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Dissertations / Theses on the topic 'Constructivism principles'

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Published: 7 June 2025

Last updated: 16 July 2025

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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 is significant in that it investigates the nature of the growth of teachers who participated in a model of professional development which was based upon the principles of Lesson Study. The research provides qualitative and empirical data to establish some links between teacher knowledge, teacher practice, and student learning outcomes. Teacher knowledge in this study refers to mathematics content knowledge as well as pedagogical-content knowledge. The outcomes for students include achievement outcomes, attitudinal outcomes, and behavioural outcomes. As the study was conducted at one school-site, existence proof research was the focus of the methodology and data collection. Developing over the 2007 school year, with five teacher-participants and approximately 160 students from Year Levels 6 to 9, the Lesson Study-principled model of professional development provided the teacher-participants with on-site, on-going, and reflective learning based on their classroom environment. The focus area for the professional development was strategising the engagement with and solution of worded mathematics problems. A design experiment was used to develop the professional development as an intervention of prevailing teacher practice for which data were collected prior to and after the period of intervention. A model of teacher change was developed as an underpinning framework for the development of the study, and was useful in making decisions about data collection and analyses. Data sources consisted of questionnaires, pre-tests and post-tests, interviews, and researcher observations and field notes. The data clearly showed that: content knowledge and pedagogical-content knowledge were increased among the teacher-participants; teacher practice changed in a positive manner; and that a majority of students demonstrated improved learning outcomes. The positive changes to teacher practice are described in this study as the demonstrated use of mixed pedagogical practices rather than a polarisation to either traditional pedagogical practices or contemporary pedagogical practices. The improvement in student learning outcomes was most significant as improved achievement outcomes as indicated by the comparison of pre-test and post-test scores. The effectiveness of the Lesson Study-principled model of professional development used in this study was evaluated using Guskey’s (2005) Five Levels of Professional Development Evaluation.

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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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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. 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 to provide a personalized account of one mathematics teacher’s use of reflective teaching as an agent of change. This dissertation is about a journey of change in instruction fostered by a change of identity as a mathematics teacher. This dissertation chronicles the identity construction of the teacher. This study has relevance because the process utilized by the teacher provides a method of self-examination and identity construction for other mathematics classroom teachers who want to improve their practices. This study also has relevance because it describes the process of how a classroom teacher takes ownership of self-improvement. This qualitative dissertation uses autoethnography as the methodology. Autoethnography is research, writing and story where the researcher is the subject and the researcher’s experiences are the data (Ellis and Bochner 2000). The theoretical frame for this autoethnography is identity theory as it relates to teacher identity construction. Memory, videotaped lessons, student commentary and a reflective journal serve as supporting data sources to render narratives detailing the findings. The research question guiding this dissertation is: In what ways does a teacher’s reflection on mathematics practice facilitate teacher identity construction and change of practice? The findings show that a teacher’s identity can be interwoven by many characteristics that at times work simultaneously. The findings also indicate that changing one’s practices is an arduous process but can be accomplished and the process given “voice.”

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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 impedingly linear, temporally compressed and analytically obstructive in its agent-centric view of norm cascading. This research aims to address some of these gaps with an enhanced life-cycle model using cluster genealogies and the processes of replication and particularization. The reformulated framework is tested for robustness and feasibility using two preliminary cases – UNSC Resolution 1325 and the Chemical Weapons Convention. It is then used to conduct an in-depth original analysis of the development of the 1998 UN Guiding Principles. The findings in the case of the Guiding Principles show, for example, that though the acceptance of the IDP definition was a big leap, the replication and particularization of human rights limits the humanitarian scope of the Guiding Principles, and also brings into question existing humanitarian protection of IDPs under the Geneva Conventions. Meanwhile, rooting them in ‘sovereignty as responsibility’ has not shifted the community of states’ intersubjective take on sovereignty, but it has added to the existing normative tension – individual vs. state – that underpins the very understanding of sovereignty.

