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Dissertations / Theses on the topic 'Constructivism (education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Gill, Lonni Anne. "Personal narratives and constructivism in teacher education." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167273.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2005.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0877. Chair: Ellen Brantlinger.

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2

Henry, Brenda. "Constructivism and the developing science curriculum in Further Education." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342436.

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3

Kesal, Fusun. "An Investigation On Constructivist Classroom Characteristics In Elt Methodology Ii Course." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/541417/index.pdf.

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The purpose of this study was to investigate to what extent constructivist classroom characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the aim was to explore the extent to which constructivist learning activities and evaluation strategies were perceived to be useful by the students and the instructors. Thirdly, the study also attempted to find out the extent to which the students and the instructors in ELT departments had constructivist conceptions of learning and teaching. Finally, it was aimed to find out whether students&rsquo<br>perception of constructivis

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4

Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.

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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected

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5

Baroway, Cynthia A. "Adult learning, continuing professional education, and constructivism applied to an insurance education program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CBaroway2007.pdf.

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6

Freed, Andrea B. "Constructing constructivism : the voyage of elementary science teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7568.

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7

Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.

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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nur

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9

Power, Stephen Patrick. "Folio paper one: Constructivism defined and implications for the classroom. Folio paper two: Constructivism in mathematics education as exemplified by the NCTM Standards. Folio paper three: Problem-solving in technology education as a model of constructivism /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/MQ36166.pdf.

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10

Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.

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11

Dozier, Dara Celeste Reed Cynthia J. "Interactivity, social constructivism, and satisfaction with distance learning among infantry soldiers." Auburn, Ala., 2004. http://repo.lib.auburn.edu/EtdRoot/2004/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/doziedc_15_Dozier_EdD.pdf.

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12

Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

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13

Paquette, Kyle. "Examining Learner-Centered Coach Education." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.

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At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging findings, coach education can be significant in its contribution to coach development when coaches are addressed as learners and their unique learning needs and orientations are recognized and prioritized. Indeed, the conversation has shifted to the application of learner-centered (LC) approaches. The purpose of this doctoral dissertation was twofold: to explore the contribution of using the LC theory, including a well-establi

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14

Ray, Julie A. "Rural and urban teachers' understanding of constructivism and its influence on their teaching practices /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998504.

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15

Geelan, David R. "School stories : weaving narrative nets to capture science classrooms." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/481.

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Over the past two decades, constructivism has become an increasingly influential referent for the learning and teaching of science in schools. In the role of teacher-researcher, I conducted an intensive participant observational study in an innovative Australian middle school, where both the initial planning of the school program and the principal's vision for the school took constructivism as a key referent. The research activity involved team teaching for a total of two days per week for one school year (1996) with a group of five teachers who were attempting to implement constructivist-refe

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Sulaiman, Ahmad A. "A descriptive pilot study of electronic dialogue in higher education based on dialectical constructivism perspectives /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072606.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 200-213). Also available for download via the World Wide Web; free to University of Oregon users.

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17

Fok, Po-yan. "Can a constructivist learning environment enhance a deep approach to learning?" Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26232789.

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18

Edmiston, Patricia. "Student Perceptions of the Defining Aspects of a Mathematics Methods Course that Aided in the Development of a Conceptual Understanding of Mathematics." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/149.

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The purpose of this study was to ascertain pre-service teachers' perceptions of the defining aspects of a mathematics methods course that aided in the development of a conceptual understanding of mathematics. These perceptions emerge from the narratives of four pre-service teachers in a mid-size metropolitan university in the southeastern part of the United States. Grounded in the theory of constructivism this study focuses on the educational experiences of pre-service teachers, as reported by pre-service teachers, creating a portrait of their journey. These pre-service teachers' learni

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Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.

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20

Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.

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21

Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/905.

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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my pla

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22

Arruzzo, Kristi L. "The effect of a constructivist social studies unit on student attitudes toward social studies /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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23

Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16618.

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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my pla

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Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.

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A reliance on a teacher-centered model of instruction presented the foundation for my research. I chose to investigate constructivist theory and to implement constructivist teaching practices within my art education classroom to determine if constructivist teaching practices would facilitate a shift to a more student-centered learning environment, and to determine if constructivist strategies positively impact student learning. I collected my raw data using autoethnographic recording, documenting my results over a two month period in January and February of 2007 from my experiences as an art e

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Furbish, Dean Russel. "A Philosophical Examination of Mead's Pragmatist Constructivism as a Referent for Adult Science Education." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-06012005-140340/.

