Relevant bibliographies by topics / Constructivism learning theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Constructivism learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Constructivism learning theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Constructivism learning theory"

1

Light, Richard. "Complex Learning Theory—Its Epistemology and Its Assumptions about Learning: Implications for Physical Education." Journal of Teaching in Physical Education 27, no. 1 (January 2008): 21–37. http://dx.doi.org/10.1123/jtpe.27.1.21.

Full text
Abstract:
Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term “complex” learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme.
APA, Harvard, Vancouver, ISO, and other styles
2

Qiu, Jiaosheng. "A Preliminary Study of English Mobile Learning Model Based on Constructivism." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1167. http://dx.doi.org/10.17507/tpls.0909.13.

Full text
Abstract:
This paper aims at exploring the model of English mobile learning system based on constructivism. Firstly, it defines the concepts of constructivism, constructivism learning theory, mobile learning and mobile learning theory. Then, it summarizes and analyses the relevant researches on mobile learning at home and abroad. Then it elaborates the purpose, significance and research value of the topic, respectively. The research hypothesis is put forward, and the English mobile learning model based on constructivist learning theory is preliminarily expounded. Finally, the research ideas, research methods, technical routes and implementation steps are explained.
APA, Harvard, Vancouver, ISO, and other styles
3

Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (June 1, 2017): 117–43. http://dx.doi.org/10.32923/tarbawy.v4i1.815.

Full text
Abstract:
Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.
APA, Harvard, Vancouver, ISO, and other styles
4

Gadanidis, George. "Deconstructing Constructivism." Mathematics Teacher 87, no. 2 (February 1994): 91–97. http://dx.doi.org/10.5951/mt.87.2.0091.

Full text
Abstract:
Mathematics education suffers from a condition that resembles schizophrenia. One of its personalities is exhibited in the day-to-day realities of classroom learning; another is evident in journal articles, in-service presentations, and other such forums where educators present alternative realities of learning. For the purposes of this article, these personalities will be labeled, respectively, as the practice and theory of mathematics education. This article focuses on the latest form of the theoretical personality of mathematics education, constructivism, by asking what is constructivist learning theory and what does it imply for the practice of learning mathematics?
APA, Harvard, Vancouver, ISO, and other styles
5

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 (January 29, 2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

Full text
Abstract:
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, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education._________________________________________________________Este artículo teórico pretende comparar algunas teorías de aprendizaje relacionadas con el constructivismo y explorar cómo pueden usarse adecuadamente en el campo de la tecnología educativa y la educación a distancia. Después de una breve introducción, el constructivismo queda definido como una filosofía general de la educación que abarca varias teorías de aprendizaje diferentes. El artículo presenta y analiza las siguientes teorías: cognición situada, teoría de la actividad, aprendizaje experiencial, instrucción anclada y aprendizaje auténtico. El conectivismo o aprendizaje distribuido también se presenta como una nueva e importante teoría, que incluye su visión pedagógica y práctica en cursos masivos y abiertos en línea (MOOCs). Organizamos estas teorías de manera coherente bajo el paraguas constructivista e indicamos las principales similitudes y diferencias entre ellas. El conectivismo se posiciona como una nueva filosofía de la educación para la era digital, flexibilizando y ampliando el concepto de Zona de Desarrollo Próximo (ZDP) de Vygotsky para incluir el aprendizaje que se encuentra fuera del alumno, en redes sociales y herramientas tecnológicas. El texto finalmente propone un trabajo adicional sobre cómo estas teorías pueden combinarse y utilizarse adecuadamente como marcos para proyectos y actividades constructivistas en los campos de la tecnología educativa y la educación a distancia. El artículo se basa en la investigación y revisión de artículos revisados por pares sobre el constructivismo, el conectivismo, las otras teorías mencionadas y la tecnología educativa y la educación a distancia.
APA, Harvard, Vancouver, ISO, and other styles
6

Milutinovic, Jovana. "Social constructivism in the field of education and learning." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 177–94. http://dx.doi.org/10.2298/zipi1102177m.

