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Relevant bibliographies by topics / Constructivism principles

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Academic literature on the topic 'Constructivism principles'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Constructivism principles"

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Tamara Awad Alobiedallah, Tamara Awad Alobiedallah. "The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 29 (2021): 65–89. http://dx.doi.org/10.26389/ajsrp.r020321.

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This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The resul

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Subramanian, N., Dr.M.Suganthi, Mr.G.P.Raja, Dr.C.Muthurasu, and T.S.Clara. "NUANCES OF CONSTRUCTIVIST TEACHER'S MANTLE." Kala : The Journal of Indian Art History Congress 26, no. 2(XXVI) (2020): 40–44. https://doi.org/10.5281/zenodo.13147395.

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This paper brings into discussion about the role of teachers in diverse atmosphere based on various constructivist perspectives.  Respectively, this paper puts emphasis on the voyage of constructivism in Indian Education. This study further takes a closer look on nuances of constructivist teachers’ mantle. This research article mainly focused on teachers’ mantle in various types of constructivism namely, personal constructivist perspective, cognitive constructivist perspective, social constructivist perspective and radical constructivist perspective. Finally, this paper tinted

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Holmes, Andrew Gary Darwin. "Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?" Shanlax International Journal of Education 8, no. 1 (2019): 7–15. http://dx.doi.org/10.34293/education.v8i1.819.

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This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claimsconstructivist pedagogical approaches have become normative practice, when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there

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N, Dr Revati. "Integrating Constructivism, Science Education, and Technology: An Investigation into Pedagogical Strategies, Student Engagement, and Learning Outcomes in the Digital Age." International Journal for Research in Applied Science and Engineering Technology 12, no. 12 (2024): 1021–26. https://doi.org/10.22214/ijraset.2024.65933.

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The purpose of this paper is to explore the multifaceted concept of constructivism and its implications for science education and technology in the digital age. Constructivism, as a theoretical framework, has evolved to encompass diverse interpretations and applications across multiple disciplines, including the humanities, natural sciences, and social sciences. This paper aims to provide a comprehensive review of these interpretations. The investigation focuses on four key varieties of constructivism: philosophical constructivism, which examines the epistemological foundations of knowledge co

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Galkina, Marina V. "Unrealized Architectural Projects of the 1920s: The Value of Constructivism Ideas." Observatory of Culture 16, no. 1 (2019): 50–61. http://dx.doi.org/10.25281/2072-3156-2019-16-1-50-61.

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The article is devoted to one of the most interesting topics: the ideological heritage of constructivism and evaluation of its value. The novelty of the research is determined by the choice of its subject: unrealized projects of Soviet architects of the 1920s (I.I. Leonidov, K.S. Melnikov, V.A. Vesnin, A.A. Vesnin, L.A. Vesnin and N.A. Ladovsky) as a source of promising ideas for the architecture and design of the late 20th—early 21st century. The paper aims to assess the creative and artistic value of the unrealized projects of Soviet constructivists for the modern architectural design. The

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Reath, Andrews. "Kantian Constructivism and Kantian Constitutivism: Some Reflections." Kant Yearbook 14, no. 1 (2022): 45–69. http://dx.doi.org/10.1515/kantyb-2022-0003.

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Abstract Is moral constructivism an account of the basis of the content of morality or of its authority? In fact, different writers have understood constructivism to be addressing different issues. In this paper I argue that Kant should be understood as a constructivist about the content of morality – or better about a limited set of general substantive principles – and as a constititutivist about its authority. After some general remarks in Section 1 about contemporary discussions of constructivism, in Section 2 I discuss Rawls’s understanding of Kant’s constructivism; Rawls takes Kantian con

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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and m

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Zahara, M.Pd, Laxmi, Putu Budi Adnyana, I Gede Astra Wesnawa, and I Putu Wisna Ariawan. "Constructivism as a Foundation in Developing Physics Teaching Strategies." Kappa Journal 8, no. 3 (2024): 351–58. https://doi.org/10.29408/kpj.v8i3.27615.

