525x97001581.

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How do minds emerge from developing brains? According to “neural constructivism,” the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: “constructive learning” minimizes the need for prespecific

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Filali Marzouki, Ouiame, Mohammed Khalidi Idrissi, and Samir Bennani. "Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 1 (2017): 18. http://dx.doi.org/10.3991/ijim.v11i1.5982.

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This meta-analysis has two aims: a) to address the main effects of social constructivist mobile learning environments on learners’ knowledge acquisition and their academic achievements b) to address potential factors regarding design principles and instructional methods for successful social constructivist mobile environments in a blended learning context. We selected 24 articles that meet the inclusion criteria: empirical studies implementing mobile learning in a blended environment using social constructivism approach. The selected studies are not identical in terms of instructional strategi

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Tomljenović, Zlata, and Sanja Tatalović Vorkapić. "Constructivism in Visual Arts Classes." Center for Educational Policy Studies Journal 10, no. 4 (2020): 13–32. http://dx.doi.org/10.26529/cepsj.913.

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One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt ready-made constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student’s active participation through exploratory, problem-based learning, during which students gain much more of their potenti

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Serafín, Čestmír. "Lifelong Learning and Constructivism." Lifelong Learning 1, no. 2 (2011): 7–13. http://dx.doi.org/10.11118/lifele201101027.

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Changes in education, in its concept, has always changed in response to changes in society. The current trend of lifelong learning is therefore closely tied not only to societal trends, but also to education and, thus, with creatively humanist, trends whose goal is personality development and the constructivist creation of new knowledge. The primary aim of educators is the personality development of the learner, who is to be educated and consequently equipped not only with the necessary knowledgeable, but also with cognitive and social competences, and the moral and spiritual values of life.

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Mayer, Richard E., Roxana Moreno, Michelle Boire, and Shannon Vagge. "Maximizing constructivist learning from multimedia communications by minimizing cognitive load." Journal of Educational Psychology 91, no. 4 (1999): 638–43. http://dx.doi.org/10.1037/0022-0663.91.4.638.

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Drigas, Athanasios, and Maria Karyotaki. "Learning Tools and Applications for Cognitive Improvement." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (2014): 71. http://dx.doi.org/10.3991/ijep.v4i3.3665.

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Learning technologies are an indispensable tool for students’ cognitive improvement and assessment. ICTs in coordination with a concrete pedagogical framework may provide students and teachers flexible, engaging, cost-effective and above all, personalized learning experiences, which focus on the adoption of the 21st century cognitive skills into the actual learning process. Such higher order thinking skills (HOTS) entail critical thinking, problem solving, independent inquiry, creativity, communication, collaboration, digital literacy. Therefore, technologically-supported educational environme

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Engerer, Volkmar, and Jens Kristian Dahlgaard Gudiksen. "Informationskompetence som medlæring. Konstruktivistiske og handlingsorienterede læringsforståelser mellem uddannelseslæring og informationssøgning." Nordic Journal of Information Literacy in Higher Education 7, no. 1 (2015): 16–31. http://dx.doi.org/10.15845/noril.v7i1.170.

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In this article we investigate different understandings of learning underlying the interpretation of students’ and researchers’ moves between learning in the university domain and learning processes, usually associated with information literacy, the latter including information managing activities like information seeking. We show that mainstream concepts like information need, “Anomalous State of Knowledge”, information seeking or topic inherit their learning theoretic background from a cognitive constructivist view on learning, dominating the understanding (and implementation) of learning in

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Mellado, Lucía, Susana Sánchez Herrera, Florencio Vicente, and María Luisa Bermejo. "LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (2017): 149. http://dx.doi.org/10.17060/ijodaep.2017.n1.v1.907.

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Abstract.THE EMOTIONAL METAPHORS ON THE STUDENTS LEARNING SEEN BY THE FUTURE PROFESSORS OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they h

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Mellado, Lucía, Susana Sánchez Herrera, Florencio Vicente, and María Luisa Bermejo. "LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2017): 163. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.985.

