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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.
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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.
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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.
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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.
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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.
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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.
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Gadanidis, George. "Deconstructing Constructivism." Mathematics Teacher 87, no. 2 (February 1994): 91–97. http://dx.doi.org/10.5951/mt.87.2.0091.
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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?
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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.
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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, 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.
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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.
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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.
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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 (November 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 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.
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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.
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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.
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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.
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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.
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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.
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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.
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Pribadi, Benny A., Anis Surtiani, and Ichwan Ichwan. "IMPLEMENTING CONSTRUCTIVISM LEARNING THEORY IN ONLINE TUTORIAL." Jurnal Pendidikan Terbuka Dan Jarak Jauh 19, no. 1 (March 29, 2018): 13–18. http://dx.doi.org/10.33830/ptjj.v19i1.307.2018.
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The advanced development of information and communication technologybrings a significant impact on the way of how human learn. The e-learning orInternet-based and online learning has been widely used in a variety of learning activities as a suplement to the conventional in-class learning, flipped classroom etc. The term e-learning refers to learning activities conducted by the use ofInternet. Universitas Terbuka (UT) utilizes e-learning program in the form of online tutorial. The online tutorial is basically a form of learning support provided by UT to facilitate student to learn. The online tutorial consists of three major learning activities including reading, discussion and assignment. During online tutorial student must complete the assigned activities and interaction with peers, tutor and digital learning resources. Online tutorial can be seen as an instrumental tool that provide an opportunity for students to expandhis/her knowledge and skills beyond the provided printed and digital module. Tutors should be able to design online learning programs that can be used to facilitate students in expanding their knowledge and skills. The purpose of this study is to elaborate conceptually the use of constructivism learning theory in online tutorial of the open and distance learning higher institution.
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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (March 25, 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 confident in themselves and their abilities. However, learners may not always be active in the teach-ing and learning process. Quite often, learners` abilities are quite limited. In this situa-tion, a constructive approach is hardly effective. Why we want to have a behaviorally active learner? According A. Mayer (2004) educators produce materials that require learning to be behaviorally active and not be "cognitively active." Is it constructivist approach is OK nowadays? Are we sure? Who can deny that the traditional teaching / learning is wrong? Science curricula and teaching methods are changing continuously. Traditional teaching has also changed. Such teaching is fundamentally different compared to the teaching of a few decades ago. Both the curriculum and the context are different. Teaching and learning process is unthinkable without modern ICT. This itself requires a qualitatively new approach in science teaching from the teacher`s side. Our imagination that traditional education is the same as one hundred years ago is incorrect. Is it reasonable to promote ‘constructivism’ as a theory appropriate for science teaching in an uncritical way? There is no universally correct theory. This question should be discussed as large as possible in different context by scholars and teachers. Key words: constructivist approach, science education, traditional teaching.
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Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (November 21, 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 introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>
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Padirayon, L. M., M. V. Pagudpud, and J. S. D. Cruz. "Exploring constructivism learning theory using mobile game." IOP Conference Series: Materials Science and Engineering 482 (March 11, 2019): 012004. http://dx.doi.org/10.1088/1757-899x/482/1/012004.
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Sugrah, Nurfatimah Ugha. "Implementasi teori belajar konstruktivisme dalam pembelajaran sains." HUMANIKA 19, no. 2 (February 24, 2020): 121–38. http://dx.doi.org/10.21831/hum.v19i2.29274.