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The concept of constructivism has emerged as a key pedagogical approach that highlights the active role of students in constructing knowledge. This theory emphasizes learning through social interaction, experimentation, and self directed discovery, with notable contributions from theorists such as Piaget, Vygotsky, Montessori, and Bruner. This study aims to explore the application of constructivism in teaching physics, specifically focusing on the innovation and effectiveness of this approach in improving learning outcomes. A literature study approach was employed to gather and analyze data fr

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Erawati, Ni Ketut, and Putu Budi Adnyana. "IMPLEMENTATION OF JEAN PEAGET’S THEORY OF CONTRUCTIVISM IN LEARNING: A LITERATURE REVIEW." Indonesian Journal of Educational Development (IJED) 5, no. 3 (2024): 394–401. https://doi.org/10.59672/ijed.v5i3.4148.

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The theory of constructivism, developed by Jean Piaget, emphasizes that knowledge is constructed through directexperience and social interaction. The implementation of constructivist principles in learning aims to create an environment that supports students' active exploration and deep understanding. This article examines various methods of applying Jean Piaget's theory in educational contexts, including problem-based learning, projects, hands-on experiments, and group discussions. The method used in this research is a literature review by reviewing several relevant literature studies related

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Thi Thu, Huong Le, and Huong Tran Thi Thu. "APPLYING CONSTRUCTIVIST THEORY IN TEACHING MATHEMATICS AT GRADE 2." International Journal of Education and Social Science Research 06, no. 02 (2023): 213–20. http://dx.doi.org/10.37500/ijessr.2023.6219.

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Constructivism theory emphasizes the active role of students in the learning process to create knowledge for themselves. This initiative is reflected in the fact that students are placed in situations where they find it necessary, capable, and need to solve the given problem. Through problem-solving, students create knowledge for themselves. In this paper, we present the concept of constructivist-based teaching and types of constructivism; analyze the role of constructivist-based in teaching Math, and propose some design principles and processes of lesson design according to constructivist the

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Dissertations / Theses on the topic "Constructivism principles"

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Acikalin, Mehmet. "The influence of computer-supported instruction (CSI) on the principles of constructivist pedagogy in the social studies curriculum." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155699345.

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Boggs, Teresa, and Jane Tingle Broderick. "Utilizing Constructivist Principles in Engaging Young Children with Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4202.

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McDonald, Susan Ellen. "A model of teacher professional development based on the principles of lesson study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30389/1/Susan_McDonald_Thesis.pdf.

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The researcher’s professional role as an Education Officer was the impetus for this study. Designing and implementing professional development activities is a significant component of the researcher’s position description and as a result of reflection and feedback from participants and colleagues, the creation of a more effective model of professional development became the focus for this study. Few studies have examined all three links between the purposes of professional development that is, increasing teacher knowledge, improving teacher practice, and improving student outcomes. This study

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McDonald, Susan Ellen. "A model of teacher professional development based on the principles of lesson study." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30389/.

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The researcher’s professional role as an Education Officer was the impetus for this study. Designing and implementing professional development activities is a significant component of the researcher’s position description and as a result of reflection and feedback from participants and colleagues, the creation of a more effective model of professional development became the focus for this study. Few studies have examined all three links between the purposes of professional development that is, increasing teacher knowledge, improving teacher practice, and improving student outcomes. This study

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Cooper, Jean Henry. "A training programme based on the principles of social constructivism and focused on developing people for the future world of work an evaluation /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03162005-142319.

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Thesis (M. Comm. (Economic and business science))-University of Pretoria, 2005.<br>Abstracts in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

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Stinson, Anthony B. "An Autoethnography:A Mathematics Teacher's Journey of Identity Construction and Change." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/43.

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Despite some gains, improving secondary mathematics instruction remains an area of concern of the National Council of Teachers of Mathematics (NCTM). Recitation, also known as lecturing, prevails as the practice of choice of mathematics teachers in the United States. However, the report of the NCTM Research Advisory Committee 2000 indicates that the mathematical proficiency of students increases when the practice of choice includes more than recitation. Therefore, changes in instruction in the mathematics classroom should occur to improve student learning. The purpose of this dissertation is t

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Sumita, Benita. "Examining the dynamic cascading of international norms through cluster genealogies : 1998 UN Guiding Principles on Internal Displacement and other cases." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15782.