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Abstract.THE EMOTIONAL METAPHORS OF THE LEARNING OF STUDENTS SEEN BY FUTURE PROFESSOR OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had

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Mogonea, Florentin-Remus, and Florentina Mogonea. "The Constructivist Teaching and the Optimization of Learning through Cognitive Maps." Procedia - Social and Behavioral Sciences 128 (April 2014): 164–68. http://dx.doi.org/10.1016/j.sbspro.2014.03.137.

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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (2011): 4–7. http://dx.doi.org/10.48127/gu-nse/11.8.04.

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It is obvious that the constructivist perspective is becoming a dominant paradigm in the field of the natural science education. “Constructivism” is not a specific pedagogy but a psychological theory of knowledge. The main idea of this theory is that humans construct knowledge and meaning from their experiences. Central to constructivism is the notion that learners play an active role in ‘constructing’ their own meaning. In general it is true. However, this theory can not be against the traditional way of teaching and learning. Constructivist approaches require learners to be active and confid

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FELIX, USCHI. "E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches." ReCALL 17, no. 1 (2005): 85–100. http://dx.doi.org/10.1017/s0958344005000716.

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An analysis of the characteristics of education and educational institutions of the third millennium shows that predominant features are flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries. Roles of both students and teachers have changed significantly as educational goals have broadened to include lifelong learning, global interaction, the acquisition of meta-cognitive knowledge and skills, and processes include negotiated curricula and real-life tutors and informants. This is a demanding package that appears to lead us naturally to a socia

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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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Kulsum, Ummu. "Pembelajaran Kontruktivistik Berbasis Literasi Baru dalam Pendidikan Agama Islam." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (2019): 388. http://dx.doi.org/10.30739/darussalam.v10i2.381.

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The constructivist learning model is formulated in three problem formulations, 1) What is the new literacy-based contructivist learning model in Islamic Education? 2) What is the concept of transmission from constructive-based learning to new literacy in Islamic Education? 3) What is the strategy for transforming constructivist learning based on new literacy in Islamic Education? The aim is to describe the learning model, and also describe the concept of transmission from learning and analyze the strategies of transformational constructivist learning based on new literacy in Islamic religious

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Lin, Guo. "Experimental Study of Sports Training of Computer Supported Collaboration." Advanced Materials Research 926-930 (May 2014): 1708–11. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.1708.

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Based on pedagogy, cognitive psychology, constructivist learning theory, supported by computer, the movement cognition learning strategy is put forward in experiment, which will achieve a Teacher-Student-Multimedia-multi-factor mutual teaching. This paper design the experiment, unvestigation question and achievement test to verify it. It proves that computer supported collaborative learning method increases the students interest in learning and skills in sports. The effectiveness of the method and teaching strategies are related to the use of Synchronous teaching and cooperative learning in P.

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Massey, Gary. "Process-Oriented Translator Training and the Challenge for E-Learning." Meta 50, no. 2 (2005): 626–33. http://dx.doi.org/10.7202/011006ar.

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Abstract Recent cognitive models present translation competence as an open-ended process encompassing a number of mutually dependent, interacting sub-components, which seems to have resulted in a shift towards process-orientation in translator training and created a favourable climate for introducing social constructivist methods to translator education. This paper considers the emergence of a new translator training paradigm and the challenge it poses for e-learning, which by virtue of the key role played by ICT tools in the translation process is well positioned to become an established, int

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Vintere, Anna. "A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development." Rural Sustainability Research 39, no. 334 (2018): 1–7. http://dx.doi.org/10.2478/plua-2018-0001.

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Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the devel

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Solomonidou, Christina. "Constructivist design and evaluation of interactive educational software: a research-based approach and examples." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 5, no. 1 (2009): 6. http://dx.doi.org/10.12681/jode.9693.