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Constructivism learning theory is a theory that gives freedom to humans who want to learn or look for their needs with the ability to find their wants or needs with the help of others, so this theory provides activeness for humans to learn to find their own competencies, knowledge, or technology and other things that needed to develop itself. Constructivism learning theory holds that people produce knowledge and form meaning based on their experiences. In constructivism, learning is represented as a constructive process in which students build internal illustrations of knowledge, interpretations of personal experiences. Constructivism teaching is based on learning that occurs through the active involvement of students in the construction of meaning and knowledge. Teaching science from a constructivist perspective aims to give students knowledge of science in such a way that they not only understand the concepts and principles of science, but also the significance of science learning. The emphasis on constructivism and direct inquiry-oriented learning to promote children's conceptual knowledge by building on previous understanding, active involvement with subject content, and applications for real-world situations has been. A constructivist view emphasizes discovery, experimentation, and open problems. Teori belajar konstruktivisme adalah sebuah teori yang memberikan kebebasan terhadap manusia yang ingin belajar atau mencari kebutuhannya dengan kemampuan menemukan keinginan atau kebutuhannya tersebut dengan bantuan orang lain, sehingga teori ini memberikan keaktifan terhadap manusia untuk belajar menemukan sendiri kompetensi, pengetahuan, atau teknologi dan hal lain yang diperlukan guna mengembangkan dirinya sendiri. Teori pembelajaran konstruktivisme berpendapat bahwa orang menghasilkan pengetahuan dan membentuk makna berdasarkan pengalaman mereka. Dalam konstruktivisme, pembelajaran direpresentasikan sebagai proses konstruktif di mana pelajar membangun ilustrasi internal pengetahuan, interpretasi pengalaman pribadi. Pengajaran konstruktivisme didasarkan pada pembelajaran yang terjadi melalui keterlibatan aktif siswa dalam konstruksi makna dan pengetahuan. Pengajaran sains dari perspektif konstruktivisme bertujuan untuk memberikan siswa pengetahuan sains sedemikian rupa sehingga mereka tidak hanya memahami konsep dan prinsip sains, tetapi juga signifikansi dari pembelajaran sains.
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Xyst, Kurt. "Constructivism, Dewey, and Academic Advising." NACADA Journal 36, no. 2 (November 1, 2016): 11–19. http://dx.doi.org/10.12930/nacada-14-027.
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Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.
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Simon, Martin A. "Reconstructing Mathematics Pedagogy from a Constructivist Perspective." Journal for Research in Mathematics Education 26, no. 2 (March 1995): 114–45. http://dx.doi.org/10.5951/jresematheduc.26.2.0114.
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Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher's goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.
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Orak, Suheyla Demirkol, and Mohammad H. Al-khresheh. "In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review." World Journal of English Language 11, no. 2 (September 24, 2021): 166. http://dx.doi.org/10.5430/wjel.v11n2p166.
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While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.
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Koohang, Alex, Liz Riley, Terry J. Smith, and Jeanne Schreurs. "E-Learning and Constructivism: From Theory to Application." Interdisciplinary Journal of e-Skills and Lifelong Learning 5 (2009): 091–109. http://dx.doi.org/10.28945/66.
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Sharma, Nishi, and Pratyush Sharma. "CONSTRUCTIVISM: IMPLICATION FOR RESEARCH AND EFFECTIVE LEARNING." BSSS Journal of Education 10, no. 1 (June 30, 2021): 28–35. http://dx.doi.org/10.51767/je1003.
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“Educated society” is the term used as a modern paradigm to describe the future of our society all over the world. This has led every philosopher or intellectual to inquire, research and study into this realm. Education starts at an early age and is tightly knit with the learning process and how the knowledge is acquired. Constructivism is one the more popular theory of knowledge and learning proposed as early as 1936 by Jean Piaget and later Vygotsky &Glasersfled.Traditional teaching methods have been used ever since in children’s education system but havenot been much fruitful. The authors in this research paper have identified why traditional teaching pedagogy may lack successand propose constructivist approach in the field of research and effective learning.
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Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (April 1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.
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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.
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Robottom, Ian. "Constructivism in Environmental Education: Beyond Conceptual Change Theory." Australian Journal of Environmental Education 20, no. 2 (2004): 93–101. http://dx.doi.org/10.1017/s0814062600002238.
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AbstractConstructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.
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Мартишина, Н., and N. Martishina. "Constructivism as a Philosophical Basis of Pedagogy: Forms and Possibilities of Interpretation." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 4 (December 6, 2018): 3–10. http://dx.doi.org/10.12737/article_5bffb0181ab061.75571303.
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The article contains the characteristic of constructivism as a philosophical doctrine. The author shows the distinction between the epistemic constructivism, which considers cognition as the construction of epistemological images; the social constructivism in the theory of knowledge, within the framework of which the construction of epistemological phenomena is interpreted not as an individual, but as a communicative, historical-dimensional and culturally-deterministic process; and socio-ontological constructivism, which analyzes the appearance of objectified social phenomena (as opposed to knowledge as such ) and, ultimately, the appearance of social reality in social interactions and communication acts. The article fixes the features of pedagogical concepts, determined by the use of various variants of constructivism as research programs. The author thesis is substantiated that social constructivism in pedagogy can be considered not only as a general learning strategy of knowledge production in students' independent activities, but also as a meaningfully developed methodological program of training and education, which determines the activity of a teacher too from a constructivist position.