Full text
Abstract:
Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
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 collaboration and social interaction in which learners will construct the knowledge of the target language on their own by being engaged in meaningful activities. Moreover, computers allow learners to interact not only with the learning materials but also with other people. The combination of the social and individual aspect is best expressed by social constructivism. Placing language learning in a socio-cognitive context, we will approach second language acquisition from a social constructivist perspective and indicate the value of such an approach for the design and evaluation of Computer Applications in Second Language Acquisition (CASLA). Firstly, an overview of constructivism as a theory of learning is required in order to make clear the basic assumptions of the constructivist theory. Secondly, the focus is placed on social constructivism which is examined in relation to second language acquisition. This in tandem exploration will lead us to provide a framework which integrates all four language skills in a general theoretical framework of social interaction and shows how social constructivism can promote second language acquisition. Finally, one type of on-line application such as WebQuest, which is best developed in project-driven language learning, will be provided as a potential example of good practice in approaching Computer Applications in Second Language Learning through a social constructivist perspective.
APA, Harvard, Vancouver, ISO, and other styles
8

Hu, Li Shuan, and Ping Li. "On Computer Teaching Based on Constructivism Theory." Advanced Materials Research 187 (February 2011): 560–64. http://dx.doi.org/10.4028/www.scientific.net/amr.187.560.

Full text
Abstract:
Constructivism theory is of great significance to the traditional teaching in trying to achieve the broad learning and flexible migration, changing teaching concepts such views on the reform. It puts forward new ideas and methods of teaching. This article analyses drawbacks of the traditional teaching of computer. With the constructivist teaching concept to guide instruction, we discussed the behaviour of computer teaching from the innovation teaching method, situated design and project teaching.
APA, Harvard, Vancouver, ISO, and other styles
9

Robles Altamirano, Adriana Lourdes, and Zoila Barreno Salinas. "La práctica dicente-investigativa desde la tecnología educativa y el socioconstructivismo / The researching practice of learners based on educational technology and socio-constructivism." Ciencia Unemi 9, no. 17 (June 7, 2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.

Full text
Abstract:
Se vive una época de cambios con el actual paradigma tecno-científico y la educación no es una excepción. Desde la teoría socio-constructivista del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación, se justifica un aprendizaje más significativo y autónomo con base en la investigación dicente. El socio-constructivismo plantea la participación del estudiante dentro de un proyecto de aprendizaje colectivo, donde potenciará su capacidad para resolver problemas contextualizados, que le permitirán desarrollar un proceso de construcción social del conocimiento, apoyado claro está, en los medios y herramientas tecnológicas a su alcance. El presente trabajo pretende demostrar que el aprendizaje autónomo con el uso de la investigación es posible si se aplica un enfoque socio constructivista al aprendizaje con el apoyo de la tecnología educativa. AbstractA time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT) in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.
APA, Harvard, Vancouver, ISO, and other styles
10

Lerman, Stephen. "Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?" Journal for Research in Mathematics Education 27, no. 2 (March 1996): 133–50. http://dx.doi.org/10.5951/jresematheduc.27.2.0133.

Full text
Abstract:
Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Constructivism learning theory"

1

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.

Full text
Abstract:
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 nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
APA, Harvard, Vancouver, ISO, and other styles
2

Dalgarno, Barney, and n/a. "Developing constructivist computer assisted learning resources : theory, techniques and tools." University of Canberra. Computing, 1999. http://erl.canberra.edu.au./public/adt-AUC20060704.114538.

Full text
Abstract:
Accepted teaching and learning practices have undergone major changes during the past two decades. They have been underpinned by shifts in psychological and pedagogical theory, the most recent of which fit broadly under the heading of constructivism. During this time, there have also been significant changes in the development of Computer Assisted Learning (CAL) resources. These changes have tended to be driven by technological developments, such as the availability of desktop computers with multimedia capabilities, and more recently the increasing prominence of the Internet, rather than developments in teaching and learning theory. The aim of this research is to analyse the implications of a constructivist view of teaching and learning for the development of CAL resources. Specifically, the research attempts to describe the nature of constructivist CAL resources, before proposing a model for the development of such resources. The capabilities of existing tools for the development of constructivist CAL resources are also analysed. In looking at the nature of constructivist CAL resources, developments in pedagogical theory that have lead to the constructivist position are reviewed, along with constructivist theories of teaching practice. This body of theory is then synthesised into ten principles of constructivist teaching and learning. The implications of a constructivist view of teaching and learning for CAL resources are then examined. A range of constructivist CAL approaches are identified, and a classification scheme for constructivist CAL is proposed. This scheme involves the classification of a CAL approach according to the learner activities it facilitates, the input techniques used and the processing and output techniques used. The process of developing CAL resources is then addressed. The selection of CAL approaches that are likely to assist with the achievement of specific categories of learning outcome is recognised as being central to this process. Matrices relating categories of learning outcome to categories of learner activity and categories of learner activity to categories of input, processing and output technique are proposed. A model for developing CAL resources, that makes use of these matrices is proposed. In developing this model, instructional design models and software development models are reviewed. Finally, support provided by existing authoring tools, for the development of constructivist CAL resources using the proposed model is examined. Six of the most popular authoring tools, including tools designed primarily for CD-ROM based resource development and tools designed primarily for Web-based development are reviewed.
APA, Harvard, Vancouver, ISO, and other styles
3