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The paper introduces constructivist views of learning as a theoretical background to inform the design, implementation and evaluation of quality interactive multimedia educational software. It reviews various constructivist views of learning and also constructivist technology-mediated learning. It proposes an approach to design and evaluation of constructivist educational software, which is based on research in students’ ideas, and comprises three stages: a) initial research into students’ existing ideas, conceptions, conceptual difficulties and needs, b) design of the software based on studen

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Pathania, Monika, Aditi Chaturvedi, and Rakesh Biswas. "Medical Student Introduction to ‘Patient Centred Healthcare' Through a ‘Constructivist' Learning Session in Cardiology." International Journal of User-Driven Healthcare 3, no. 4 (2013): 37–49. http://dx.doi.org/10.4018/ijudh.2013100106.

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To compare constructivist and traditional power point teaching modalities in a cardiology workshop for medical undergraduates. The purpose of introducing the constructivist method was to activate the cognitive domain of the students and promote self learning. A cross sectional qualitative and quantitative study was planned on hundred, second and third professional medical students (III to IX semester) who were screened to participate. Topics discussed with the constructivist method were clinical case discussion, basic and advanced cardiac life support, electrocardiography, and community cardio

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ÜNVEREN, Dilek, and Gülreyhan KARAKUŞ. "An Alternative Approach in Constructivist Mentoring for Textual Analysis in Turkish Courses." International Education Studies 13, no. 2 (2020): 71. http://dx.doi.org/10.5539/ies.v13n2p71.

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This article grounds on Jean Piaget’s cognitive development theory, particularly aiming to provide a leading approach in Turkish language classes by focusing on children’s learning process. In Turkey, Piaget’s theory is applied in Turkish language curricula since 2005. Language classes play a fundamental role in improving cognitive skills positively, affecting the overall success of students in cognitive ability evaluation tests. This article is based upon Piaget’s cognitive development theory being an effective learning system for improving critical thinking and personal development skills. I

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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi." Studier i Pædagogisk Filosofi 2, no. 2 (2014): 53. http://dx.doi.org/10.7146/spf.v2i2.15577.

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<p>This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person

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Dorffner, Georg. "Flexible features, connectionism, and computational learning theory." Behavioral and Brain Sciences 21, no. 1 (1998): 24–25. http://dx.doi.org/10.1017/s0140525x98320105.

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This commentary is an elaboration on Schyns, Goldstone & Thibaut's proposal for flexible features in categorization in the light of three areas not explicitly discussed by the authors: connectionist models of categorization, computational learning theory, and constructivist theories of the mind. In general, the authors' proposal is strongly supported, paving the way for model extensions and for interesting novel cognitive research. Nor is the authors' proposal incompatible with theories positing some fixed set of features.

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Kusmawati, Linda, and Gigin Ginanjar S. "PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP PERKALIAN MELALUI PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME PEMBELAJARAN MATEMATIKA DI KELAS 3 SDN CIBADUYUT 4." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 1, no. 2 (2016): 262–71. http://dx.doi.org/10.36989/didaktik.v1i2.32.

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The learning approach that is held in generally still conventional still dominated by a class that focuses on teachers as the main source. Just as in mathematics, in learning the teacher directly convey the formulas, definitions, rules, laws, concepts, procedures, and algorithms. Learners are expected to mimic what the teacher described the math lessons that it provides. One of the many alternative approaches applied in teaching mathematics is to use a constructivist approach. This approach is an effort to improve understanding of the concept of learners towards learning mathematics. Construct

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Kwanjai, Deejring, and Chaijaroen Sumalee. "The Constructivist Learning Environments Model Enhancing Cognitive Flexibility for Higher Education: Validation Phase." Procedia - Social and Behavioral Sciences 46 (2012): 3764–70. http://dx.doi.org/10.1016/j.sbspro.2012.06.143.

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Garrison, D. R. "A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions." Distance Education 14, no. 2 (1993): 199–211. http://dx.doi.org/10.1080/0158791930140204.

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Vogel-Walcutt, J. J., J. B. Gebrim, C. Bowers, T. M. Carper, and D. Nicholson. "Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?" Journal of Computer Assisted Learning 27, no. 2 (2010): 133–45. http://dx.doi.org/10.1111/j.1365-2729.2010.00381.x.

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Nicaise, Molly. "Cognitive Research, Learning Theory, & Software Design: The Virtual Library." Journal of Educational Computing Research 18, no. 2 (1998): 105–21. http://dx.doi.org/10.2190/qnxx-xce2-u0hu-emq1.

