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Journal articles on the topic 'Constructivism principles'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

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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Nyamekye, Ernest, Seth Asare-Danso, and Emmanuel Amo Ofori. "Investigating the influence of language teachers’ constructivist self-efficacy on their practice of constructivism in Ghanaian language and culture instruction." PLOS ONE 20, no. 3 (2025): e0320246. https://doi.org/10.1371/journal.pone.0320246.

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The education system in Ghana is undergoing a transition from a behaviorist instructional philosophy to a constructivist one, aiming to produce learners who can actively contribute to nation-building. Nonetheless, given the heavy demands on teachers regarding this abrupt shift into constructivist teaching, there is a need to examine teachers’ sense of efficacy in relation to the enactment of the core principles of this novel instructional philosophy—i.e., social, cognitive, and critical constructivism— laid down in the newly introduced standards-based curriculum. An explanatory sequential mixe

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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.

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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it repres

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Knapp, Nancy Flanagan. "The Shape Activity: Social Constructivism in the Psychology Classroom." Teaching of Psychology 46, no. 1 (2018): 87–91. http://dx.doi.org/10.1177/0098628318816181.

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Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article describes a small group classroom activity using colored shapes that offers a concrete way to introduce these principles to students and provide them with opportunities for subsequent scaffolded discussion and reflection. Typical small group solution

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Harris, Karen R., and Steve Graham. "Constructivism: Principles, Paradigms, and Integration." Journal of Special Education 28, no. 3 (1994): 233–47. http://dx.doi.org/10.1177/002246699402800301.

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Gasaymeh, Al-Mothana, Ibraheem A. AlJa'afreh, Ayman Al-Dmour, and Mohammad Abu Alrub. "Higher Education Students' Preferences for Applying the Principles of Constructivism in Learning Programming Languages with the Use of ICTs." Journal of Studies in Education 6, no. 3 (2016): 168. http://dx.doi.org/10.5296/jse.v6i3.9780.

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This study investigated university students’ preferences when the principles of constructivism are applied in their learning of programming languages with the use of information and communication technologies (ICTs) and the factors which influence these preferences.‎ The respondents for this study were 193 students from three courses teaching programming languages in computer labs. A cross-sectional survey design was used. The study involved one group of students who were taught programming languages based on the principles of constructivism and another group which was taught using the lecture

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Miranda, Jr., OP, Jesus. "Constructivism in the Non-Traditional System of Education." Philippiniana Sacra 46, no. 137 (2011): 313–44. http://dx.doi.org/10.55997/ps2004xlvi137a3.

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Researches attest that Constructivism is the most efficient alternative to the present practice and notion of education. It maybe the road less traveled but it yields desirable results that cannot be found in the traditional school. Constructivist schools has relied much on the foundational philosophy and psychological researches primarily of John Dewey, Jerome Bruner, Lev Vygotsky and Jean Piaget. In the Philippines, the non-graded system of Angelicum College in Quezon City is close to practicing constructivism in education, found in its institutional non-traditional philosophy and practice.

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Samuels, William Ellery. "Classroom Constructivism Inventory: Informing Teaching Practices." Journal of Curriculum and Teaching 13, no. 5 (2024): 405. http://dx.doi.org/10.5430/jct.v13n5p405.

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This study addresses the need to assess critical thinking in P-12 teaching by developing the Classroom Constructivism Inventory (CCI), a tool designed to assess constructivist teaching practices. Constructivism, which emphasizes active student involvement and the construction of knowledge, has been linked to positive educational outcomes. Despite its benefits, the diverse implementation of constructivism complicates its evaluation. The CCI was created to provide a construct-valid and user-friendly instrument for assessing the presence and effectiveness of constructivist elements in classrooms.

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Kaufman, Alexander. "Political Liberalism, Constructivism, and Global Justice." Journal of Moral Philosophy 10, no. 5 (2013): 621–44. http://dx.doi.org/10.1163/17455243-4681009.