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Liu, Chu Chih, and I. Ju (Crissa) Chen. "Evolution Of Constructivism." Contemporary Issues in Education Research (CIER) 3, no. 4 (November 8, 2010): 63. http://dx.doi.org/10.19030/cier.v3i4.199.
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The contrast between social constructivism and cognitive constructivism are depicted in different ways in many studies. The purpose of this paper is to summarize the evolution of constructivism and put a focus on social constructivism from the perception of Vygotsky. This study provides a general idea of the evolution of constructivism for people want to understand this learning theory.
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Gopnik, Alison, and Henry M. Wellman. "Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory." Psychological Bulletin 138, no. 6 (2012): 1085–108. http://dx.doi.org/10.1037/a0028044.
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Bretz, Stacey Lowery. "Novak's Theory of Education: Human Constructivism and Meaningful Learning." Journal of Chemical Education 78, no. 8 (August 2001): 1107. http://dx.doi.org/10.1021/ed078p1107.6.
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Nasution, Sahkholid, and Zulheddi Zulheddi. "PENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB BERBASIS TEORI KONSTRUKTIVISME DI PERGURUAN TINGGI." Arabi : Journal of Arabic Studies 3, no. 2 (December 31, 2018): 121. http://dx.doi.org/10.24865/ajas.v3i2.96.
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This study aimed to: 1) describe the conditions of Arabic learning in the State Islamic university of North Sumatra (UIN SU) Medan; 2) develop the Arabic language learning model based on constructivism theory; and 3) know the level of validation of the Arabic language learning model based on constructivism theory. This research applied Research and Development (R & D) method with Four Ds model consisting of: define, design, development and dissemination. The results showed (1) the Arabic learning at UIN SU Medan needed much improvement because 48.32% of Arabic language lecturers still used a learning approach not encouraging students to learn actively, collaboratively, and confidently. In other words, the learning process was still teacher-centered. (2) The product (Arabic Language Learning Model) produced was an Arabic learning tool characterized by constructivism, which includes: Syllabus, RPS and Assessment. (3) Constructivism learning and Arabic learning experts assessed the products with an average value of 3.37 (very good).
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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 (May 31, 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 evaluación. Entre las conclusiones más relevantes se establece: que el cambio en los modelos formativos y consecuentemente la evaluación de los aprendizajes es una necesidad y demanda socio-laboral; el objeto de la evaluación siempre es el mismo lo que varía son sus funciones; la evaluación para aprender surge como respuesta ante las demandas del contexto sociolaboral que requiere que el estudiantado desarrolle gradualmente habilidades cognitivas y emocionales (aprenda a aprender) que le capaciten para conocer y regular sus procesos cognitivos; teóricamente la evaluación para aprender se fundamenta en el constructivismo cognitivo, principalmente en las teorías de Piaget y Ausubel y desde el constructivismo social se sustenta en la teoría de Vygotsky y Leontiev. Metodológicamente, la evaluación para aprender se caracteriza por ser integrada porque se vuelve una con el mismo proceso de aprendizaje e integral porque amalgama el conocimiento disciplinar y las habilidades cognitivas y emocionales en acciones que conforman las actividades de aprendizaje; finalmente, la función formativa se centra mayormente en la regulación y realimentación del docente pero en la medida que la retroalimentación se transforma en interactiva y va trasladando la responsabilidad autoreguladora del aprendizaje al estudiantado transita hacia una función formadora.Palabras clave: aprender a aprender; evaluar para aprender; constructivismo cognitivo; constructivismo social; integrada; integral; función formativa; función formadora Summary This article aims to show the theoretical and methodological framework that integrates the concept of assessment for learning, this presents and analyzes basic information about the purpose and functions of the evaluation of learning; regarding the assessment for learning it presents the competence of learning to learn as its main object of formation, cognitive and social constructivism as its theoretical basis and finally, as its methodological basis it is proposed the integrated and holistic feature, and the forming and formative function of evaluation.Among the most important conclusions it states: that the change in the formative models and consequently the evaluation of learning is a necessity and a socio-labor demand; the purpose of the assessment is always the same what it varies are its functions; assessment for learning surges as a response to the demands of social-labor context that requires students to develop gradually cognitive and emotional skills (learning to learn) that enables them to know and regulate their cognitive processes; in theory assessment for learning is based on cognitive constructivism, principally on the theories of Piaget and Ausubel and from the social constructivism is based on the theory of Vygotsky and Leontiev. Methodologically, assessment for learning is characterized by being integrated because it becomes one with learning process itself and holistic because it amalgams disciplinary knowledge and cognitive and emotional skills in actions that conform learning activities; finally, the training function focuses mainly in the regulation and feedback of teachers but to the extent that feedback becomes interactive and it is shifting the self-regulating responsibility of learning to the students it moves to a forming function.Keywords: learning to learn; assessment for learning; cognitive constructivism; social constructivism; integrated; holistic; formative function; forming function
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Riffert, Franz. "An Introduction to Whitehead’s New View of Learning and Its Relation to Traditional Learning Theories." Balkan Journal of Philosophy 10, no. 2 (2018): 73–88. http://dx.doi.org/10.5840/bjp20181029.
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Alfred North Whitehead, although probably known best for his collaborative work with Bertrand Russell on the Principia Mathematica, also developed an original theory of learning and instruction which has much to offer for our times. His theory will be discussed in this paper. In order to do so, two criteria are first developed which in their combination give rise to five categories: radical behaviorism, cognitivism, and radical constructivism, with the intermediary categories of moderate behaviorism and moderate constructivism. A great number of educational researchers are ascribed to one of these five categories. After discussing the shortcomings of the three major philosophical proponents of these three major educational approaches (Hume, Kant, and Berkeley), the basic assumptions of Whitehead’s philosophy of organism are presented, and his assumptions concerning learning and teaching are discussed in view of it. Finally, it is shown that Whitehead’s organismic philosophy is able to offer a frame for integrating Behaviorism, Cognitivism, and Constructivism, thereby solving a long standing scandal of education.
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Chen, Daozhi, and Jinghui Ling. "Online Teaching of Secondary Vocational Education based on Constructivism." Journal of Contemporary Educational Research 5, no. 7 (July 29, 2021): 1–7. http://dx.doi.org/10.26689/jcer.v5i7.2244.
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Online teaching would become a development trend in the field of education. Based on the characteristics of online education and the theory of constructivism, the elements of online teaching would undergo fundamental changes which would certainly lead to revolutionary educational concepts, contents, designs, methods, etc. With the continuous rapid development of China’s economy, the scale of vocational education has expanded. In combination with the constructivist learning theory to explain the meaning of online education, analysis of the feasibility of secondary vocational education and their students, as well as the online education in secondary vocational schools, a feasible online teaching design is constructed for vocational teachers. Through research, it is found that the online teaching of secondary vocational education teachers based on constructivism requires improvement in some of their abilities and personal qualities.
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Nesterenko, V. G. "Realization of constructivism theory in realities of blended learning environment." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2020): 49–51. http://dx.doi.org/10.20339/am.10-20.049.
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Presented is research study on projection and planning of a blended learning model in a field of formal university professional education. The article covers some problems, connected with modern learning methods and tendencies of their development. Blended learning is one of advanced tools of effective educational process, studied by teachers all over the world. The first important item in studying of blended learning is characteristics of its tendencies and theoretical bases to define ways and methods of its implementation. The article gives examples of basic theory searching, and ways and necessary conditions for blended learning environment arranging. According to many scientists, blended learning environment has all opportunities to use principles of constructivism theory, but adding of social contest in education allows ideas of social constructivism to be adopted in blended learning, as its aim is to acquire knowledge through the prism of cooperation and teamwork.
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Sulaila, Neneng. "آراء النظرية البنائية في تعلّم اللغة الثانية والاستفادة منها في تعليم اللغة العربية لغير الناطقين بها." Rayah Al-Islam 2, no. 01 (April 28, 2018): 12–22. http://dx.doi.org/10.37274/rais.v2i01.28.
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This study used a descriptive analytical approach to constructivism theory in learning a second language and used it in teaching Arabic to non-Arabic speakers by making literature study as a source of data collection. The results of the study showed that (a) The theory of constructivism was the philosophy of education which said that students develop their own knowledge that he keeps in his mind, so learning is an ongoing process. (b) Based on the principle of internal mental processes that occur in the student's brain so that they link past knowledge and present knowledge with the construction of learning activities that produce meaning. (c) The process of learning Arabic occurs after the information is constructed from the process of listening, speaking or writing in accordance with the rules of Arabic, and incorporating the knowledge gained from past knowledge that is influenced by the environment. (d) Learning in constructivism theory is based on four phases: (1) Advocacy (2) Exploration (3) Proposing interpretations and solutions (4) Taking action. (e) Applying constructivism theory in teaching Arabic to non-Arabic speakers based on the principles established by active students in constructing their linguistic knowledge.
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Manchulenko, Liliya, Nataliia Nosovets, Hanna Chorna, Olena Fonariuk, and Tetiana Turbar. "Constructivism in the training of students of pedagogical specialties." LAPLAGE EM REVISTA 7, Extra-B (May 28, 2021): 57–67. http://dx.doi.org/10.24115/s2446-622020217extra-b884p.57-67.
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The purpose of this article is to evaluate the effectiveness of models of training students in pedagogical specialties based on the theory of constructivism. The research methodology is based on a survey of students on the acquisition of knowledge in the learning process on the example of universities in Ukraine and Poland. The results of the study demonstrate the formation of students' knowledge in the process of organizing learning based on the methods of pedagogical constructivism. Students of the experimental group demonstrate a higher level of activity if the teacher uses communication and trust-oriented teaching methods. The scientific value of this research lies in the possibility of using the results of student surveys by teachers of pedagogical universities to understand which elements of constructivist pedagogy should be used to increase the efficiency of the educational process.
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Altmeyer, Stefan. "Vom Eigenleben der Dinge." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 2014): 349–57. http://dx.doi.org/10.1515/zpt-2014-0407.
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Abstract In recent years, constructivist positions have gained considerable influence on pedagogical thinking in general and religious education theory and practice in particular. The basic argument comes down to the question how learning happens. From a constructivist perspective, learning has to be understood as an active social process of creating individually viable meaning through the experience of difference. Current practice of RE seems to be widely shaped by a kind of pragmatic constructivism. The paper first describes and critically evaluates three of its basic options, which redefine the role of the learner, the instructor and the subject matter in religious learning processes. Secondly, a search for blind spots of constructivist practice is carried out considering works of the French philosopher and sociologist Bruno Latour. The key point is not to underestimate the ‘share of things’ in every learning process however self-constructive learning may be.
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-Muhibin, Muhibbin, and M. Arif Hidayatullah. "Implemntasi Teori Belajar Konstruktivisme Vygotsky Pada Mata Pelajaran Pai Di SMA Sains Qur`An Yogyakata." Belajea; Jurnal Pendidikan Islam 5, no. 1 (May 22, 2020): 113. http://dx.doi.org/10.29240/belajea.v5i1.1423.
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This study aims to answer the question of how and the implementation of vygotsky constructivism learning theory in PAI subjects at the Qur`an High School. The method used in this study is a qualitative research method, the instruments used by researchers in this study, are the researchers themselves and notebooks. Furthermore, the results of research on the implementation of constructivist learning theory in general can be said to be going well and in accordance with the steps of its application. In implementing constructivist learning models in general, PAI subjects in the Qur'an Science High School can run well and cannot be separated from several supporting factors such as the accuracy of teaching materials, methods, principals, teachers, and adequate infrastructure. In addition to supporting factors there are also several inhibiting factors in the constructivist learning model in general, namely the insufficient allocation of time and the lack of self-confidence of students at the beginning of the application of constructivist learning models. Efforts that can be made to overcome the inhibiting factors of constructivist learning models in general are teachers trying to form positive attitudes in students such as self-confidence and mutual respect besides sending teachers to attend training, work shops.
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Temmy, Temmy. "A Brief Analysis on Constructivism Theories and Intermediate Chinese Conversation Teaching." Humaniora 4, no. 2 (October 31, 2013): 1266. http://dx.doi.org/10.21512/humaniora.v4i2.3570.
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Constructivism theories believe that learning process should be conducted under a specific condition, which is social and cultural background of the target language. Learner’s language ability is built through communication and activities that helps to shape meaningful construction. This theory has a very high impact on teaching conversation. This article discusses the Constructivism theory, its relation on learner’s word production, psychological mechanism and teaching intermediate conversation’s characteristics, as well as the feasibility and applicability of Constructivism theory in the process on teaching intermediate conversation.
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Sunanik, Sunanik. "Perkembangan Anak ditinjau dari Teori Konstruktivisme." SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 2, no. 1 (June 1, 2014): 14. http://dx.doi.org/10.21093/sy.v2i1.491.
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Education can be viewed as a lifelong learning process which is planned and organized. Constructivist theory states that every person develop through a series of levels that must be taken, but childhood can help students to prepare and get new understanding through activities and social interactions. This method gives the teachers views about learning readiness. Once they understand how a kid knows the world, so they can plan the experience in order to deepen and strengthen their knowledge. Children who learn are not only imitated or reflected with the taught or what he read, but also to create understanding. When children interact with their environment, they build schemes variety, arrangements or patterns. This is the basis for more complex structures in the development of the mental activity. the implications of the theory of constructivism in early childhood education are as follows: (1) the purpose of education according to the theory of constructivism learning is to produce individuals or children who have ability to think or solve any problems, (2) curriculum is designed in a situation that enabling knowledge and skills can be constructed by learners. In addition, training is often done through a problem solving group to analyze problems in their life, and (3) the learners are always expected to be active and can find a way of learning better
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Gołębniak, Bogusława Dorota. "Konstruktywistyczna edukacja do konstruktywistycznego nauczania. Redefinicja relacji teorii i praktyki w akademickim kształceniu nauczycieli." Problemy Wczesnej Edukacji 51, no. 4 (December 31, 2020): 32–46. http://dx.doi.org/10.26881/pwe.2020.51.03.
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In this article, I discuss adult learning models and their implications in the field of academic didactics addressed to teacher candidates, which seem adequate to thinking about teaching (learning) in school inspired by constructivist-interpretative paradigms (Klus-Stańska 2018). Referring to David Guile’s (2005b) typology of approaches to professional education, which takes into account the criterion of the adopted theories of learning (a monological approach based on cognitivism, a dialogical/participatory approach, rooted in the model of cognition situated in context, and a trialogical approach corresponding to the theory of activity along with social constructivism), I compare the implications of the differentiated re/defining of the theory and practice relations in the programmes of the pedagogical component of studies constructed in accordance with the identified approaches.
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Hendrayanto, Dhani Nur. "Implications of the Constructivism Philosophy Perspective in Mathematics Learning." Journal of Mathematics and Mathematics Education 9, no. 1 (June 24, 2019): 15. http://dx.doi.org/10.20961/jmme.v9i1.48285.
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Implication has the aim of comparing the results of research between the past and those that have just been carried out. Basically, the implication of a theory can be defined as a direct result or a consequence of the findings of a research process. Thus various theories of research results emerged. This Constructivism learning theory has a strong influence in the world of education. As a result, the learning orientation in the classroom has shifted. Learning orientation shifted from teacher-centered teaching to student-centered learning. Students are no longer positioned as empty vessels ready to be filled. With a resigned attitude students are prepared to be filled with information by their teachers. Or students are conditioned in such a way to receive knowledge from their teachers. Now the teacher learning partners are students. Teachers are not the only information center or learning center. Meanwhile other learning sources can be peers, nature, the internet and others.
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Wu, Xiu Qin, Tie Liang Liu, Bing Li, and Xiao Ming Liu. "The Enterprise E_Learning Training Systems Building Based on Constructivism Learning Theory." Applied Mechanics and Materials 321-324 (June 2013): 3045–48. http://dx.doi.org/10.4028/www.scientific.net/amm.321-324.3045.
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The enterprise E_learning training system is changing enterprises training concept and forms, and it has been public used by some developed countries enterprises, because its no limitation of teaching place, timely information transmission and tracking, high rewarding for investment, rapidly refreshment of course content and reusability and so on. This article sets up an enterprise E_learning training system based on the constructivism learning theory from the point of enterprise learning model. This system is divided into several son systems include learning management, resource management, teaching management and evaluation management, and describe the training systems running process and strategies in a detail way.
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Ilmiani, Aulia Mustika. "تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 117–26. http://dx.doi.org/10.23971/altarib.v5i2.771.
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AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory
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Zhang, Jinzhu, and Hongquan Lin. "The New Developments of Constructivism Theory and Its Reflection on College English Teaching in the Era of New Media―A Case Study of International Textile Trade English." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 649. http://dx.doi.org/10.17507/tpls.0806.15.
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Constructivism, as one of the core theory of psychology, has a deep influence on foreign language teaching and learning in China. The author in this paper takes a university-based ESP course, International Textile Trade English as a case study and applies the main conception of the four schools of Constructivism as a guide to organize teaching practice, with the expectation to explore the effective combination of Constructivism theory with the ESP teaching practice. Some limitations of the research are put forward in the end.
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Jin, Juan, Kyung-Eun Hwang, and Inhan Kim. "A Study on the Constructivism Learning Method for BIM/IPD Collaboration Education." Applied Sciences 10, no. 15 (July 27, 2020): 5169. http://dx.doi.org/10.3390/app10155169.
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The purpose of this study is to verify the effectiveness of the constructivism education theory in building information modeling (BIM)/integrated project delivery (IPD) collaboration education by determining education methods that are most relevant to collaboration in the interaction process. We propose a BIM training model that enhances students’ satisfaction in class and collaboration. We aim to identify interrelationships between BIM collaboration education and constructivism theories, examining constructivism methods in BIM/IPD classes to discern which are the most suitable for improving and enhancing collaboration and the proposed education model. A model of the hypothesis “Constructivism Collaboration Process (CCP)” for BIM/IPD collaboration education was derived and a curriculum was created. The hypothesis model was tested by dividing into an experimental group and control group, and finally, prior and post-satisfaction and collaboration level assessments were performed in the BIM and IPD classes. After evaluating and analyzing the improvement in collaboration level and satisfaction, the results were derived for the hypothetical model of the “Constructivism Collaboration Process (CCP)” and the facts that can have a positive impact on BIM/IPD education.
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Siyin, Guo, and Tang Haibo. "The Teaching Reform of Counseling Psychology based on Constructivism Learning Theory." Theory and Practice of Psychological Counseling 2, no. 12 (2020): 884–90. http://dx.doi.org/10.35534/tppc.0212075.
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Ernest, Paul. "Constructivism: Which Form Provides the Most Adequate Theory of Mathematics Learning?" Journal für Mathematik-Didaktik 15, no. 3-4 (December 1994): 327–42. http://dx.doi.org/10.1007/bf03338812.
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Strang, Kenneth David. "Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 50–63. http://dx.doi.org/10.4018/jvple.2011070104.
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Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.
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Ardiansyah, Welly, and Murwani Ujihanti. "Social constructivist learning theory and reciprocal teaching to teach reading comprehension." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 70. http://dx.doi.org/10.18844/ijlt.v10i1.3147.
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English teachers who teach reading comprehension course surely often give their students reading assignments, for example reading articles, popular press books and/or internet publications. Unfortunately, the results were not satisfying and made English teachers disappointed. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension required for the success in higher education. One solution to overcome this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies to students, specifically, reciprocal teaching (RT). The philosophical root of RT itself is social constructivism which explains how students might acquire knowledge and learn; then, this concept is accumulated with the use of RT strategy to teach reading comprehension course at school. All are clearly discussed, so that the RT could be an alternative reading comprehension strategic choice for all English teachers to teach reading comprehension course at Polytechnic.
Keywords: Social constructivism, reciprocal teaching, learning evaluation.
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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi." Studier i Pædagogisk Filosofi 2, no. 2 (January 13, 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 and a 1. person epistemological perspective in the scientific investigation of cognition</p>
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Daukilas, Sigitas, and Irma Kačinienė. "Mokymasis konstruktyvizmo ir konektyvizmo sandūroje." Management Theory and Studies for Rural Business and Infrastructure Development 37, no. 2 (June 17, 2015): 201–11. http://dx.doi.org/10.15544/mts.2015.18.
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Planning of study process and research of quality standards in learning organisations is based on the theory of knowledge (epistemology). Modern studies in higher education systems are generally based on the learning theory principles of connectivism and constructivism. However, these teaching/ learning principles are not adequately applied in learning organisations. The aim of the research is to reveal the problems related with inadequate application of connectivism and constructivism pedagogy principles in education and business organisations. The results of the research show that application of connectivism principles in education organisations impersonalises study content, diminishes pedagogic conditions of value system education, increases study costs. Connectivism ppedagogy is more effective in business organisations, because it guarantees interactive, reflection and learnerexperience based cognition. The theory is effective in business organisations because of its flexible content and the system oriented towards learner needs and individualised learning strategy.
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Abderrahim, Lizzie, and Mar Gutiérrez-Colón Plana. "A theoretical journey from social constructivism to digital storytelling." EuroCALL Review 29, no. 1 (April 20, 2021): 38. http://dx.doi.org/10.4995/eurocall.2021.12853.
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<p>Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher’s total physical response approach, to Blaine Ray’s TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.</p>