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The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist

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Pico Mieles, José Grismaldo, Oscar Santiago Barzaga Sablón, Viviana Septimia Gómez Mieles, and Gabriel Rodolfo García Murillo. "EXPERIENCIAS EN TORNO A LA APLICACIÓN DEL MODELO CONSTRUCTIVISTA AL APRENDIZAJE DE LA CULTURA FÍSICA." Revista Cognosis. ISSN 2588-0578 2, no. 1 (2017): 37. http://dx.doi.org/10.33936/cognosis.v2i1.279.

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La teoría constructivista parte del presupuesto: “el conocimiento no se descubre, se construye”. El estudiante como constructor o reconstructor de significados se convierte en el verdadero protagonista del proceso de enseñanza-aprendizaje y en la medida en que, aprender implica «dar significado», todo aprendizaje profundo y duradero requiere una visión personal del sujeto que aprende. El fin del presente estudio es exponer los resultados de la aplicación del modelo constructivista al aprendizaje de la Cultura Física en el 8vo año (año básico de la Unidad Educativa “Gabriela Mistral”). Para el

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Lyddon, William J. "Developmental Constructivism: An Integrative Framework for Psychotherapy Practice." Journal of Cognitive Psychotherapy 7, no. 3 (1993): 217–24. http://dx.doi.org/10.1891/0889-8391.7.3.217.

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This article (a) describes the role of feedback mechanisms in developmental constructivist conceptions of new learning and change and (b) suggests that such mechanisms may function as a common change factor in psychotherapy. Salient sources of feedback identified with diverse psychotherapy approaches are described and conceptualized in constructivist terms. It is concluded that developmental constructivist epistemology may serve as a viable integrative framework for psychotherapy practice.

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Paour, Jean-Louis, and Christine Bailleux. "Developing the Concept of Order: An Example of Constructivist Remediation for Optimizing Memory and Learning Processes." Journal of Cognitive Education and Psychology 8, no. 2 (2009): 128–47. http://dx.doi.org/10.1891/1945-8959.8.2.128.

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In relation to the theme of this special issue, we present a recently developed instrument (ORDO) in order to demonstrate the heuristic value of the constructivist conception of conceptual development for devising cognitive remediation tools. It seems opportune to present this remedial instrument because the concept of order that it seeks to build is rather directly linked to memorization, basic school learning, and learning disabilities. In the first part, we begin by contrasting a constructivist remediation with a metacognitive one. Then, considering the decisive contribution of sequential p

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Wang, Hua. "Towards Web-Based Adaptive Learning Assistant Approach." Advanced Materials Research 476-478 (February 2012): 2125–28. http://dx.doi.org/10.4028/www.scientific.net/amr.476-478.2125.

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With consideration of the impact on adaptive teaching strategy of constructivist learning theory, we put forward essential elements of the smart learning system to achieve individualized teaching. Adaptive learning is coined as a learning method through existing knowledge and experience of learners and interacting with the adaptive learning system to obtain knowledge and gain the ability. An adaptive learning framework is presented by employing fuzzy method and rule reference model. By employing Cognitive Knowledge and Self-feedback, the proposed approach improves the efficiency of learning.

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Strobl, Carola. "Attitudes towards online feedback on writing: Why students mistrust the learning potential of models." ReCALL 27, no. 3 (2015): 340–57. http://dx.doi.org/10.1017/s0958344015000099.

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AbstractThis exploratory study sheds new light on students’ perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided self-evaluation through model solutions in online learning environments. However, the former type is too limited to tackle all dimensions of advanced writing. Constructivist feedback, in the form of guided modelling, allows addressing the hig

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Grobecker, Betsey. "Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation." Learning Disability Quarterly 19, no. 3 (1996): 179–200. http://dx.doi.org/10.2307/1511060.