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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 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 constructing and justify the Equal Liberty and the Fair Equality of Opportunity/Difference principles. So, such principles are not introduced as more fitness for the basic structure because they allude to a prior normative order foregoing the conceptions of person and society, but because they express shared political values that constitute moral facts which, for them part, doesn t need be epistemologically proved in order to be utilized as ground points for the more general principles. Thus, arouse the concept of reasonable as opposed to true, because the idea of reasonableness alludes to an account of justification that doesn t appeal to an autonomous or heteronomous foundational authority. In this manner, this idea becomes an substitute for the idea of truth, which inevitably implies a notion of absolute and foudationalist justification that, according to Rawls, isn t suitable for a theory of justice which intends itself tolerant and freestanding. We must therefore, in order to expose this constructivism in a didactic way, analyse the three procedures which compose it, namely, original position, reflective equilibrium and overlapping consensus. It has evidenced that these procedures work in narrow syntony, so that them propitiate a normative account of objectivity for the principles of justice which can perfectly leave aside the notions of truth and absolute growndwork As sociedades democráticas contemporâneas são profundamente marcadas pela diversidade de doutrinas éticas, filosóficas e religiosas, de modo que os princípios que regem a estrutura básica da sociedade precisam ser estabelecidos para que este pluralismo seja respeitado. Nesse ínterim, John Rawls apresenta sua teoria da justiça como equidade, a qual propõe um construtivismo político que visa a construção e a justificação dos princípios de Igual Liberdade e Igualdade Equitativa de Oportunidade/Diferença. Assim, tais princípios não são apresentados como sendo os mais adequados - para a estrutura básica social - em vista de remeterem a uma ordem normativa anterior às concepções de pessoa e sociedade, mas, sim, por expressarem valores políticos compartilhados que constituem fatos morais, os quais, por sua vez, não necessitam ser epistemologicamente comprovados a fim de poderem ser utilizados como pontos de ancoramento para os princípios mais gerais. Surge, desta forma, o conceito de razoável (reasonable) como sendo contraposto ao conceito de verdadeiro (true), uma vez que a ideia de razoabilidade remete a uma concepção de justificação que não apela para uma autoridade fundacional de cunho autônomo ou heterônomo. Logo, esta ideia vem a substituir a de verdade, a qual acarreta, inevitavelmente, uma noção de justificação absoluta e fundacionalista, justificação esta que, conforme Rawls, não é adequada para uma teoria da justiça que se pretenda tolerante e autossustentada (freestanding). Desta maneira, a fim de expormos didaticamente este construtivismo, precisamos analisar os três procedimentos que o compõem, a saber, a posição original (original position), o equilíbrio reflexivo (reflective equilibrium) e o consenso sobreposto (overlapping consensus). Constatou-se que esses procedimentos operam em estreita sintonia, de modo que propiciam uma concepção de objetividade normativa para os princípios políticos de justiça - que pode, perfeitamente, prescindir das noções de verdade e de fundamentação absoluta

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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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Evanshen, Pamela, and D. Arnold. "Transforming an Elementary School: Incorporating Constructivist Learning Principles to Impact Learning." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4363.

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Dantes, Christine. "Models and principles utilized to create constructivist-collaborative learning within Second Life." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714739.

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The virtual 3D world of Second Life continues to grow as an educational platform for higher education. Instructional designers and faculty designers by assignment in this multi-case study described the constructivist instructional strategies, design models, and processes, utilized to create constructivist collaborative-learning environments in Second Life. A gap was identified in the literature surrounding the use of constructivist design and the effects on various alternative-learning environments, such as Second Life. Ten participants from higher education were purposively chosen to participate in the study. All of the 10 participants met the criteria that included five years experience in instructional design and two years experience designing in Second Life. Five participants were instructional designers and the other five were faculty designers by assignment. Data were collected from four sources that included in-depth semi-structured participant interviews, an observational protocol guide, and documents. The same observation protocol guide was used to examine Second Life sites while the participants were present. The study identified the instructional design models, processes, strategies, advantages, and challenges for instructional design in Second Life. Included in the findings is an instructional design model for use in virtual worlds such as Second Life. .

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Evanshen, Pamela, and B. Clark. "Maximizing Early Childhood Practices by Incorporating Constructivist Principles in an Elementary School." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4465.

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In most public schools, children begin school in kindergarten. Recently, many school systems have begun to implement programs for preschoolers, ages three and four. Georgia introduced the first statewide universal pre-K program in 1995 which offers all 4 year old children free preschool. New York, Oklahoma and Florida have followed (Barnett & Hustedt, 2003). Tennessee recently passed a bill to use $25 million of lottery money to fund preschool for children considered "at risk" ("Latest Pre-Kindergarten News," n.d.). The substantial amount of research involving brain development has stressed the importance of quality experiences in the early years of life (birth-8 years). Why not house these programs along with childcare in a public school? And, better yet, why not design a program and building for children six weeks through II years of age (traditional grade five age) which is based upon early childhood practices and incorporates constructivist principles? That is exactly what educators in a small, diversified school district in Northeast Tennessee did when the system committed to creating a "21st Century" elementary school.