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In 1998 the UN Guiding Principles on Internal Displacement were developed following years of crises faced by the millions of people experiencing forced displacement, especially those internally displaced. These Principles were widely considered to be precedent setting, both historically and normatively. However, the examination of the construction of the international norms that underpin the Principles indicates that there are important epistemological weaknesses in widely used constructivist frameworks that understand normative shifts in international relations. They are critiqued as being im

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Feijó, Ataualpa Godolphim. "O construtivismo político rawlseano: da possibilidade de uma justificação política normativa não-fundacionalista." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1027.

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Made available in DSpace on 2014-08-20T13:17:40Z (GMT). No. of bitstreams: 1 Ataualpa_Godolphim_Feijo_Dissertacao.pdf: 1157658 bytes, checksum: 39418b95a73eb9413821bfe66409f3e2 (MD5) Previous issue date: 2011-05-09<br>Contemporaries democratic societies are deeply distinguished by the diverseness of ethical, phylosophical and religious doctrines so that the principles that govern the basic structure of society must be established in a way this pluralism be respected. John Rawls, in this context, shows his theory of justice as fairness, which proposes a political constructivism for cons

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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.

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Evanshen, Pamela, and Janet Faulk. "Transforming an Elementary School: Using Constructivist Principles to Inspire Change." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4362.

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Books on the topic "Constructivism principles"

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Rheta, DeVries, ed. Developing constructivist early childhood curriculum: Practical principles and activities. Teachers College Press, 2002.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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

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

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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Freeman, Samuel. Constructivism, Facts, and Moral Justification. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190699260.003.0010.

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This chapter responds to G. A. Cohen’s criticisms of Rawls’s reliance upon social and psychological facts about humans to argue for his principles of justice. Cohen contends that such facts are irrelevant to the justification of fundamental principles of justice and that Rawls’s difference principle is not a fundamental principle but a principle of regulation to accommodate injustice due to human selfishness. I respond to these criticisms by discussing three reasons why the first principles of a moral conception of justice should be “fact-sensitive”: First, a conception of justice should be co

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Book chapters on the topic "Constructivism principles"

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Cha, Sung-Hyun, Kum-Taek Seo, and Gi-Wang Shin. "Educational Principles in Constructivism for Ubiquitous Based Learning." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20975-8_31.

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Goodman, Harriet. "Relational Therapy: Constructivist Principles to Guide Diversity Practice." In Relational Social Work Practice with Diverse Populations. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6681-9_3.

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Hoidn, Sabine. "Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments." In Student-Centered Learning Environments in Higher Education Classrooms. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-94941-0_2.

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Sambin, Giovanni. "Two applications of dynamic constructivism: Brouwer’s continuity principle and choice sequences in formal topology." In One Hundred Years of Intuitionism (1907–2007). Birkhäuser Basel, 2008. http://dx.doi.org/10.1007/978-3-7643-8653-5_18.

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Hirsh-Pasek, Kathy, Roberta Michnick Golinkoff, and Lauretta Reeves. "Constructivist Explanations for Language Acquisition May Be Insufficient: The Case for Language-Specific Principles." In The Nature and Ontogenesis of Meaning. Routledge, 2023. http://dx.doi.org/10.4324/9781003428152-11.

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Lindqvist, Henrik. "Theoretical Pluralism and Theoretical Agnosticism as Useful Principles When Studying Student Teachers' Efforts to Cope with Emotionally Challenging Situations." In The Routledge International Handbook of Constructivist Grounded Theory in Educational Research. Routledge, 2024. http://dx.doi.org/10.4324/9781003425403-19.

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Sazonov, V. Yu. "An Equivalence between Polynomial Constructivity of Markov’s Principle and the Equality P=NP." In Mathematical Logic. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-0609-2_25.

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Hsu, Kuang-Chen, and Judith Lewandowski. "Utilizing Constructivist-Based Multimedia Principles in Blended Course Design Supports Greater Learner Autonomy: A Case Study." In Learning, Design, and Technology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_181.

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Hsu, Kuang-Chen, and Judith Lewandowski. "Utilizing Constructivist-Based Multimedia Principles in Blended Course Design Supports Greater Learner Autonomy: A Case Study." In Learning, Design, and Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_181-1.