Duc, Tran Huy. "Designing distance learning for the 21st century : Constructivism, Moore’s transactional theory and Web 2.0." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5707.

Full text
Abstract:
Distance learning has been playing an ever more influential role. Yet there remains little rigorous academic research into distance learning pedagogy, lacking of serious study in management, delivery and organization of distance learning has destabilized the field. Recently, the boom of Web 2.0 has made websites a lot more intuitive, interactive and interesting; Web 2.0 is also widely used in distance education. Study of distance education as a result sometimes has been misdirected, instead of understanding and solving the real issues facing distance education, research in the field devoted entirely to technology usage discarding the very issue of effective education in distance context. In other words, instead of pursuing technology-relevant policies we focus on technology-driven policies. This thesis starts by reviewing learning theories and arguing for the case of why one is more suitable for distance learning than others. The author argues that constructivism, which favors a dynamic learning process, encourages people to interact, share ideas and bounce ideas is the more effective learning theory. But deploying constructivist pedagogy into real life is difficult. We need more concrete ideas as to how to organize distance learning, a framework to benchmark distance education, to evaluate distance education. That is where Moore’s transactional theory which actually derives from constructivist pedagogy comes into the picture. Moore pointed out 3 key areas of distance education: dialogue, structure and learner autonomy. Moore argues that by having enough constructive dialogue, flexible structure catering individualism and a high level of learner autonomy to execute learning; we can reduce “distance” in distance education. Moore is equally concerned about pedagogy as he is about technologies and he has incorporated into his theory how technological changes have influenced the way distance education has been delivered for the better. This is the brilliance of Moore’s, he has not sided with either pedagogy or technology, he observed the rise of technology and the influence it has on distance education but refused to see technology as the sole factor that makes distance learning more effective or reduces “distance” in distance education. The linkage between constructivism and Moore’s theory is of significance although it is only barely acknowledged in Moore’ writing. The magnitude of this connection is that first it highlights that the work that Moore has done has been based on strong theoretical pedagogy, his contribution is that he has simplified a grand ideology into something that can be applied in the class room. Also he has succeeded in refining elements of constructivism into working variables for quantitative research. His theory is still highly relevant today but his analysis of technologies’ roles has not yet included the latest explosion of technologies in the post-1993 age: the Internet, the booming Web and especially the new Web 2.0. The aim of this thesis is to extend his analysis to these new technologies. We studied how the explosion of Web 2.0 services have been facilitating rich dialogue among peers, teachers and learning materials, allowing more individualization to educational settings and structures. Also Web 2.0 lowers the barrier to participation and content generation and thus would be expected to encourage learner autonomy. A large part of the thesis has been dedicated to literature review. This is because the author believes that in order to improve distance education, it is necessary to first understand learning theory to know when and how people learn, and explore the nature of distance education to see the differences between distance and non-distance education, and then have a comprehensive plan to implement distance education, and evaluate that plan. The implementation bit is of course a practical project; the author used a real-life course at Umeå University where students from various backgrounds signed-up to learn about how Web 2.0 can be leveraged to enhance distance education. A constructivist approach was adopted so we had a chance to see how it actually turned out. We used Moore’s transactional distance theory to evaluate the impact of introducing Web 2.0.
In my thesis, I have discussed the role of distance-learning and have discussed how constructivism makes better education, Moore’s analysis that distance education is naturally education and thus what makes education makes good distance education. Better education according to Moore is when you can reduce “transactional distance” by influencing its makeup dialogue, structure and learner autonomy. I also looked at examples of where Web 2.0 has been successfully applied to reduce “transactional distance” grounded in Moore’s theory. I looked at the humble historical context of distance-learning and the spectacular achievements that distance-education teachers and students despite all those forces against change. I discussed the development of distance-education to become what it is today. I believe technologies are part of the solution but also we need strong pedagogy and a rigorous framework to guide it. The discussion of constructivism vs. objectivism showed the contrasting differences as well as certain overlapping elements of both ideologies. I believe constructivism was the pedagogy of the 21st century which involves a great deal of personal reflection, interaction among course peers and teachers as well as a shift in how education must be organized. Moore’s theory of transactional distance is grounded in constructivist pedagogy but has his fair share of genius thought. First, he convinced us that distance education is also education because the distance in distance education or what Moore called “transactional distance” also exists in face-to-face classroom education, to make better distance learning means to reduce “transactional distance”. Second, his ability to benchmark an operational framework to organize distance education and measure transactional distance as a result or influencing the three variables dialogue, structure and learner autonomy. His work has been proved by Saba (1994) with dynamic systems modeling as well as questioned by few critics of his poor theory construction as well as unconvincing empirical data gathered from a few studies. However, Moore’s theory of transactional distance is still the prominent theory and Moore himself a leading figure in the field. Transactional theory is realized by a new wave of highly interactive web technologies built on the architecture of openness and participatory. This plays well into constructivism of build a virtual learning community for collaborative learning. We looked at a prime example of employing Web 2.0 technologies for better distance education by Kane and Fichman (2009). The benefits of instruction activities that otherwise would not be possible without Web 2.0 have been analyzed and evaluated using Moore’s variables to yield a positive result. I also demonstrated a personal experience being part of a distance learning course at Umea University in Spring semester 2010 where we all learned about distance learning in the modern age and apply constructivism pedagogy and Moore’s transaction theory distance in evaluating the course. Understanding the theory makes me a better student because I know what makes effective learning and also further confirm my belief in the mandate of distance education, a distance education for all because you can’t learn individually. Kane and Fichman (2009) have surprised me to the extent of their creative ideas of applying Web 2.0 in education such as the idea of crowdsourcing and peer review by wikis. Able to use technologies especially in a live environment such as the course at Umea University gave me a real sense of gaps between theory and practice.
Author: Tran Huy Duc Mobile: 00-84-1283 27 47 09 Address: CC23 Truong Son St, Ward 15, District 10, Ho Chi Minh City, Vietnam E-mail: ductranhuy@yahoo.com
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Martin, Kate. "Purposes, processes and parameters of continuing professional learning." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0.