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The paradigm for defining learning disabilities has evolved in relation to information-processing constructs of learning and intelligence. Assumptions regarding the nature of knowledge acquisition as well as assessment and remedial techniques that are derived from such a paradigm are currently being challenged. This article argues that learning differences can be best understood, and attended to, in relation to the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Knowledge is conceived of as being embedded in, and subordinated to, a

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Farrell, David, and David C. Moffat. "Adapting Cognitive Walkthrough to Support Game Based Learning Design." International Journal of Game-Based Learning 4, no. 3 (2014): 23–34. http://dx.doi.org/10.4018/ijgbl.2014070103.

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For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design practice. Cognitive Walkthrough (CW) is a user-interface design technique that helps designers model how a type of user will understand an interface. The authors suggest that CW should be extended for use in any context where a designer must model a user

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Dolenc Orbanić, Nataša, Darja Skribe Dimec, and Majda Cencič. "THE EFFECTIVENESS OF A CONSTRUCTIVIST TEACHING MODEL ON STUDENTS’ UNDERSTANDING OF PHOTOSYNTHESIS." Journal of Baltic Science Education 15, no. 5 (2016): 575–87. http://dx.doi.org/10.33225/jbse/16.15.575.

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Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students’ understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students’ understanding was tested. Students (N=201) from Slovenian primary schools (aged 11–12 years) participated in the research. CTMP was used in the experimental group (EG), wh

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Kraiger, Kurt. "Transforming Our Models of Learning and Development: Web-Based Instruction as Enabler of Third-Generation Instruction." Industrial and Organizational Psychology 1, no. 4 (2008): 454–67. http://dx.doi.org/10.1111/j.1754-9434.2008.00086.x.

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In this paper, I suggest that our methods for how to train are based historically on what we understand learning to be. I briefly trace the history of instructional design models, which embody both first-generation objectivist and second-generation cognitive constructivist views of learning. I then suggest we are on the cusp of a third-generation instructional model, one that places greater emphasis on the learner forming understanding largely through a process of social negotiation, either in training or on the job. I argue that Web-based instruction offers a technology ideally suited to the

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Hirschkorn, Mark, Alan Sears, Elizabeth Sloat, Theodore Michael Christou, Paula Kristmanson, and Lynn Lemisko. "The Relevance of Prior Learning in Teacher Education Admissions Processes." in education 23, no. 1 (2017): 130–49. http://dx.doi.org/10.37119/ojs2017.v23i1.256.

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In this paper, we argue that teacher education admissions processes would benefit from attending more to prospective teacher candidates’ cognitive frames. We begin with the introduction of a three-stage heuristic for describing teacher education. We then review the literature about constructivist notions of prior learning and teacher education program admissions processes. These processes, we argue, fail to adequately account for candidates’ preconceptions about teaching and learning, which affect their beliefs and understanding. Virtually none of the admissions processes we examined explicitl

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Ornat, Susana López, and Pilar Gallo. "Acquisition, Learning, or Development of Language? Skinner's “Verbal Behavior” Revisited." Spanish Journal of Psychology 7, no. 2 (2004): 161–70. http://dx.doi.org/10.1017/s1138741600004868.

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In 1957, Skinner, in his “Verbal Behavior”, proposed an explanation on how a language is learned. In 1959, Chomsky strongly argued the non-learnability of language, establishing in the field of developmental psycholinguistics the substitution of the term “learning” for that of “acquisition”. Currently, the constructivist models describe language acquisition as a process of ontogenetic, gradual, complex, and adaptive change. This new theoretical framework has been especially useful for rereading Verbal Behavior because it facilitates recovering the Skinnerian learning mechanisms. This can be ob

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Lewicka, Grażyna. "Zu einigen Problemen des Verstehens in der konstruktivistisch orientierten Fremdsprachendidaktik." Glottodidactica. An International Journal of Applied Linguistics 35 (November 5, 2018): 25–33. http://dx.doi.org/10.14746/gl.2009.35.2.

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The aim of this paper is to justify the assumption that understanding is the essence of learning. From the constructivist viewpoint understanding is a complex mental and social process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. Since personal background largely determines how the message will be understood it is important that the development of the learning environment encourages understanding from multiple perspective. Therefore the learning process should be based on techniques drawn from the const

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