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Guyer, Paul. "Kantian Constructivism I." In Kant's Impact on Moral Philosophy. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780199592456.003.0017.

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Abstract In A Theory of Justice, John Rawls derived two principles of justice, a principle of maximally equal liberties and a principle of equality of opportunity, from an “original position” for agreement upon principles governed by a “veil of ignorance” that operationalizes a “Kantian interpretation” of citizens as desiring to express their nature as “free and equal” to each other. He thus erected his own liberal political philosophy on what he recognized as the most fundamental concept of Kant’s moral philosophy. He regarded his approach as “constructivist,” for the principles of justice are not somehow given or intuited but are constructed by a procedure that begins with a Kantian conception of the true nature of persons. In later work he introduced the idea of “Kantian constructivism” as a more general approach to moral philosophy, but in his lectures on Kant’s moral philosophy he made it clear that the underlying conceptions of persons as equally ends in themselves and of the categorical imperative are not “constructed” but must simply be assumed at the outset of the construction of further, more specific moral principles. In this Rawls remained closer to Kant that did many of the successors who call themselves “constructivists.”

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Conference papers on the topic "Constructivism principles"

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Bordoli, Rodrigo Gil, and Matías A. Valenzuela. "Análisis del detallamiento en cimentaciones por micropilotes y conexión monolítica en puentes del Uruguay." In IABSE Congress, San José 2024: Beyond Structural Engineering in a Changing World. International Association for Bridge and Structural Engineering (IABSE), 2024. https://doi.org/10.2749/sanjose.2024.1197.

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<p>En los últimos años en Uruguay han participado proyectistas de puentes de diversos países donde han propuesto soluciones de diseño innovadoras. Esto ha traído nuevas técnicas y soluciones de tipologías y detalles implementados en los proyectos y construcciones de puentes, comúnmente utilizadas en otros países, pero poco usuales para Uruguay.</p><p>En el presente documento se exponen dos aspectos constructivos innovadores para los puentes en Uruguay, a saber: la utilización de micropilotes en las fundaciones y sistemas de articulación entre tablero – tablero como forma de e

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LAȘCU, Lilia. "The constructivist approach to learning: current configurations." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p156-159.

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The article highlights theoretical approaches with reference to the phenomenon of learning from a constructivist perspective. The major directions/perspectives – cognitive constructivism and social constructivism – are presented and characterized. The value of constructivist principles that make the learning process more efficient is outlined. Ideas specific to constructivist learning, interpretive and applied perspectives in approaching educational theory and practice are presented.

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GOROBEȚ, Evelina. "The influence of the constructivist approach on the development of creativity and language learning in online environment." In "Valorificarea neuroştiinţelor în dezvoltarea personală", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.7-8-11-2024.p205-216.

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This article explores the influence of the constructivist approach on the development of creativity and language learning in online environments, particularly in the context of Teaching English as a Foreign Language (TEFL). Rooted in the theories of prominent scholars such as Piaget, Vygotsky, and Bruner, constructivism emphasizes active knowledge construction, social interaction, and collaborative learning. The shift from traditional, individual-focused approaches to social constructivist learning models highlights the significance of collaborative activities and real-world tasks in fostering

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UNGUREANU, Eugenia-Nadia. "Correlations of discovery learning with pedagogical theories and principles." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p159-165.

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Learning is about building knowledge. Learning theories fall into three categories: behaviorism, constructivism and cognitivism. Kindergarten activities lay the foundations for an openness to the concepts that children will encounter later. One of the teacher's tasks is to show the child how to learn, how to focus his or her attention in order to increase stability and distributivity and to observe, with interest, the material studied. The mastery of the teaching act consists in combining theoretical knowledge and practical usefulness in a unified process and supporting the child in acquiring

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MAJ, Stanislaw Paul. "Benchmarking educational quality – an independent analysis and alternative approach." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0144.

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In a ten-year study over thirty STEM units in seven nationally accredited institutions (two colleges, five universities, including a five-star teaching university) in two different countries were analyzed to evaluate their educational quality using a range of criteria and benchmarked against the finalists of the 2010 IEEE global award for academics. Unit content and teaching were found to be almost exclusively based on Constructivist based principles. However, Constructivism provides subjective guidelines open to different interpretations. The analyzed units demonstrated considerable variation

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Rüütmann, Tiia. "ENGINEERING PEDAGOGY SCIENCE AS THE CONTEMPORARY BASIS FOR EFFECTIVE TEACHING OF SCIENCE, TECHNOLOGY AND ENGINEERING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.187.