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Hughes, Richard. "Exploring sustainable project management practices in Australian public projects - a constructivist view." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2731.

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The research examined sustainable project management (SPM) practices in Australian public infrastructure and construction projects. SPM is an emerging scholarly domain and the research explored gaps in knowledge relating to SPM principles, concepts, ontology, ethics, and planning. The research asked two questions: RQ1 – In the context of Australian public projects, what institutional artefacts and factors shape and influence the use of sustainable project practices? RQ2 – To what extent do these practices include measures that demonstrate the successful use of sustainable resources? The ontological assumptions for the research were constructivist which helped capture the holistic intricacies of the context, beliefs, values, and subjective experiences of organisations and individuals involved. Epistemologically, the research adopted a social constructivist approach which, methodologically, used discourse analytical (DA) and constructivist grounded theory (CGT) methods. An initial conceptual model was developed from literature and used to underpin an analysis of publicly available institutional artefacts from six selected Australian state and local government organisations (SGOs and LGOs). The DA was supported by a detailed analysis of the principles of project management from the current Standard for Project Management (The Standard) published by the Project Management Institute (PMI). The results of the DA informed a CGT analysis of 30 semi-structured interviews with project management professionals. Both analyses drew together concepts drawn from stakeholder theory, stakeholder practices, and ethical stewardship principles. The results confirmed the difficulties of understanding sustainability in SGO and LGO projects using traditional, reductionist constraints linked to time and cost as the ethical approaches needed to address the life-threatening hazards to Earth and life on it are not factors in reductionist approaches. The DA and CGT analyses confirmed that ethical SPM principles, broad stakeholder engagement, the provenance of resources, and consideration for future generations represent grand challenges which have yet to be addressed. While SGO and LGO policies, frameworks and strategies had a common sustainability thread, all varied and were not unified around sustainable goals. Furthermore, SGOs and LGOs lacked an understanding of how to evaluate sustainable projects to determine if projects were genuinely sustainable. The theoretical implications show that stakeholder theory can now be extended to government organisations using value concept arising from the public benefits of adopting sustainable approaches. Similarly, stewardship theory could be extended to explain why rational actors in sustainable public projects were unwilling or unable to realise sustainable value which may have a direct impact on themselves, their communities, or global stakeholders either now or in the future. This represents a deficiency in our current understanding of stewardship theory. The findings of the research also have practical implications. The pollination of SPM concepts within the Australian government ecosystem will need to improve. Many SGO and LGO government policies, frameworks, and strategies do not coherently support SPM, so the gaps are being filled using voluntary schemes or ad-hoc individual interpretations. In addition, guidance about SPM from professional project management organisations is lacking. The Standard is not explicit about SPM and instead provides fractured and partially hidden guidance which could result in the grand challenges of SPM being downplayed or overlooked. The research findings also indicate that the primary constraint shaping most Australian public infrastructure and construction projects is a requirement to deliver within approved budgets. This cost constraint relates to both projects and the operational assets that each project creates. Consequently, even though the ethical principles of SPM are becoming clear, Australian public organisations and practitioners are generally not adhering to them. The thesis outlines possible future research to examine the stewardship deficiency and to research why stewards in sustainable projects do not seek satisfaction from seeing the true value of sustainable stewardship. The exploratory nature of the research has highlighted the need for more work to delve into practitioner understanding of SPM, project principles, and the sustainable use of resources. The research also includes suggestions for future studies into assessing sustainable projects using more holistic program evaluations.

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Angnakoon, Putthachat. "Exploring Teachers’ Constructivist Beliefs Using Talis 2013: Approaches to Training and Development." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804991/.

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The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and teacher professional development. Additionally, an understanding of how the constructivist beliefs associate with the level of self-efficacy and professional activities will assist curriculum developers in higher educational institutions in the development of quality teacher preparation programs for the future teaching workforce.

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Stoker, John. "An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principles." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1431.