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The purpose of this study is to examine pragmatist constructivism as a science education referent for adult learners. Specifically, this study seeks to determine whether George Herbert Mead?s doctrine, which conflates pragmatist learning theory and philosophy of natural science, might facilitate (a) scientific concept acquisition, (b) learning scientific methods, and (c) preparation of learners for careers in science and science-related areas. A philosophical examination of Mead?s doctrine in light of these three criteria has determined that pragmatist constructivism is not a viable science ed

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Malabar, Ian. "The use of computer technology and constructivism to enhance visualisation skills in mathematics education." Thesis, Liverpool John Moores University, 2003. http://researchonline.ljmu.ac.uk/5627/.

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27

Yoders, Samuel A. "Integration of Simulation into Healthcare Education through Applied Constructivism: A Randomized, Switching Replications Experiment." NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/1002.

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This report describes the development, deployment, and analysis of an experimental instructional unit using applied constructivism instructional design (ID). The ID template was used to integrate a high-fidelity simulator into an undergraduate health care degree curriculum in a private, not-for-profit university. A switching-replications experimental design was used with random assignment of volunteer participants to initial treatment and control groups. Quantitative analysis of learning outcomes using standardized assessments was performed, including correlational analysis for knowledge trans

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Morgan, Thea Rose. "Constructivism, complexity, and design : reflecting on group project design behaviour in engineering design education." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738243.

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29

Quinnell, Lorna M. "Literacy in mathematics in preservice education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101162/1/Lorna_Quinnell_Thesis.pdf.

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Literacy in mathematics is an important topic in education, and one that is still poorly understood. This thesis is a comprehensive report on the teaching and learning of mathematics through the literacy lens, leading to the development of a model to guide the teaching and learning of literacy in mathematics. The research has practical implications, particularly for mathematics education courses in preservice primary teacher education programs. The study is particularly important due to the unique demands of literacy in mathematics, a key element of the content of mathematics.

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Keast, Dan A. "Implementation of constructivist techniques into an online activity for graduate music education students /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144428.

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31

Nussbaumer, Doris. "Induction of professional teachers and their constructivist practices with ICTs." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116126.

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This study, through the lens of Activity Theory, focused on the induction and constructivist teaching practices of experienced teachers who were recently hired in a technologically advantaged middle school. Activity Theory was used not only to examine the induction practices but also to focus on constructivist practices with technology. Data sources consisted of using various instruments three of which were used for surveys, 11 interviews were employed to assess goals, and 18 classroom observations were carried out regarding constructivist practices. Findings through Cultural-Historical Activi

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Kingsley, Joanne Elizabeth. "Literacy instruction in a constructivist elementary classroom : a qualitative inquiry." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103205.

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This study is a response to the need to support literacy development in an increasingly diverse and complex culture. Some school boards have identified early literacy as a priority for school improvement and there has been much debate about what constitutes effective literacy instruction. The Quebec Education Program (2001) recommends adopting a constructivist approach that embeds literacy instruction within interdisciplinary learning situations. Some teachers ask what a constructivist classroom looks like in practice. In light of teacher and school board concerns this study examines the liter

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Ng, Ka-yun Amanda. "Teaching, learning and assessment of liberal studies in secondary one classes /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37111905.

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34

Leung, Wai-hung. "Characterizing and fostering students' knowledge building and scientific understanding." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38962238.

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35

Younse, Stuart. "Dialogic interactions, the construction of self in the secondary choral classroom." connect to online resource, 2004. http://www.unt.edu/etd/all/Aug2004/younse%5Fstuart/index.htm.

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36

Ji, Jieying. "Establishing a new paradigm for music education in China: from a constructivist perspective." Kansas State University, 2013. http://hdl.handle.net/2097/15571.

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Master of Arts<br>Department of Music<br>Jana Fallin<br>This report presents a feasibility study of operating constructivism in Chinese music education. Major problems have been discussed in each chapter, including the historical background of music education in China, and a philosophical rethinking of current situations in China. Questions have arisen: what is constructivism? Why would it be a new changing point for Chinese music education? What needs to be done to apply constructivism in China? China has a strong background of behavior-focused education. Because of that, music education fal

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Weir, Jennifer Anne. "Active learning in transportation engineering education." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-12214-155616/.