Full text
Abstract:
This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute to common good in societies. In a review of literature, historical trends in professions and professional learning, concerns of managerialism and performativity, and educational theories of socially constructivism, developmental and ethical learning were considered. A constructivist grounded theory approach was used to collect and analyse data from eighty work-based student documents and from twelve semi-structured interviews with practitioners in four Scottish professions. The findings indicated that learning across contexts was disconnected, creating additional demands for professionals. Increased academic study indicated a more knowledgeable and skilled workforce, with a caveat of market-led credentialism in response to demands for higher qualifications. Professional CPD provided benefits of quality assurance and public safety, but was reported as individualised procedural accountability. Interpersonal communicative action was identified as key to workplace learning, although was afforded less significance than accredited learning in professional and academic contexts. Factors of individualism, accountability and credentialism were noted to have effect on participative workplace learning, which, the study argued, impacted on ethical agency in professions. To address these trends, adaptability, reciprocity and dialogical critical thinking were identified as necessary factors for a continuing professional learning that contributes to common good in societies.
APA, Harvard, Vancouver, ISO, and other styles
6

Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kwon, Eun Sook. "A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086201333.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xx, 275 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barret, Dept. of Art Education. Includes bibliographical references (p. 259-275).
APA, Harvard, Vancouver, ISO, and other styles
8

Buqawa, Afaf Mubarak Mohamed. "The impact of the interactivity of Web 2.0 technologies on the learning experience of students in higher education." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12466.