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This study is introducing the basic principles of Engineering Pedagogy Science for effective design, teaching and learning of science, technology and engineering. The basic didactical models are introduced for contemporary design of effective teaching and learning. A quadruple instruction model of Engineering Pedagogy Science is proposed, integrating the principles of Behaviourism, Cognitivism, Social Constructivism and Humanism on the basis of didactic model of Engineering Pedagogy Science. Keywords: didactical model, effective teaching of STE, engineering pedagogy, educational design, quadru

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Đorić, Biljana. "REPRESENTATION OF LEARNING THEORIES IN THE DESIGN OF ELECTRONIC COURSES IN THE CONTEXT OF HIGHER EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.147dj.

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E-learning is based on numerous psychological and pedagogical theories of learning, which is why their implementation in the context of instructional design can greatly affect the organization and content of e-courses. Diversity in the contents of certain teaching areas requires different approaches in shaping the learning environment. Therefore, the aim of this pilot study is to examine the representation of learning theories in e-course design in the context of higher education. For the needs of the research, an instrument was created which was piloted on a sample of 20 teachers and associat

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Aripova, Y., and Y. Arustamyan. "Showcases of Innovative Applications in Teaching Translation." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.108.

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The adoption of Artificial Intelligence (AI) in educational environments signifies a juncture change to the digital mode of learning within higher education. This paper investigates the functioning effects of integrating AI technologies within higher education, which include a focus on having a personalized interface and experience as well as a way of enhancing pedagogy and addressing learning and assessment-based challenges. The analysis of drastic learning theories including behaviorism, cognitivism, and constructivism reveals their fundamental role that AI plays for their integration in edu

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Svoboda, Petr. "Artificial Intelligence as a Supplement in the Teaching Process." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100901.

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The paper emphasizes the importance of artificial intelligence as a supplement to its use in education. What influence and impact does artificial intelligence have on education? Is the use in teaching focused on teaching goals? Artificial intelligence can use methods of experiential learning, simulation learning, principles of connectivity and constructivism. The paper responds to new trends and needs of society, whose competitiveness requires readiness for the requirements of education 4.0 (5.0). The possibilities of artificial intelligence applied in the educational process can be designed f

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Thanommit, Samonchai. "THE DEVELOPMENT OF AN INTERACTIVE WEBSITE ABOUT TAX AND FINANCIAL MANAGEMENT BY APPLYING CONSTRUCTIVISM THEORY FOR STUDENTS OF KING MONGKUT'S UNIVERSITY OF TECHNOLOGY THONBURI." In EduCon Bangkok – International Conference on Education, 08-09 July 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.169170.

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The development of an Interactive website about tax and financial management by applying constructivism theory for students of King Mongkut's University of Technology Thonburi. The objectives are 1) to develop a self-learning model through an interaction website to provide knowledge about tax and financial management, by applying constructivism theory 2) to study the quality of an Interactive website 3) to compare academic achievement of students, before and after using an Interactive website, and 4) to study the satisfaction of the sample group of students at King Mongkut's University of Tech

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Reports on the topic "Constructivism principles"

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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial sys

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Baptista, Belén, Nayib Tala, Sandra López, Wilhelm Dalaison, and Camilo Saldías. Transformando la construcción en América Latina y el Caribe: digitalización e innovación como claves para la sostenibilidad. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013226.

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Este documento explora cómo la digitalización y métodos innovadores constructivos son una oportunidad para fomentar la construcción sostenible en América Latina y el Caribe (ALC) y cómo algunos países están empezando a avanzar en esta trayectoria. Se estructura en cuatro secciones principales: introducción, clasificación de diferentes tipos de soluciones actuales que promueven la construcción sostenible, análisis de iniciativas, desafíos y buenas prácticas en la construcción sostenible en Brasil, Chile, Costa Rica y Uruguay sobre la base de entrevistas con actores claves, y conclusiones y reco

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