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Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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39

Osberg, Kimberley M. "Constructivism in practice : the case for meaning-making in the virtual world /." Thesis, Connect to this title online (HTML format) Connect to this title online (RTF format) Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7739.

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40

Sicilia, Carmen. "The challenges and benefits to teachers' practices in constructivist learning : environments supported by technology." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98582.

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This research is intended for educational policy makers. This is an exploratory study that investigates Quebec's classrooms as a new educational reform is implemented. There are two relevant pieces of legislation in the reform that elicited this study. First, teachers are required to adopt constructivist teaching practices; second, teachers must use ICT in classrooms. The questions being addressed are: (1) What are the current challenges and benefits impacting teachers with the integration of computers in the classroom environment? (2) What do classroom practices look like given (a) in the con

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Diskin, Mark A. "The effects of constructivism and chaos on assessment in a high school chemistry classroom." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/842.

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This study comprises three parts. First, to validate the Oral Individualized Classroom Environment Questionnaire (OICEQ) which is used to assess students perceptions of the learning environment in secondary chemistry classes in the U.S.A. The OICEQ is a modified version of the actual and preferred versions of the Individualized Classroom Environment Questionnaire (ICEQ) (Fraser, 1990). Second, to investigate associations between three types of science educational assessments; predictors of performance, perceptions of the classroom environment, and chemistry academic performance. Third, to addr

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42

Charbonneau, Irène. "Social Presence and Educational Technologies in an Online Distance Course in Finnish Higher Education : A Social Constructivist Approach." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-187068.

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Educational technologies are increasingly integrated into higher education, in the form of distance online education for instance. This is an example of how globalization reconfigures education (Carnoy & Rothen, 2000, as cited in Peters, Besley, & Besley, 2006, pp.50). However, the development of online distance education is not without challenges, including the lack of sense of belonging and the feeling of isolation among students, leading to dropouts. Even if there is no deterministic effect of online environments on social interactions, being online undoubtedly reshapes social beha

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Chan, Pui-cheung Esther. "An investigation into the use of CMC in vocational education : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.

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Ho, Chi-ming Ronald. "Epistemological beliefs and constructivist teaching for secondary students learning history." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37321444.

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Dullien, Starley Beatrix. "Constructivism for the English-as-a-second-language learning environment and professional development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2691.

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This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.

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Redden, Krista Corinne. "Constructive alignment in teacher education : identifying contextually dependent student presage factors and associated learning outcomes." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98576.

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A sequential exploratory design (Creswell, 2003) was used to measure how a social-constructivist oriented educational psychology course could move beyond the inert knowledge Mandl, Gruber, and Renkl (1996) reported to be the outcome of student teacher engagement with formal university courses. Biggs' 3P model (Biggs, & Moore, 1993) provided the framework for qualitatively categorizing 26 student teachers' (16 female, 10 male) conceptions of meaningful learning, and allocations of responsibility for learning. Categories were tested for independence and subsequently predicted learning outcomes a

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Järvinen, E. M. (Esa-Matti). "Education about and through technology:in search of more appropriate pedagogical approaches to technology education." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514264878.

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Abstract This research thesis aimed to deepen understanding about the nature of technology and its possible correspondence to the constructivist notion of learning. Since technology education is a relatively new subject area in general education and still in an emerging phase in various countries, it provided some interesting opportunities to take into account the latest developments in educational psychology in relation to the development of teaching technology. Moreover, this thesis aimed at finding ways for technology education to provide possibilities to learning environments where the nat

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Brassat, Emmanuel. "Education, apprentissage et connaissance : la formation des idées pédagogiques." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100030/document.

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Depuis les débuts des sciences humaines à la fin du dix-huitième siècle, la pédagogie et la psychologie scientifiques se sont constituées conjointement autour des questions du développement et de l’activité d’apprentissage chez l’enfant. Les notions d’activité, de développement et d’apprentissage ont permis d’établir l’hypothèse empiriste d’une psychogenèse des facultés mentales dont l’enfance attesterait naturellement à travers ses âges successifs. Les mouvements d’éducation nouvelle, issus des thèses philosophiques et pédagogiques exprimées par Rousseau dans l’Emile en 1762, ont pu donner sa

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Muniandy, Balakrishnan. "An investigation of the use of constructivism and technology in project-based learning /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986747.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-238). Also available for download via the World Wide Web; free to University of Oregon users.

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