Full text
Abstract:
The use of Web 2.0 technologies in the field of learning is on the rise, yet there have been a limited number of studies of the impact of Web 2.0 technologies on learning. By their nature, Web 2.0 technologies increase the interactivity between users. Interactivity is considered to be a key to success in traditional classrooms. The purpose of this thesis is to determine whether the interactivity of Web 2.0 technologies has an impact on the learning experience of students. The thesis investigated the use of Web Polls to provide interactivity inside the classroom and the use of Twitter to provide interactivity outside the classroom. Four studies were conducted, two involving Web Polls and two involving Twitter. Mixtures of methods such as qualitative and quantitative approaches were employed in the studies in order to triangulate the data, and the data from participants were collected via questionnaires and interviews. The primary purpose of employing triangulation techniques is to have more explanation and more understanding of the student behaviour from different points of view. The responses to the four studies revealed that the use of interactivity of Web 2.0 technologies were more positive than neutral about the learning experience of students. Across these field studies, the interactivity inside the classroom had a greater effect on the learning experience of students. Overall, the research revealed that the perception of using interactivity of Web 2.0 technologies inside and outside the classroom was more positive than neutral about the credibility of the instructor, the engagement, the communication by students, and the motivation of students, and results in a positive attitude to the use of Web 2.0 for learning. The thesis suggests that the adoption of interactivity of Web 2.0 technologies has the potential to support learning in higher education.
APA, Harvard, Vancouver, ISO, and other styles
9

Strobel, Johannes M. J. "Historical reasoning with a cognitive flexibility hypertext authoring system : an explorative study on the role of epistemological beliefs on advanced knowledge acquisition /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164544.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Carr, Adrienne L. "Examining the Effects of Media on Learners’ Mental Representations and Cognitive Processes in Science." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196106424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Constructivism learning theory"

1

Tollefson, Kaia. Cultivating the learner-centered classroom: From theory to practice. Thousand Oaks, CA: Corwin Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pongratz, Ludwig A. Untiefen im Mainstream: Zur Kritik konstruktivistisch-systemtheoretischer Pädagogik. 2nd ed. Paderborn: Schöningh, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Magolda, Marcia B. Baxter. Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, Va: Stylus Pub., 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Assessing meaning making and self-authorship: Theory, research, and application. Hoboken, N.J: Wiley Periodicals, Inc., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Reality by design: The rhetoric and technology of authenticity in education. Mahwah, N.J: L. Erlbaum Associates, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Visual tools for constructing knowledge. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Johnston, Kate. A case study of teaching and learning about particle theory: A constructivist teaching scheme in action. Leeds: University of Leeds. Centre for Studies in Science and Mathematics Education, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Griffiths, Sheila. The development of a teaching programme: For teaching part of a protein module to students studying City and Guilds706/II, cookery for the catering industry, using Ausubel's learing theory and the constructivist view of learning. [s.l: The author], 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Constructivism learning theory"

1

Chen, Ling-Hsiu, I.-Hsueh Chen, Po-Hsuan Chiu, and Hsueh-Hsun Huang. "A Content Analysis of Mobile Learning on Constructivism Theory." In Advances in Intelligent Information Hiding and Multimedia Signal Processing, 62–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63856-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wang, Yazi, Chunfang Liu, Yanze Zhao, Weiyuan Huang, Bizhen You, and Jinjiao Lin. "The New Theory of Learning in the Era of Educational Information 2.0—Connected Constructivism." In Communications in Computer and Information Science, 417–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1160-5_33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Saudelli, Mary Gene. "Constructivist Learning Theory and Contemporary Debates." In The Balancing Act, 15–25. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-016-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Waite-Stupiansky, Sandra. "Jean Piaget’s Constructivist Theory of Learning." In Theories of Early Childhood Education, 3–17. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Forman, Ellice A. "The Practice Turn in Learning Theory and Science Education." In Constructivist Education in an Age of Accountability, 97–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66050-9_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zhao, Yiming, Mingmin Zhang, Shu Wang, and Yefang Chen. "Exploring Constructivist Learning Theory and Course Visualization on Computer Graphics." In Computational Science and Its Applications – ICCSA 2005, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11424925_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gupta, Amita. "Learning to Teach: A Sociocultural-Historical Constructivist Theory of Teaching." In Early Childhood Education, Postcolonial Theory, and Teaching Practices in India, 131–59. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376345_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Constructivism – A Theory of Learning and Knowing." In Radical Constructivism, 45–62. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087906122_004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Taber, Keith S. "Constructivism in Education." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 116–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch006.