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In The Law of Peoples, John Rawls develops a theory of global justice whose scope and ambitions are quite modest. Far from justifying a global resource distribution principle modeled on the difference principle, Rawls’s theory does not argue for significant redistribution among peoples. This paper focuses on Rawls’s claim that the character and scope of his account of global justice are determined by the constructivist method that he employs to extend political liberalism’s project from the domestic to the global sphere. The principles of an acceptable law of peoples, he argues, are simply tho

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Schwartz, Jeremy. "Was Kant a ‘Kantian Constructivist’?" Kantian Review 22, no. 2 (2017): 257–80. http://dx.doi.org/10.1017/s1369415417000048.

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AbstractBoth metaethicists and Kant scholars alike use the phrase ‘Kantian constructivism’ to refer to a kind of austere constructivism that holds that substantive ethical conclusions can be derived from the practical standpoint of rational agency as such. I argue that this widespread understanding of Kant is incompatible with Kant’s claim that the Categorical Imperative is a synthetica prioripractical judgement. Taking this claim about the syntheticity of the Categorical Imperative seriously implies that moral judgements follow from extra-logical but necessary principles. These principles hav

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Rosalina Ritonga, Theresia, and Sri Sumarni. "THE ACCOMMODATION OF GOALS, BELIEFS AND VALUES OF CONSTRUCTIVISM IN THE TECHNOLOGY-BASE ENGLISH LEARNING AND TEACHING." VISION 20, no. 2 (2024): 105. https://doi.org/10.30829/vis.v20i2.3832.

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<p>The advancement of technology has significantly transformed the way we study and teach. By effectively utilizing various learning theories, technology can be applied and integrated in a more proficient manner. The relationship between constructivism and technology is closely intertwined, as the application of one field enhances the progress of the other. According to constructivism, technology encompasses the surroundings and designs that actively engage learners, and learning takes place within these specific contexts. In recent times, there have been endeavors to incorporate technol

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Nájera Lara, José Francisco, Gloria María Benítez Abarca, Verónica Priscila Chávez Solís, and Luis Eulogio Benítez Cevallos. "Constructivismo y transformación pedagógica en la educación superior latinoamericana: una revisión crítica de modelos, prácticas e innovaciones." Conexión Científica Revista Internacional 2, no. 3 (2025): 96–114. https://doi.org/10.71068/ty14mh59.

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This article presents a critical review of constructivism and its application in higher education in Latin America. Drawing on the analysis of over forty theoretical and empirical texts, it explores key tensions between pedagogical discourse and institutional practices. A qualitative approach was used, employing thematic coding based on Braun and Clarke’s method, and identifying four main analytical axes: fragmented application of constructivist principles, technological integration with pedagogical purposes, institutional obstacles and cultural resistance, and transformative proposals from cr

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Primarni, Amie, Ardit Hoxha, and Rashad Rzayev. "The Role of Constructivism in Modern Educational Philosophy: A Comparative Analysis." International Journal of Educational Narratives 2, no. 6 (2024): 546–56. https://doi.org/10.70177/ijen.v2i6.1691.

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Abstract Background: Constructivism has been a foundational theory in modern educational philosophy, emphasizing the role of the learner in constructing knowledge through experience and interaction with their environment. This pedagogical approach contrasts with traditional methods that prioritize rote learning and teacher-centered instruction. As educational systems evolve to meet the demands of the 21st century, understanding the role of constructivism in shaping contemporary educational practices becomes crucial. Objective: This study aims to compare the role of constructivism in modern edu

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Hariyati, Mutty, Mochamad Nursalim, Ruqoyyah Fitri, Heriyanto, and Mochammad Riski Destrianto. "Applying Constructivism Principles to Enhance Digital Media Literacy in Higher Education." Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan 13, no. 1 (2025): 86–100. https://doi.org/10.24252/v13i1a7.

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This study explores the application of constructivist principles in the development of digital media literacy within higher education. Constructivism and digital media literacy share foundational elements, including active participation, critical thinking, contextual learning environments, and social collaboration. This research employs a qualitative approach through a literature review. Publications from 2014 to 2024 were selected based on their relevance to constructivist learning theory and digital media literacy, resulting in four core sources analyzed. The findings demonstrated that const

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N. N., Kamyshanskaya. "Constructivist approach to talent management in organizations." Вестник Северо-Кавказского федерального университета, no. 1 (106) (2025): 65–71. https://doi.org/10.37493/2307-907x.2025.1.7.

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Introduction. Constructivism believes that within a particular social and cultural context, through interpersonal collaboration and the construction of meaning, supervisors, mentors, and peers shape employee’s experiences. Constructivism can explain the cognitive laws of the process of talent development and management, and what main factors should be included in the ideal environment for the formation of talent in an organization, this determines the relevance of the study. Goal. To justify and propose a constructivist approach to managing organizational talent. Materials and methods. Analysi

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Boran, Idil. "What Does it Take to Travel Philosophically Light? A Response to Nielsen." Windsor Yearbook of Access to Justice 26, no. 2 (2008): 254. http://dx.doi.org/10.22329/wyaj.v26i2.4545.

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In his reply to criticism raised against his reading of Rawls’s constructivist method in light of Rorty’s pragmatism, Kai Nielsen defends his position on the basis that it provides the tools for an external defence of liberalism. An external defence seeks to justify a liberal conception of justice in a way that will be acceptable not only to those who have already accepted the core substantive principles of liberal theory, but to those who reject these core principles. This paper assesses Nielsen’s proposal and shows that Rortian pragmatism is a limited way of achieving an external defence of

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Плужникова, Наталья, and Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE." Universities for Tourism and Service Association Bulletin 10, no. 3 (2016): 65–74. http://dx.doi.org/10.12737/21135.

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The article studies the main ideas of constructivist pedagogy and their influence on contemporary culture. The attention is focused on such issues as methodology of the learning process in pedagogy of constructivism. This problem is examined in the context of modern education. The author studies the links of pedagogy and constructivism with philosophical constructivist concepts (P. Watzlawick, H. Maturana and F. Varela). The author examines the positive and negative aspects of the constructivist methodology in the sphere of modern pedagogy. The analysis of constructivist pedagogy shows the sem

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SKRTIC, THOMAS M., WAYNE SAILOR, and KATHLEEN GEE. "Voice, Collaboration, and Inclusion." Remedial and Special Education 17, no. 3 (1996): 142–57. http://dx.doi.org/10.1177/074193259601700304.

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Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the “school-linked services integration” movement. by doi

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Klosko, George. "Political Constructivism in Rawls's Political Liberalism." American Political Science Review 91, no. 3 (1997): 635–46. http://dx.doi.org/10.2307/2952079.

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In Political Liberalism, John Rawls employs a distinctive method of “political constructivism” to establish his well-known principles of justice, arguing that his principles are suited to bridge the ineradicable pluralism of liberal societies and so to ground an “overlapping consensus.” Setting aside the question of whether Rawls's method supports his principles, I argue that he does not adequately defend reliance on this particular method rather than alternatives. If the goal of Rawls's “political” philosophy is to derive principles that are able to overcome liberal pluralism, then another an

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Petrov, Kirill. "Biohacking Phenomenon in the Context of Essentialist and Constructivist Conceptions of Science." Logos et Praxis, no. 4 (March 2020): 6–15. http://dx.doi.org/10.15688/lp.jvolsu.2019.4.1.

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The problem of demarcation of science from non-science presupposes the existence of two principal approaches: essentialism and constructivism. Not exhausting all the variety of analytical concepts, they set the basic framework for the study of this issue for social theory. The Central principle of essentialism is the assertion of the existence of a substantial "core", which sets the unique features of science. The General position of constructivism in solving the problem of demarcation can be recognized as a denial of the existence of an invariable basis of scientific activity, science is dete

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Rees, Dafydd Huw. "Habermasian Constructivism: An Alternative to the Constitutivist Argument." Kantian Review 25, no. 4 (2020): 675–98. http://dx.doi.org/10.1017/s1369415420000382.

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AbstractJürgen Habermas’ discourse theory of morality should be understood, in metaethical terms, as a constructivist theory. All constructivist theories face a Euthyphro-like dilemma arising from how they classify the constraints on their metaethical construction procedures: are they moral or non-moral? Many varieties of Kantian constructivism, such as Christine Korsgaard’s, classify the constraints as moral, albeit constitutive of human reason and agency in general. However, this constitutivist strategy is vulnerable to David Enoch’s ‘shmagency’ objection. The discourse theory of morality, b

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Sulindra, Eric, Anastasia Nelladia Cendra, and Tuti Hartani. "Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review." English Education and Literature Journal (E-Jou) 4, no. 02 (2024): 141–53. http://dx.doi.org/10.53863/ejou.v4i02.1150.

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This literature review paper explores the realm of constructivism within educational environments, specifically focusing on the use of instructional technology in English Language Teaching (ELT) for higher education. The scope of instructional technology in this paper is any kinds of technological support designed to accommodate various learning opportunities for learners by providing multiple tools or means of engagement, representation, and expression in ELT. Meanwhile, Constructivism, a prominent learning approach having been used widely in educational realm, underscores learners' active pa

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Mohammad Salameh Alamyreh, Mohammad Salameh Alamyreh. "Content Analysis of Developed Science Textbooks (Collins) for the Tenth Grade in Jordan in View of the Constructivism Theory : تحليل محتوى كتب العلوم المطورة (كولينز) للصف العاشر الأساسي في الأردن في ضوء مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 42 (2021): 108–94. http://dx.doi.org/10.26389/ajsrp.c230521.

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The study aimed to analyze the content of developed science textbooks (Collins) for the tenth grade in Jordan: Physics, Chemistry, Biology, and Geology and Environment. the study has used the analytical descriptive approach, for achieving the objective of the study the researcher has made a content analysis tool of the principles of constructivism theory that include the following five principles: Prior Knowledge, Knowledge Building, Change of Knowledge Structure, Confronting Situation, and Social Negotiation. The results that the percentage of the principles of the constructivism theory are a

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Asha, Diwakar Kawane, and Bhosale Shakuntala Dagadu Dr. "Constructivism -A Approach In Education." Educational Resurgence Journal 4, no. 7 (2022): 41–47. https://doi.org/10.5281/zenodo.5896451.

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<em>This is a conceptual </em><em>paper that includes the principles</em><em> of </em><em>constructivism, the</em><em> types </em><em>and characteristics</em><em> of </em><em>constructivism, the role</em><em> of </em><em>teachers, and</em><em> how </em><em>constructivism can help</em><em> in education. Constructivism is based on learning </em><em>methods that shape and build</em><em> much of what </em><em>the learner has learned</em><em> or </em><em>understood.</em><em> Constructivism is a </em><em>fairly</em><em> heterogeneous </em><em>idea,</em><em> as </em><em>it invents</em><em> our own kn

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MASON, ANDREW. "What Is the Point of Justice?" Utilitas 24, no. 4 (2012): 525–47. http://dx.doi.org/10.1017/s0953820812000234.

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Conflicting answers to the question of what principles of justice are for may generate very different ways of theorizing about justice. Indeed divergent answers to it are at the heart of G. A. Cohen's disagreement with John Rawls. Cohen thinks that the roots of this disagreement lie in the constructivist method that Rawls employs, which mistakenly treats the principles that emerge from a procedure that involves factual assumptions as ultimate principles of justice. But I argue that even if Rawls were to abandon his constructivism, and to accept Cohen's argument that ultimate principles of just

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Tohari, Begjo, and Ainur Rahman. "Konstruktivisme Lev Semonovich Vygotsky dan Jerome Bruner: Model Pembelajaran Aktif dalam Pengembangan Kemampuan Kognitif Anak." Nusantara: Jurnal Pendidikan Indonesia 4, no. 1 (2024): 209–28. https://doi.org/10.14421/njpi.2024.v4i1-13.

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Purpose – The constructivist learning theories of Vygotsky and Bruner highlight the effectiveness of learning through interaction, collaboration, and cognitive apprenticeship. Both theorists design instructional strategies that prioritize students' cognitive development, fostering creativity, deep understanding, and meaningful learning. While contributing significantly to education, the application of constructivism has its advantages and disadvantages. This research will discuss the principles and concepts of constructivism according to Vygotsky and Bruner, as well as analyze its strengths an

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Brink, David O. "Rawlsian Constructivism in Moral Theory." Canadian Journal of Philosophy 17, no. 1 (1987): 71–90. http://dx.doi.org/10.1080/00455091.1987.10715901.

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Since his article, ‘Outline for a Decision Procedure in Ethics,’ John Rawls has advocated a coherentist moral epistemology according to which moral and political theories are justified on the basis of their coherence with our other beliefs, both moral and nonmoral (1951: 56, 61). A moral theory which is maximally coherent with our other beliefs is in a state which Rawls calls ‘reflective equilibrium’ (1971: 20). In A Theory of Justice Rawls advanced two principles of justice and claimed that they are in reflective equilibrium. He defended this claim by appeal to a hypothetical contract; he arg

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Zahawi, Qismat M., and Fatimah R. Hasan Al Bajalani. "Teachers’ Perspectives towards the Implementation of Constructivism in Teaching EFL at Salahaddin University." Journal of University of Human Development 5, no. 3 (2019): 28. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp28-35.

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The aim of this study is to elicit Kurdish EFL teachers’ perspectives on constructivism and its implementation at university level. To obtain the needed data, a questionnaire is administered to 49 EFL teachers at Salahaddin University. According to the most significant results of the research, the Kurdish EFL teachers in general have positive perspectives toward constructivism as a teaching and learning approach. However, their agreement with the implementation of the different principles of constructivism varied and the agreement percentage for the items ranged from 89.39% to 73.47%. It is wo

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Byrkun, Liudmyla, and Larysa Liashenko. "THEORY OF CONSTRUCTIVISM AND A COMMUNICATIVE COURSEBOOK AS A PREREQUISITE FOR ORGANIZING THE FIRST YEAR IT STUDENTS’ INDEPENDENT WORK AT THE ESP CLASSES." Grail of Science, no. 38 (April 29, 2024): 298–302. http://dx.doi.org/10.36074/grail-of-science.12.04.2024.050.

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This article explores how the theory of constructivism, enclosed in the communicative coursebook, influences the design of independent work for the first-year IT students, learning a foreign language. It outlines the fundamental elements of constructivism such as self-directed learning and growth, as well as it considers two key dimensions of productivity: self-reliance and educational accomplishment with focuss on the crucial role of the Zone of Proximal Development (ZPD) and “scaffolding” conceptions within this paradigm. Our research emphasizes the efficacy of constructivism and the learnin

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Nurhuda, Abid, Muhamad Fiqhussunnah Al Khoiron, Yasin Syafi'i Azami, and Siti Jaroyatun Ni'mah. "CONSTRUCTIVISM LEARNING THEORY IN EDUCATION: CHARACTERISTICS, STEPS AND LEARNING MODELS." Research in Education and Rehabilitation 6, no. 2 (2023): 234–42. http://dx.doi.org/10.51558/2744-1555.2023.6.2.234.

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Education seeks to build the best quality human resources for the future.One way to make this happen is by knowing the various forms of learning theories that function so that the process of errors in learning can be minimized. Apart from that, to increase students' enthusiasm for learning, teachers must innovate, including byusing a constructivist approach to learning. So this research aims to describe the Constructivist Learning Theory in Education. The method used is a literature study with a qualitative descriptive approach, collecting data from primary and secondary sources, then analyzin

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Ronzoni, Miriam. "Constructivism and Practical Reason: On Intersubjectivity, Abstraction, and Judgment." Journal of Moral Philosophy 7, no. 1 (2010): 74–104. http://dx.doi.org/10.1163/174046809x12544019606102.

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AbstractThe article offers an account of the constructivist methodology in ethics and political philosophy as 1) deriving from an agnostic moral ontology and 2) proposing intersubjective justifiability as the criterion of justification for normative principles. It then asks whether constructivism, conceived in this way, can respond to the challenge of “content skepticism about practical reason”, namely whether it can provide sufficiently precise normative guidance whilst remaining faithful to its methodological commitment. The paper critically examines to alternative way of meeting this challe

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Mapuya, Medson, and Awelani Melvin Rambuda. "Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: A Theoretical Perspective." International Journal of Higher Education 11, no. 2 (2021): 120. http://dx.doi.org/10.5430/ijhe.v11n2p120.

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Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this conceptual study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from a theoretical perspective. Being a conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way,

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Anis, Nina, Aiman Fariq, and Alal Chahine. "The Influence of the Application of Constructivism Philosophy on Elementary School Students’ Learning Independence." International Journal of Educational Narratives 3, no. 1 (2025): 86–94. https://doi.org/10.70177/ijen.v3i1.2143.

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Background. This study aims to examine the influence of constructivism philosophy application on elementary school students’ learning independence. The rapid changes in educational paradigms emphasize the need for students to actively engage in their learning processes. Constructivism, with its focus on learners building knowledge through experience and reflection, has been identified as a potential catalyst in fostering students’ independence. Purpose. The objective of this research is to determine how the implementation of constructivist-based learning strategies can impact students’ ability

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Lalu Idham Halid. "Constructivist Approach to Language Learning: Linking Piaget's Theory to Modern Educational Practice." INTERACTION: Jurnal Pendidikan Bahasa 11, no. 2 (2024): 306–27. http://dx.doi.org/10.36232/interactionjournal.v11i2.33.

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This study aims to explore the application of the constructivism approach in language learning by connecting Jean Piaget's theory of cognitive development with modern educational practices. Constructivism theory emphasizes that learning is an active process in which students build knowledge through experience and interaction with the environment. In the context of language learning, this approach is considered relevant to increase student engagement and support more meaningful learning. This study uses a qualitative approach with a case study design, involving in-depth interviews, classroom ob

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Kumar, Muthu. "Constructivist Epistemology in Action." Journal of Educational Thought / Revue de la Pensée Educative 40, no. 3 (2018): 247–62. http://dx.doi.org/10.55016/ojs/jet.v40i3.52544.

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In alignment with the challenges of knowledge-based economies of today, teachers are compelled to constantly revise traditional notions of learning in order to motivate students to find delight in the active creation, exploration, and discovery of disciplinary knowledge. In examining innovative philosophies of education, constructivism stands out as one much heralded alternative that has been widely promoted in recent times in attempts at moving away from old ways of instruction and their attendant limitations. By empowering learners to be self-directed, in theory, a learning model underpinned

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Huseen, Nahida. "the Usurped Country in Kadzal’s Poem “The Pigeon of Khasa and Rahimawa” : A Structuralist Study." JOURNAL OF LANGUAGE STUDIES 4, no. 4 (2023): 382–400. http://dx.doi.org/10.25130/jls.4.4.20.

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Constructivism first appeared as a theory of economy by Carl Marx and then the linguists such as De Saussure and Focou. Furthermore, the development of the theory Originated from the works and views of the Russian Formalists, Prague Ring and New Criticism. The study is under the title of "Occupied Home in Kazhal Ahmed's poem 'Khasa Pigeon' and 'Rahimawa'" from a constructivist point of view. One of the most apparent basics of the theory is to work on the text itself rather than the author's life and his psychological, social, historical and ideological state. It only sheds light on the text, w

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Ferianto, Ferianto, Nida’ul Munafiah, M. Makbul, and Firmansyah Firmansyah. "Ibnu Khaldun's Constructivism in Islamic Education." Al-Hayat: Journal of Islamic Education 8, no. 2 (2024): 550. http://dx.doi.org/10.35723/ajie.v8i2.557.

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Ibn Khaldun's works, such as al-Muqaddimah, contain elements that can be linked to the principles of constructivism. In Islamic education, constructivism can be interpreted as an approach that values students' active role in constructing their knowledge. This research aims to analyze Ibn Khaldun's constructivist thinking in the context of Islamic religious education. This research uses a qualitative approach with a case study type, focusing on a particular case to be observed and analyzed carefully until complete. The data source this time was carried out at Singaperbangsa University Karawang

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CALALB, Mihail, and Irina ZELENSCHI. "Constructivism in physics teaching." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 76–85. http://dx.doi.org/10.36120/2587-3636.v33i3.76-85.

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The basic principles of constructivism are examined in this paper and, based on the 5E instructional model, it is shown how constructivism can be applied to the study of the chapter Uniformly Accelerated Motion. In order to form the intrinsic motivation to learn physics, the student's internal resources, which must be accessed by the teacher, are presented. The connection between constructivism and the multidimensional structure of knowledge, which consists of conceptual understanding, procedural knowledge and axiological knowledge, is analyzed. Based on the example of the chapter Uniformly Ac

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Lui, Sijia. "CONSTRUCTIVISM AND DIGITAL SCULPTING." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 1 (2025): 111–21. https://doi.org/10.28995/2073-6401-2025-1-111-121.

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Through the fusion of modern art and technology, digital sculpture is gradually becoming an important area of historical research of modern art. As a new form of artistic expression, digital sculpture is in a period of conceptualization and separation from traditional sculpture The article analyzes the influence of constructivism on the formation of digital sculpture forms; for example, the works of digital artists Jama Dzhurabaev and Xu Zhelong reflect the application of constructivist principles in digital sculpture. Through the use of digital technology, their work deconstructs and reorgani

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Kusuma, Jaka Wijaya, Rochmad Rochmad, Isnarto Isnarto, and Hamidah Hamidah. "CONSTRUCTIVISM FROM PHILOSOPHY TO MATHEMATICS LEARNING." International Journal of Economy, Education and Entrepreneurship (IJE3) 1, no. 2 (2021): 104–11. http://dx.doi.org/10.53067/ije3.v1i2.16.

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Constructivism, especially philosophy, understands that knowledge is the result of construction in a personal human being. Develop knowledge through social interaction with other human beings, phenomena, experiences, and environments. Knowledge is considered correct if it has significance for troubleshooting. Learning in a constructionist view offers to develop concepts and perceptions of the student itself. In the classroom process, teachers take on the role of moderators and facilitators. A constructivist teacher must understand the characteristics of a student's mistakes because the increas

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Asha, Diwakar Kawane. "Constructivism -a approach in education." Educational Resurgence Journal 4, no. 7 (2022): 41–47. https://doi.org/10.5281/zenodo.5840150.

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<em>This is a conceptual </em><strong><em>paper that includes the principles</em></strong><em> of </em><strong><em>constructivism, the</em></strong><em> types </em><strong><em>and characteristics</em></strong><em> of </em><strong><em>constructivism, the role</em></strong><em> of </em><strong><em>teachers, and</em></strong><em> how </em><strong><em>constructivism can help</em></strong><em> in education. Constructivism is based on learning </em><strong><em>methods that shape and build</em></strong><em> much of what </em><strong><em>the learner has learned</em></strong><em> or </em><strong><em>un

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