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The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary school teachers in the Eastern Cape of South Africa. A cohort of 34 teachers drawn from urban and rural schools in the Eastern Cape engaged in an accredited professional development intervention offered by the Rhodes University Mathematics Education Project (RUMEP). The 34 teachers were referred to as key teachers as they were expected to stimulate mathematics activities with fellow teachers in their school and in a cluster of nearby schools. The professional development intervention took place in a context of transition and transformation in education in South Africa. Curriculum transformation has been inspired by the production of a national policy document known as Curriculum 2005. This document rests on the theoretical assumptions of a learner-centred, outcomes-based approach within a constructivist framework. The professional development experiences of the RUMEP intervention were based on a strongly constructivist rationale recognising the need for key teachers to implement learner-centred, outcomes-based approaches in their classrooms. Although the study included both qualitative and quantitative data gathering techniques the research paradigm was mainly interpretive. From the group of 34 key teachers, a purposive sample of three cases was selected for classroom observation. Two observation periods of six months each made up the First Phase and Second Phase classroom visits, interspersed with intensive professional development contact sessions.During the First Phase observations, 1 as the participant observer, visited the classrooms of Lulama, Makana and Ruth (pseudonyms), the three case study teachers. In the Second Phase period, a colleague and 1 video recorded the classroom practices of all three teachers. The videotapes were analysed by a consultant panel of observers to identify emergent themes using Yager's (1991) Constructivist Learning Model to guide the analysis process. The panel identified a number of dominant themes and these meta-themes have possible implications for a teaching and learning approach that is based on learner-centred, constructivist strategies as advocated in the Curriculum 2005 document. The meta-themes included such challenging issues as a constructivist learning environment, learner-centredness, learner participation, collaboration, reflection, teacher content knowledge, topic progression, and power relations. The findings of the study also suggested that the case study teachers' beliefs did influence their classroom practices. A significant outcome was that teachers in the field were unlikely to sustain outcomes- based, constructivist approaches without regular on-site support. Arising out of this study, 1 was able to isolate ten features that should usefully be incorporated into other professional development interventions in the Eastern Cape, and one of these features was the support provided to teachers in the classroom.Of further significance was the realisation that future interventions need to focus on the conceptual development of teachers' mathematics content knowledge and the systematic planning of related activities when preparing the pace and a particular mathematics topic using the National Curriculum Statement (2001) as a guide. Quantitative data from the full cohort of 34 key teachers was collected via a mathematics Beliefs Scale, authentic assessment tests (Insight Tasks), and a School Level Environment Questionnaire (SLEQ). The results on the Belief Scale indicated significant differences teachers' beliefs on two out of the' c subscales. These differences were in the teaching and learning of mathematics. There was no significant difference on the sequencing topic subscale. The key teachers completed the Insight Tasks pre an intervention to measure gains in their content and pedagogic (professional) knowledge. The Insight Task results indicated that the key teachers made clear progress in their professional development. Quantitative data was also gathered from six mathematics teachers in a selected urban school. The School Level Environment Questionnaire instrument was administered to the six teachers. The aim was to profile the teachers' pedagogic needs within a context of curriculum transformation. The profile raised two items for discussion: Staff Freedom and Resource Adequacy. It would appear that the teachers in this particular school wanted more guidance in planning outcomes-based mathematics topics, and they highlighted the need for classroom- based resources if they were to adequately implement such a curriculum.

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Stoker, John. "An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principles." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13819.

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The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary school teachers in the Eastern Cape of South Africa. A cohort of 34 teachers drawn from urban and rural schools in the Eastern Cape engaged in an accredited professional development intervention offered by the Rhodes University Mathematics Education Project (RUMEP). The 34 teachers were referred to as key teachers as they were expected to stimulate mathematics activities with fellow teachers in their school and in a cluster of nearby schools. The professional development intervention took place in a context of transition and transformation in education in South Africa. Curriculum transformation has been inspired by the production of a national policy document known as Curriculum 2005. This document rests on the theoretical assumptions of a learner-centred, outcomes-based approach within a constructivist framework. The professional development experiences of the RUMEP intervention were based on a strongly constructivist rationale recognising the need for key teachers to implement learner-centred, outcomes-based approaches in their classrooms. Although the study included both qualitative and quantitative data gathering techniques the research paradigm was mainly interpretive. From the group of 34 key teachers, a purposive sample of three cases was selected for classroom observation. Two observation periods of six months each made up the First Phase and Second Phase classroom visits, interspersed with intensive professional development contact sessions. During the First Phase observations, 1 as the participant observer, visited the classrooms of Lulama, Makana and Ruth (pseudonyms), the three case study teachers. In the Second Phase period, a colleague and 1 video recorded the classroom practices of all three teachers. The videotapes were analysed by a consultant panel of observers to identify emergent themes using Yager's (1991) Constructivist Learning Model to guide the analysis process. The panel identified a number of dominant themes and these meta-themes have possible implications for a teaching and learning approach that is based on learner-centred, constructivist strategies as advocated in the Curriculum 2005 document. The meta-themes included such challenging issues as a constructivist learning environment, learner-centredness, learner participation, collaboration, reflection, teacher content knowledge, topic progression, and power relations. The findings of the study also suggested that the case study teachers' beliefs did influence their classroom practices. A significant outcome was that teachers in the field were unlikely to sustain outcomes- based, constructivist approaches without regular on-site support. Arising out of this study, 1 was able to isolate ten features that should usefully be incorporated into other professional development interventions in the Eastern Cape, and one of these features was the support provided to teachers in the classroom. Of further significance was the realisation that future interventions need to focus on the conceptual development of teachers' mathematics content knowledge and the systematic planning of related activities when preparing the pace and a particular mathematics topic using the National Curriculum Statement (2001) as a guide. Quantitative data from the full cohort of 34 key teachers was collected via a mathematics Beliefs Scale, authentic assessment tests (Insight Tasks), and a School Level Environment Questionnaire (SLEQ). The results on the Belief Scale indicated significant differences teachers' beliefs on two out of the' c subscales. These differences were in the teaching and learning of mathematics. There was no significant difference on the sequencing topic subscale. The key teachers completed the Insight Tasks pre an intervention to measure gains in their content and pedagogic (professional) knowledge. The Insight Task results indicated that the key teachers made clear progress in their professional development. Quantitative data was also gathered from six mathematics teachers in a selected urban school. The School Level Environment Questionnaire instrument was administered to the six teachers. The aim was to profile the teachers' pedagogic needs within a context of curriculum transformation. The profile raised two items for discussion: Staff Freedom and Resource Adequacy. It would appear that the teachers in this particular school wanted more guidance in planning outcomes-based mathematics topics, and they highlighted the need for classroom- based resources if they were to adequately implement such a curriculum.

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Lockridge, Rebecca Bryant. "Rhetorical strategy and meaning : a constructivist approach to the feminine- and masculine-principled judgements of photographic critics /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346873971.

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Ward, Graeme Keith. "Constructing a culturally empowering mathematics learning environment for EFL engineering students." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2082.

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The emergence and evolution of constructivism since the early 1980’s has provided education and educational research with a new paradigm. The acceptance of this viewpoint has allowed educators greater scope as the criterion of epistemological and ontological truth / reality has been replaced by the more pragmatic approach of (practical) viability. This approach has, in turn, freed teachers to offer learning experiences which are useful and relate to previous experience and understanding of students rather than presenting rigorous and epistemologically correct information dissemination experiences.One area that has embraced constructivist principles in an effort to provide more relevant and cosmologically pertinent learning experiences has been the profession and learning of engineering.This thesis examines how engineering teachers can provide relevant learning experiences that recognize and connect with student past learning experiences and which meet the needs of modern learners, such as engineers, and in doing so develop these learners as problem solvers, communicators and team players who are aware of the wider implications and issues pertinent to the 21st century.In addition to looking at the problems faced and at how this researcher believes some of the issues can be resolved at the classroom and faculty level it also maps out the emergent transformative journey of this teacher-researcher that has emerged in the doing of this research, as I progress from what has been termed teacher mastery in the technical domain of human interest to what I perceive as the emancipatory.

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O'Donnell, Jane Elizabeth. "The actor's journey : key principles of performance presence." Thesis, Queensland University of Technology, 2002.

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The central question of this thesis is: what are the key principles of live performance presence? My research and its resulting theories, are firmly based in the integrated and constructivist processes of grounded theory. An extensive review and analysis of literature by the likes of Barba, Stanislavski, Meyerhold, Chekhov, Meisner, Bogart, Chaikin, Grotowksi, Brook, Oida, Suzuki, Fo, Lecoq, Zarrilli and Hodge, was triangulated through a focus group and through the application of my theories as praxis. The results of my research have led me to believe that although many theatre practitioners are not in total agreement on the best way to train actors, they do agree that presence is crucial to successful performance. The key principles of such presence, for the purposes of this thesis, are: energy, imagination, awareness and mutuality. These holistic, dynamic and interactive principles are crucial to the development of an actor's presence in performance.

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Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.

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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

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Kolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.

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The purpose of this study was to discover, document, and describe the salient actions, events, beliefs, attitudes, social structures and processes related to professional learning conversations from the perspective of nine assistant principals (APs). The participants were elementary, middle and high school APs, three at each level. Using a modified critical incident technique through participant written response and two in depth interviews with each respondent, this study investigated the lived experiences of these APs related to the practice of professional learning conversations in their schools. The research questions focused on: (1) the participants' beliefs and attitudes about professional learning conversations, (2) their roles in facilitating these conversations, (3) their ability to identify elements of trust within the groups of teachers with whom they work and (4) their roles in building trust. The research literature is clear that teacher collaboration is a key factor in professional growth and self-efficacy, yet often the structure of the school day, a negative emotional environment, and a culture of teacher isolation prohibit meaningful teacher collaboration. Although faced with many obligations and directives, school administrators have considerable influence over the organizational structure within their individual schools. Furthermore, assistant principals often become the face of administration within their schools as they directly supervise teachers and APs are less studied than students, teacher or principals. How these individuals perceive and value professional learning conversations will likely impact the level of collaboration at their individual schools. The findings of this study indicate that professional learning conversations for teacher growth were more prevalent at the elementary school level, that trust may be more difficult to cultivate at the middle and high schools, and that protocols as structures for facilitating conversations and building trust were not widely in use. A better understanding of the opportunities and barriers schools face related to professional learning conversations as well as a better understanding of the dynamics of trust will assist district and school administrators to engage in a problem solving process for better collaboration. Ultimately, administrators have an opportunity and a responsibility to touch the hearts and minds of the individuals on the front line of the work - the teachers in the classrooms working with students. Without teacher confidence, hope, optimism, resilience and self-efficacy, no amount of financial incentive, cajoling, or sanction will improve student learning.

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Davies, Joanne. "Extralocal Networking and Environmental Community Groups Within Anti-Democratic 'Globalisation' Processes: Development of a Methodological Framework." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365792.

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This thesis examines the new global politics of ecological resistance against neoliberal governance and the important role of ECGs as conduits in creating what Freyberg-Inan (2006) terms 'randomisation' and hence change in the organisation of political structures toward an emancipatory politics through participation in network-based 'scalar politics'. It specifically focuses on Environmental Community Groups [ECGs] and the conditions under which they transcend their locality to participate in 'scalar politics' to achieve social change. The aim of this thesis is the development of a methodological framework linking critical-constructivist-complexity [3C] principles to a conceptual model examining the factors associated with facilitating and hindering ECG extralocal networking [ELN] with a proposed research study guiding future comparative and crossnational empirical research. This study will also make an important contribution in furthering the development of a 3C social movement theory of change. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School of Arts, Media and Culture Arts, Education and Law Full Text

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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

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Collins, Gary Wayne. "Information communication technology as a cognitive tool to facilitate higher-order thinking." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24075.

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Digital educational technology is capable of contributing supplementary strategies that can be used to address various educational challenges faced by higher education. Foremost among these challenges is the widespread lack of academic preparedness of students who enter South African higher education institutions. The legacy of Apartheid, teachers' poor domain knowledge and command of the language of instruction, together with a lack of commitment to the cognitive development of learners are some of the reasons why students have not developed the cognitive skills required to engage in meaningful learning. Meaningful learning requires a high level of conceptual engagement and development. To assist in the learning process, educators must focus on student learning rather than on the instructor and the technology used in the instruction. A powerful means of supporting meaningful learning is through a process of model building. Computer technology can effectively be used to facilitate the building of conceptual models. By encouraging students to use computer technology to build models that represent their personal understanding, the students are performing the role of designer and the technology is used as a cognitive tool. Using digital technology as a cognitive tool allows students to engage in critical thinking and higher-order learning. An expert system shell is one way in which technology can be used as a cognitive tool. When students build expert systems they are required to demonstrate the reasoning of an expert and to exhibit an understanding of causal relationships and procedural knowledge. There is very little evidence of research concerning the application of expert systems as a cognitive tool in education. The primary aim of this study is to formulate design principles in the form of conjectures and principles related to a learning environment that uses technology as a cognitive tool in the form of an expert system shell to promote higher-order thinking skills. The second aim of this study is to explore the experiences of students who are exposed to a learning environment based on the conjectures and principles formulated during the design phase of the research. The conjectures and principles formulated during this study are expressed in terms of the characteristics, procedures and arguments associated with a learning environment that uses technology in the form of an expert system shell to facilitate higher-order thinking. These conjectures and principles were separated into seven interrelated clusters that can be summarised as follows: <ul><li> initial exposure;</li><li> guided discovery learning;</li><li> designing the expert system on paper;</li><li> creating domain awareness;</li><li> linking conceptual understanding to a representation of that understanding;</li><li> hands-on development; and</li><li> problem engagement.</il></ul> These conjectures and principles could guide similar endeavours undertaken by lecturers or instructional designers. Thesis (PhD)--University of Pretoria, 2012. Science, Mathematics and Technology Education unrestricted

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Couche, Sonia. "Un siècle d'analogie créatrice : nombres algébriques et fonctions algébriques entre 1850 et 1950." Lille 1, 2006. https://pepite-depot.univ-lille.fr/RESTREINT/Th_Num/2006/50376_2006_264.pdf.

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Les analogies lient, depuis la seconde moitié du XIXe siècle, le développement des théories des nombres algébriques et celui des théories des fonctions algébriques. Nous examinons leur rôle dans l'élaboration de différents concepts et théories qui ont contribué à l'étude de ces objets mathématiques entre 1850 et 1950 : diviseurs algébriques de Kronecker, théorie arithmétique des fonctions algébriques de Dedekind et Weber, nombres p-adiques de Hensel, fonctions algébriques sur un corps fini, théorie du corps de classes. Sur la base d'un premier travail de recension et d'explicitation des effets de l'analogie (en un sens générique), nous avons pu mettre en évidence, dans la pratique du mathématicien, la cohérence du travail de l'analogie avec la conception des mathématiques de ce dernier. Au-delà du caractère singulier de l'analogie, la persistance de certaines thématiques, comme le principe localglobal, a également révélé son influence durable sur la pensée algébrique et sa contribution au courant d'axiomatisation de la fin du XIXe et du début du XXe siècles. Dans l'axiomatique qui s'est imposée, mais aussi dans l'alternative constructiviste de Kronecker, l'analogie se présente d'abord comme un moyen privilégié pour saisir l'unité des mathématiques. Mais elle n'ignore pas pour autant leur diversité : les branches analogues se fécondent dans leurs ressemblances comme dans leurs différences. C'est de cette ambivalence que l'analogie tire sa force et sa capacité à se renouveler, c'est ce qui fait sa spécificité, sa complexité et sa souplesse.

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Nyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.

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Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. Betyg VG (skala IG-VG)

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Skosana, Petrus Sizani. "Evaluating the impact of the principles of the National curriculum statement on grade 10 Life Orientation." Thesis, 2010. http://hdl.handle.net/10500/4902.

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Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account. The results showed that, in general: • the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers; • the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education; • the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided; • the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management; • the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative; • the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures; • the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills. • However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning. In line with the above, recommendations were made and the limitations of the study were pointed out. Further Teacher Education D. Ed. (Curriculum Studies)

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Stiglingh, Etienne Jacques. "Using the Internet in Higher Education and Training : a development research study." Diss., 2007. http://hdl.handle.net/2263/29062.

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The University of Pretoria offers the course <i.Use of the Internet in Education and Training (RBO 880) since 1997. This module is presented as an online course with minimum face to face interaction between facilitator and learners. The research documents and analyses the activities, cyber artefacts, documentation, interactions and challenges, constructed and designed by the facilitator and learners’ that formed part of this module. This literature review comprises an exploration into five different aspects of online learning under different headings specifically: learning theories, eLearning, virtual communities, adult Learning characteristics adult motivation and instructional design principles. This research reports only on one main research question: What can be learnt from the continuous presentation of the module Use of the Internet in Education and Training (RBO 880)? The research design and the methodology that will be followed during a properly development research approach is functional in this particular context (RBO 880) and enables the researcher to address the research question, that falls within the scope of this research study. The researcher explores multiple perceptions, to ensure trustworthiness of data and analyses of the module that is presented and analysed. The researcher analyses selected aspects of the design, development and implementation of the RBO 880 module from an exploration of a selection of its artefacts. As a prelude to each facet of this analysis, the researcher will present and explore a cyber artefact retrieved from the cyber archives. In this archive is stored a great variety of electronic source documents representative of the six years during which the module RBO 880 were presented. The substantive reflection combines the findings with the literature review. The researcher attempts to construct a balance by providing some critique against the presentation of the RBO 880 module as part of the conclusions. The conclusions reached in this research answers the research question and might prove useful in future research, for researchers’ organisational specialist, readers, online facilitators and curriculum designers, into training and learning that takes place through the medium of the Internet. Dissertation (MEd (Computer Intergrated Education))--University of Pretoria, 2007. Curriculum Studies MEd unrestricted

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Berry, Linda C. "Constructivist applications of effective educational leadership /." 2005. http://www.consuls.org/record=b2742935.

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Thesis (Ed.D.) -- Central Connecticut State University, 2005. Dissertation advisor: Anthony Rigazio-DiGilio. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 128-142). Also available via the World Wide Web.

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Gasper, Anthony J. "Constructivist applications of effective educational leadership /." 2005. http://www.consuls.org/record=b2742964.

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Thesis (Ed.D.) -- Central Connecticut State University, 2005. Thesis advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 111-122). Also available via the World Wide Web.

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Anthony, Jasmin Sophia Rani. "Exploring factors related to learner performance in Natural Science : a case of a school in the Gauteng Province." Diss., 2015. http://hdl.handle.net/10500/20186.

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This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. Science and Technology Education M. Ed. (Natural Science Education)

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Palalas, Agnieszka. "Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of ESP Listening Skills." 2012. http://hdl.handle.net/10791/17.

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This dissertation presents, describes and discusses an interdisciplinary study which investigated the design and development of a language learning instructional solution to address the problem of inadequate aural skills acquisition for college ESP (English for Special Purposes) students. Specifically, it focused on the use of mobile technology to expand learning beyond the classroom. The eighteen-month process of data collection and analysis resulted in a conceptual model and design principles for a Mobile-Enabled Language Learning (MELL) solution. Mobile-Enabled Language Learning Eco-System was thus designed, developed and trialled in the real-life learning context. Through the iterative process of the design, development and evaluation of the MELL system and its components, design principles were also generated. These design recommendations were refined and reformulated in a cyclical fashion with the help of more than 100 students and ten experts. The resulting MELLES design framework encompasses guidelines addressing the essential characteristics of the desired MELL intervention as well as procedures recommended to operationalize those features. The study also resulted in a better understanding of the broader context of ESP learning using mobile devices and the role of elements of environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of Design-Based Research (DBR) methodology. 2012-06

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Tsvara, Peter. "The relationship between the management strategies of school principals and the job satisfaction levels of educators." Thesis, 2013. http://hdl.handle.net/10500/9469.

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South African schools have experienced a high rate of educator turnover which has led to greater school instability, disruption of curricular cohesiveness and a continual need to hire experienced and inexperienced educators, who may be typically less effective, as replacements for educators who leave. Unfortunately, principals of schools lack organizational capacity to provide the necessary management strategies that can enhance educators’ job satisfaction. Since the principals are fully responsible for the proper functioning of the schools and their personnel, this study explored the relationship between the management strategies of school principals and the educators’ job satisfaction levels within the context of South African schools. It examined how management strategies of principals impact on job satisfaction levels of educators in various school environments. The study explored literature from local and international perspectives on management strategies and the job satisfaction of educators. It described the background and findings of the relationship between management strategies of principals and educators’ job satisfaction levels from an education management perspective. For the empirical inquiry the study adopted a qualitative research paradigm, and as such, a qualitative investigation of the relationship between the management strategies of school principals and the educators’ job satisfaction levels in schools was conducted. Non-probability sampling methods were used to select a sample of six school principals and twelve educators. Individual and focus group interviews were used in data collection and were audio-recorded. Throughout the research study, ethical considerations were upheld. Data analysis involved a mix of content and thematic analysis instruments. The study findings determined the relationship between management strategies of principals and educators’ job satisfaction levels. An understanding of human relationship is very important to school principals who have the responsibility of establishing an environment that not only motivates educators, but can also help to enhance their job satisfaction levels in a positive way. An understanding of educators’ needs also helps school principals to devise management strategies to enhance the job satisfaction levels of educators. Based on the findings, recommendations to improve the management strategies of school principals in the enhancement of educators’ job satisfaction were proposed. Educational Leadership and Management D. Ed. (Education Management)

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Thejane, Emmanuel Ntele. "Designing an instructional leadership framework for underperforming secondary schools in the Free State Province." Thesis, 2015. http://hdl.handle.net/10500/20012.

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The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years. To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province. A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education. Curriculum and Instructional Studies D. Ed. (Didactics)

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VALOTTA, BRUNA. "Tra Wiener e Morin. Dalla cibernetica alla sibernetica." Doctoral thesis, 2019. http://hdl.handle.net/11570/3146218.

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La tesi si propone di investigare da una prospettiva storico-complessa le tappe più emblematiche del cammino storico-teoretico del pensiero cibernetico, dalla fase pioneristica sino agli sviluppi epistemologici costruttivisti contemporanei della cosiddetta "cibernetica dei sistemi che osservano" e della teoria dell'autopoiesi. Si cercherà di mostrare nella fattispecie come la cibernetica di matrice wieneriana, nella "rigenerativa" veste "sibernetica" proposta da Edgar Morin, prefiguri la possibilità di “superare conservando” il deterministico paradigma di controllo di ascendenza cartesiana, integrandolo ed articolandolo in una metascienza enciclopedicamente riflessiva del "pilotare insieme".

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