Full text
Abstract:
Constructivism has been widely adopted as a referent for research, curriculum development and recommended pedagogy in education. This chapter considers key issues relating to the adoption of constructivist thinking in education which have arisen within the field of science education. Constructivism has been mooted as a dominant paradigm in science education, where it has informed a major research programme over some decades. However, the application of constructivist ideas in science education has also been subject to a range of critiques. This chapter gives an outline of the developing influence of constructivism in science education, and the common understandings of the term in relation to science teaching and learning; it reports on the main areas where the influence of constructivist thinking has been heavily criticised, and discusses how these criticisms are countered within the research programme; it considers some major directions for research within the research programme; and it evaluates the level of influence of constructivism in contemporary science education practice.
APA, Harvard, Vancouver, ISO, and other styles
10

Vagele-Kricina, Alina. "E-Constructivism." In Practical Perspectives on Educational Theory and Game Development, 130–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch006.

Full text
Abstract:
The constructivist teaching is based on the idea that students actively ‘construct' knowledge – they do not just ‘accumulate' new information, but rather ‘adjust' it to the foundation of the individual experiences, beliefs and assumptions. This chapter examines the constructivist theory in the context of e-learning. Constructivism-based lesson includes multiple modes of activity, such as contextual games or intense social interaction in groups. The nature of embedded learning or ‘learning-while-doing' is best captured in a collaborative study environment, whereby the students negotiate to achieve a corporate goal. There is a bewildering array of ways, in which the constructivist approach might be applied in a modern study environment. First, the chapter describes constructivism as a theoretical concept – and then morphs it into real-live examples from the pedagogical practice. Finally, it comments on the project initiated in Riga Technical University – a new online platform for anonymous peer review sessions created by the author to entwine constructivist pedagogy with digital technologies.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Constructivism learning theory"

1

Koohang, Alex, Liz Riley, Terry Smith, and Jeanne Schreurs. "E-Learning and Constructivism: From Theory to Application." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3321.

Full text
Abstract:
This paper presents a learner-centered model for designing e-leaming assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.
APA, Harvard, Vancouver, ISO, and other styles
2

Svobodova, Libuse. "Constructivism and e-learning in the business theory." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yahong, Hu, Wang Weihong, and Jiang Li. "Teaching discrete mathematics with the constructivism learning theory." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028762.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhao, Qiaomei. "College English Grammar Teaching Guided by Constructivism Learning Theory." In Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccesd-19.2019.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kou, Junjia, and Yixian Lv. "The Application of Constructivism Learning Theory in English Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zou, Weilin. "Modern Chinese Course Teaching Practice under Guidance of Constructivism Learning Theory." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rian, Rahmad Al, Kasman Rukun, Refdinal, Melly Novalia, Vitriani, and Pratama Benny Herlandy. "Design of E-Learning Structure Model based on Artificial Intelligence for Constructivism Learning Theory." In Proceedings of the International Conference of CELSciTech 2019 - Science and Technology track (ICCELST-ST 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccelst-st-19.2019.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cox, Lynne, and Craig Jackson. "Exploring the Potential for Constructivist Learning Theory in SCADA Domains." In 1998 2nd International Pipeline Conference. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/ipc1998-2112.

Full text
Abstract:
SCADA software training is undergoing a remodeling of technical training courseware to incorporate new cognitive learning approaches. In order to better facilitate the learning requirements of our customers’ knowledge domains, Valmet technical trainers are looking at ways to infuse concepts from cognitive science, constructivism and the models of andragogy into their training materials. This paper synthesizes the research undertaken by Valmet trainers towards building a training model for the delivery of future courseware. A pilot Train the Trainer course, aimed at helping intermediate to advanced learners acquire knowledge and hone problem-solving skills, has been created as a result of our research.
APA, Harvard, Vancouver, ISO, and other styles
9

Zhuoyi, Chen, Li Na, and Zhang Hongjie. "Exploration of teaching model of the database course based on constructivism learning theory." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201855.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Li, Manchun, Feixue Li, Chongya Jiang, Xue Li, and Qiuhao Huang. "Construction of GIS scientific experience zone based on experience learning theory and constructivism." In 2010 18th International Conference on Geoinformatics. IEEE, 2010. http://dx.doi.org/10.1109/geoinformatics.2010.5567703.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Constructivism learning theory' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography