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Journal articles on the topic 'Constructivist didactics'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Moroz, Jacek. "Is Non-ideological Education Possible? Didactics from a Constructivist Perspective." Paedagogia Christiana 51, no. 1 (2023): 207–21. http://dx.doi.org/10.12775/pch.2023.009.

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In this article, I discuss the assumptions of constructivism and how it can influence teaching practices in promoting critical thinking and empowering students to become active and engaged citizens. I emphasise the role and significance of constructivist education in minimising the possibility of shaping students with submissive, uthoritarian and ideologically susceptible personalities. In the article, I argue that constructivism can be a powerful tool for dealing with any manifestation of ideological thinking and promoting a liberal attitude among students, making it an effective strategy for

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Karwasz, Grzegorz, and Anna Kamińska. "Constructivistic didactics in physics: implementations." Acta Universitatis Nicolai Copernici Pedagogika 37, no. 1 (2020): 185. http://dx.doi.org/10.12775/31578.

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Cognitive strategies in teaching physics in Poland were first introduced in late 90’s. The first exhibition in the interactive form, was devoted to interactive physics - "Physics and Toys" in 1998 and "Contemporary Physics" in 2003 (founded at the University of Pomerania in Slupsk). Later, more comprehensive, interdisciplinary exhibitions were created at the Nicolaus Copernicus University. The success of this teaching method exceeded our expectations. We discuss the principles and practical methods of innovative didactics based on constructivist and cognitive theories. The two main paradigms o

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Męczkowska-Christiansen, Astrid. "Pulsujące metafory dydaktyki w kleszczach języka. O lingwistycznych blokadach konstruktywistycznej zmiany w kształceniu." Problemy Wczesnej Edukacji 51, no. 4 (2020): 87–98. http://dx.doi.org/10.26881/pwe.2020.51.07.

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The content of the article includes analyses of the linguistic plane of the reception of constructivist didactics, carried out in order to seek a partial answer to the question: why does the paradigmatic change in the area of school education in Poland, which has been intensively postulated by scientific circles over the last thirty years, not materialise in the space of contemporary educational practices in their institutional settings? In particular, the subject of analyses refers to the dominant – “instructive” – linguistic level of general didactics, with regard to such concepts as: educat

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Albala-Bertrand, Luis. "For a sociogenetic constructivist didactics of citizenship." Prospects 26, no. 4 (1996): 705–46. http://dx.doi.org/10.1007/bf02195417.

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Gębal, Przemysław, and Monika Nawracka. "Nauczanie języka polskiego jako drugiego w świetle założeń dydaktyki konstruktywistycznej. Autorski model glottopedagogiczny." EDUKACJA 2019, no. 3 (2019): 54–67. http://dx.doi.org/10.24131/3724.190305.

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Teaching Polish as a second language in light of constructivist didactics. An original glottopedagogical model. The text presents constructivism, inclusion and inclusive learning, positive education, interculturalism and transculturalism as key concepts for contemporary Polish glottodidactics. In the conclusion of this discussion, we present P. E. Gębal’s original glottopedagogical model of teaching Polish as a second language, which integrates all these paradigms. The above-mentioned concepts as well as the pedagogical and didactic activities in the presented model are aimed at developing the

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Zahiu, Mariana-Denisa. "Historical developments in general didactics and specialty didactics." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 26–30. https://doi.org/10.5281/zenodo.10397738.

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Our article analyses the historical evolution of general didactics and the teaching of the speciality (with an opening towards mathematics didactics in general education , compulsory) in the modern and postmodern (contemporary) era. At this level: a) we will summarize the research results already published at the “Conference of PhD Students” in 2021, with reference to the pre-modern (Comenius) and early modern (Herbart) eras; b) we will especially analyse the progress registered in the postmodern era as a result of the contribution made by the structuralist-genetic constructivist m

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Kalinowska-Iżykowska, Alina. "Konstruktywistyczna dydaktyka w edukacji matematycznej." Problemy Wczesnej Edukacji 51, no. 4 (2020): 114–25. http://dx.doi.org/10.26881/pwe.2020.51.09.

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Didactics as science is a sub-discipline of paradigmatically pluralistic pedagogy. Its key categories, concepts, and relations between them are subject to changes in meaning. Constructivist mathematical education has to offer tools for a different understanding of educational phenomena. The text shows examples of significant transformations of didactic knowledge. The necessity to reconstruct how mathematical knowledge functions concerning students and teachers also implies requirement for changes in methodological assumptions. It becomes necessary to undertake qualitative research approaches t

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Czekajło, Barbara. "Constructivist model of using new technologies in education." Problemy Opiekuńczo-Wychowawcze 624, no. 9 (2023): 3–12. http://dx.doi.org/10.5604/01.3001.0054.1441.

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The human population of the 21st century can be described as the media generation. A derivative of scientific and technical progress, especially in information technology, is the extremely intensive development of new electronic mass media and multimedia. Thanks to them, today's reality shows new opportunities for development and broadly understood education. It creates an opportunity to learn about the entire reality surrounding us, and even the universe. The aim of this article is to present the most important components of media pedagogy, especially in the field of didactics. Attention is p

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Yussiff, Alimatu Saadia, Wan Fatimah Wan Ahmad, and Emy Elyanee Mustapha. "A constructivist didactics framework for e-collaboration through social media." International Journal of Business Information Systems 20, no. 3 (2015): 310. http://dx.doi.org/10.1504/ijbis.2015.072251.

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Karwasz, Grzegorz P., and Katarzyna Wyborska. "How Constructivist Environment Changes Perception of Learning: Physics Is Fun." Education Sciences 13, no. 2 (2023): 195. http://dx.doi.org/10.3390/educsci13020195.

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The global availability of information makes its selection difficult, but at the same time it allows for the construction of teaching without the particular prior knowledge of students. However, it requires teachers to learn new abilities, such as developing a much broader coverage of the subject, explanations of illy solutions, and knowledge of different ways of thinking and the mental needs of pupils (pedagogical knowledge contents). We show examples of such teaching in physics in several quite different environments: from school classes to workshops for 3–4-year-old children, interactive le

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Lοpukhοvа, Yuliа, Elena Makeeva, and Оlgа Zhurаvlеvа. "Developing constructivist learning environment to Enhance Online Courses." ARPHA Proceedings 3 (November 25, 2020): 1475–86. https://doi.org/10.3897/ap.2.e1475.

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Developing an effective cοnstructiνist learning enνirοnment (hereinafter also referred to as СLΕ) for students is an essential task nowadays when on-line courses have become increasingly important in modern education and they will without any doubt become even more important in the future. But before start designing and developing СLΕs it is necessary to have a clear, definitive idea of what СLΕs are, or what they should look like. This study puts forward the idea of four levels of the constructivism methodological approach as a basis for developing any effective СLΕ: These levels are: 1. phil

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Gołębniak, Bogusława Dorota. "Konstruktywistyczna edukacja do konstruktywistycznego nauczania. Redefinicja relacji teorii i praktyki w akademickim kształceniu nauczycieli." Problemy Wczesnej Edukacji 51, no. 4 (2020): 32–46. http://dx.doi.org/10.26881/pwe.2020.51.03.

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In this article, I discuss adult learning models and their implications in the field of academic didactics addressed to teacher candidates, which seem adequate to thinking about teaching (learning) in school inspired by constructivist-interpretative paradigms (Klus-Stańska 2018). Referring to David Guile’s (2005b) typology of approaches to professional education, which takes into account the criterion of the adopted theories of learning (a monological approach based on cognitivism, a dialogical/participatory approach, rooted in the model of cognition situated in context, and a trialogical appr

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Pietraß, Manuela. "Lehren als Kontextualisierungsangebot." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 3 (2020): 395–412. http://dx.doi.org/10.30965/25890581-09603006.

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Abstract Teaching as an Offer for Contextualisation. Reflections on General Didactics from a Learning Theory Perspective The article deals with the question how general didactics can meet the challenges lying before their future development. There is sought for an approach that does not look on either learning or teaching but on both sides at the same time. This approach is supposed to avoid the problems of a learner centered view, the constructivist microperspective general didactics confronts with. The understanding of learning as interwoven with teaching is made possible by Gregory Bateson’

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K. A. Nurumzhanova, M. M. Niyazov, and A. A. Gairulla. "FROM THE EXPERIENCE OF DEVELOPING HISTORICAL-METHODOLOGICAL DIDACTIC CONTENT ON THEORY OF RELATIVITY." Bulletin of Toraighyrov University. Physics & Mathematics series, no. 1.2025 (March 31, 2025): 277–94. https://doi.org/10.48081/wjyr5545.

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The relevance of this research is determined by the fact that the quality of training specialists in physics for science and education depends not only on their level of specialized knowledge but also on their cognitive thinking and metacognitive skills. In the digital era, the development of educational content for specialized courses aligned with modern constructivist didactic systems remains a pressing challenge. These systems aim to enhance the learning process through the integration of historical and methodological material. However, in the current practice of scientific and professional

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Spychała-Wawrzyniak, Małgorzata. "Podejście konstruktywistyczne a rola nauczyciela w nauczaniu zdalnym języków obcych na przykładzie uczelni wyższej." Neofilolog, no. 61/1 (September 21, 2023): 133–48. http://dx.doi.org/10.14746/n.2023.61.1.8.

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The aim of the article is to present the main directions of research in the field of constructivism and how we can use this educational model in remote language teaching. It should be noted that although constructivism is not a new approach in the theory of psychology and didactics, it turns out that it is not yet sufficiently present in educational practice, as we could see during the pandemic crisis. We pay special attention to the foreign language teacher who acts as a linguistic and cultural mediator. We assume, among other things, that a teacher, using constructivist ideas, can help heir

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Prauzner, Tomasz. "INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 579. http://dx.doi.org/10.17770/sie2016vol2.1415.

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The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents

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Belaidouni, Djilali, and Dalila Belhouari. "Autonomous versus monotonous learning: A case of first-year master students of didactics." Global Journal of Foreign Language Teaching 15, no. 1 (2025): 11–23. https://doi.org/10.18844/gjflt.v15i1.9086.

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The Algerian educational system has seen various efforts to reform its structure, with a focus on promoting autonomy within the university setting. However, these attempts often result in a narrow approach to learning. This study, grounded in constructivist learning theory, addresses the persistent issue of the "Either… or" educational dilemma, where either the teacher or the learners dominate the classroom dynamic. This research aims to explore the need for balancing teacher-led presentations with opportunities for learners' independent thinking, fostering a reciprocal teaching/learning relat

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Vîșcu, Loredana Ileana. "Integrative Strategic Supervision Model – Constructivist Approach." International Journal of Supervision in Psychotherapy 2021, no. 3 (2021): 71–88. http://dx.doi.org/10.47409/ijsp.2021.3.5.

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Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee’s development, on specifying the supervisee’s needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrat

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Angela, Teşileanu. "A constructivist approach to new media: An opportunity to improve social studies didactics." Procedia - Social and Behavioral Sciences 11 (2011): 185–89. http://dx.doi.org/10.1016/j.sbspro.2011.01.058.

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Hamminger, Leopold. "Graphical representation of online discussion threads from an academic course in a constructivist setting." Virtu@lmente 4, no. 2 (2017): 6–21. http://dx.doi.org/10.21158/2357514x.v4.n2.2016.1789.

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Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates. The challenge was to be able to measure the extent to

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Karwasz, Grzegorz. "Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne." Studia Edukacyjne, no. 60 (March 15, 2021): 113–34. http://dx.doi.org/10.14746/se.2021.60.7.

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While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

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Putri, Astiwi Comastika, Imam Sujadi, and Laila Fitriana. "Analysis of the Material on Direct and Inverse Proportions in Mathematics Teaching Materials for Seventh Grade Based on Praxeology." International Journal of Progressive Sciences and Technologies 46, no. 2 (2024): 581. https://doi.org/10.52155/ijpsat.v46.2.6566.

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This research aims to analyze school mathematics teaching materials from a practical perspective, where the researcher seeks to understand how students engage with the content presented in the teaching module. The concept of praxiology is a fundamental construct of the Anthropological Theory of Didactics (ATD). Teaching materials serve as empirical sources that can reveal the knowledge to be taught during didactic transposition. Through document study (in phenomenological design qualitative research) of the school mathematics teaching materials based on the Merdeka Curriculum, the results obta

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Koech, Cornelius K., Victor I. Rivera, Kevin Anton, and Robert G. Dixon. "Advancing IR in Underserved Regions: Interventional Radiology Simulation Near and Far." Seminars in Interventional Radiology 40, no. 05 (2023): 419–26. http://dx.doi.org/10.1055/s-0043-1775723.

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AbstractSimulation facilitates learning by imitating real-world systems or processes utilizing educational tools and models. Various fields, including business, aviation, and education use simulation for training. In healthcare, simulation provides trainees opportunities to develop procedural skills in a safe environment, building their understanding through hands-on interactions and experiences rather than passive didactics. Simulation is classified into low, medium, and high fidelity, based on how closely it mimics real-life experience. Its use in education is a valuable adjunct to instructi

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Căprioară, Daniela. "The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research." Studia Doctoralia 1, no. 1-2 (2018): 114–29. http://dx.doi.org/10.47040/sd/sdpsych.v1i1-2.7.

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The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a

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Căprioară, Daniela. "The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research." Studia Doctoralia 1, no. 1-2 (2012): 114–29. http://dx.doi.org/10.47040/sd0000007.

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The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a

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Legvart, Polonca, Metka Kordigel Aberšek, and Maja Kerneža. "DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS." Journal of Baltic Science Education 21, no. 5 (2022): 836–48. http://dx.doi.org/10.33225/jbse/22.21.836.

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Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-gra

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Zahdi, Sulthan Syahril, Subandi, Ida Umami, Siti Patimah, and Koderi. "Constructivist Didactics Of Leadership Management In The Covid 19 Pandemic Era To Improve Work Communication In Educational Institution." International Journal of Science, Technology & Management 2, no. 3 (2021): 1043–50. http://dx.doi.org/10.46729/ijstm.v2i3.233.

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World Bank mentioned that the COVID-19 pandemic is threatening and hasgreat potential to make education worse. The pandemic has had a hugeimpact on education by closing schools. However, in overcoming thisdisruption, crises can become opportunities. The first step to successfullyaddressing school closures by protecting health and safety is to preventstudents from losing their learning using distance learning. At the same time,countries need to start planning for school reopening. That meanspreventing dropouts, ensuring healthy school conditions, and using newtechniques to promote rapid learnin

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Cristea, Sorin. "Otherwise Learning." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 4-5 (128-129) (2021): 91–94. https://doi.org/10.5281/zenodo.5595382.

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Otherwise learning defines, at the level of operational concept, a reality constructed especially in the general theory of instruments (general didactics), with multiple applications in “science didactics”, based on epistemology and psychology. The definition and analysis on viable epistemological criteria involves the reference to the sphere of reference, the general function and the basic structure, objectively engaged.  The sphere of reference can be delimited within another operational pedagogical concept,“School Otherwise”, definitively in the general theory o

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Mapuya, Medson. "First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 103–19. http://dx.doi.org/10.26803/ijlter.20.1.6.

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The purpose of this study was to explore the constructivist learning experiences of first-year accounting student teachers and the implications these learning experiences have for curriculum implementation. The study employed a phenomenological research design and followed a qualitative research approach in which data were collected using focus group interviews. Content analysis and qualitative coding were used to analyse the qualitative data generated by the focus group interviews. Premised on the findings, the study recommends that as key stakeholders involved in curriculum implementation, l

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Makiewicz, Małgorzata. "Mathematical Cognition in Metaphors Expressed Through Photography / Matematyczne Poznanie Poprzez Metafory Wyrażone Fotografią." Chemistry-Didactics-Ecology-Metrology 17, no. 1-2 (2012): 27–39. http://dx.doi.org/10.2478/cdem-2013-0002.

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Abstract The paper signals the foundations of the new method of teaching mathematics that is currently emerging from the concept of human cognition and the constructivist paradigm. The presented examples of the hermeneutic research conducted for 17 years are concerned with an analysis of the formulated mathematical problems in the language of photographic metaphors. Thoughts expressed through the photographic image and text consisting of the caption and the description (dual coding) reveal the structure of cognitive networks of authors of photographs, which has a special significance in creati

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Costa, Patricia Silvana Peratto. "The field of didactics." South Florida Journal of Development 6, no. 5 (2025): e5256. https://doi.org/10.46932/sfjdv6n5-027.

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Didactics concerns with teaching and learning strategies together. The strategies of teaching refer to the design, programming, elaboration and formulation of learning contents in a verbal or written form (W. Casasola, 2020). We present different didactic strategies related with teaching and learning processes. This work, offers a summary of the study and reflexion about different definitions of didactics that have appeared along the time. Describes a frame of basic knowledge about an issue that attempts to be an invitation for research, analysis, reflexion and applicability of didactics to a

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Drigas, Athanasios, and Maria Karyotaki. "Online and other ICT-based Training Tools for Problem-solving Skills." International Journal of Emerging Technologies in Learning (iJET) 11, no. 06 (2016): 35. http://dx.doi.org/10.3991/ijet.v11i06.5340.

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Problem-solving requires creative skills, critical thinking as well the ability to implement ideas and theories in practical ways. Moreover, interactive and self-managed problem-solving experiences promote students’ motivation as expressed through the developmental progression of learners’ metacognitive skills, such as self-monitoring and self-reinforcement. Effective learning based on constructivist didactics, encompassing self-organized learning in combination with active and creative problem-solving in collaborative settings, advances students’ concomitant cognitive and meta-cognitive proce

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Olivares, Daniela. "A Socio-Constructivist Perspective on Problem-Solving Approaches in Mathematics: Perceptions of Future Primary Education Teachers." International Journal of Learning, Teaching and Educational Research 23, no. 9 (2024): 220–41. http://dx.doi.org/10.26803/ijlter.23.9.12.

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This study investigates the perceptions of future primary education teachers regarding the implementation of a problem-solving teaching approach from a socio-constructivist perspective. Although previous research has shown the benefits of problem-solving in mathematics education, few studies have yet focused on preservice teachers in primary education, particularly within a socio-constructivist framework. Therefore, this study addresses this gap by exploring the effectiveness and challenges of the Building Thinking Classrooms approach developed by Peter Liljedahl. The study was conducted throu

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Panić, Jelka M., and Vesna R. Živković. "Uloga školske biblioteke u kontekstu digitalne transformacije obrazovanja." УЗДАНИЦА XIX, no. 1 (2022): 359. http://dx.doi.org/10.46793/uzdanica19.1.359p.

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The first part of the paper examines the role of school in creating a stimulat- ing learning environment, emphasizing the importance of multimedia instruction and a con- structivist approach to learning. In this context, school libraries are presented as multimedia learning centers. Further, the paper analyzes classroom equipment that should be in line with the constructivist approach to learning, which brings up the current issues of the use of digital media. The relationship between students’ and teachers’ competencies in terms of the use of ICT is considered, and the importance of pedagogy

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Saldanha Lula de Medeiros, Gabriel, and Janúncio Diniz Rocha Sobrinho. "OFICINAS CARTOGRÁFICAS E MAPAS MENTAIS EM UMA ESCOLA MUNICIPAL DE NATAL/RN." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (2018): 234. http://dx.doi.org/10.18764/2446-6549.v3n10p234-245.

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CARTOGRAPHIC WORKSHOP AND MENTAL MAPS IN A MUNICIPAL SCHOOL IN NATAL/RNTALLERES CARTOGRÁFICOS Y MAPAS MENTALES EN UNA ESCUELA MUNICIPAL DE NATAL/RNEste estudo traz os resultados de uma intervenção feita por dois licenciandos em Geografia em uma escola da rede municipal de Natal/RN. A proposta deste trabalho consiste, principalmente, no uso de um método construtivista em detrimento do paradigma vigente na maioria das escolas do Brasil, onde as aulas se desenrolam por meio de uma didática tradicional, que não possibilita ao aluno pensar na aplicabilidade para fora da sala de aula daquilo que se

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Tezer, Murat, and Meryem Cumhur. "Anthropological Theory of Didactics and the Probability of the Constructivist Approach Being a Solution to the Common Mistakes Made in Mathematics Lessons." International Journal of Educational Sciences 15, no. 1-2 (2016): 148–56. http://dx.doi.org/10.1080/09751122.2016.11890524.

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Simojoki, Henrik. "Wo „steht“ die konstruktivistische Religionsdidaktik? Versuch einer theologischen Ortsbestimmung." Zeitschrift für Pädagogik und Theologie 66, no. 4 (2014): 357–66. http://dx.doi.org/10.1515/zpt-2014-0408.

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Abstract Constructivist approaches have been highly influential in German discussions on Religious Education in recent years. However, the use of this theoretical framework has so far focused mainly on the didactical implications of constructivism. Building upon current concepts of constructivist learning in RE, but also with reference to the larger debate in theology and pedagogy, this article addresses the potentials and challenges of constructivism for a theological understanding of Religious Education.

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Boufnichel, Hafida, and Driss Louiz. "The integration of technological devices for the development of oral interaction competence in secondary schools." Journal of Autonomous Intelligence 7, no. 5 (2024): 1414. http://dx.doi.org/10.32629/jai.v7i5.1414.

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<p>History tells us about a mutation in the conception of learning: the linear or transmissive conception is succeeded by the interactional conception, which envisages learning as a developmental process based on co-action and collaboration. This conceptual shift has had a major impact on the didactics of foreign languages (FL/L2), where we are witnessing a change in both the object and the teaching-learning method. Indeed, if in the era of behaviorism and structural linguistics, the objective was to develop linguistic competence in the learner through structural exercises, and that duri

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Chuliá-Jordán, Raquel, Amparo Vilches Peña, and María Calero Llinares. "The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7." Sustainability 14, no. 2 (2022): 857. http://dx.doi.org/10.3390/su14020857.

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Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science

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Coelho, Andressa Elvira Matias, and José Luiz Magalhães de Freitas. "Análise de praxeologias sobre frações num livro didático do 5° ano do Ensino Fundamental." Revista de Ensino, Educação e Ciências Humanas 22, no. 5 (2021): 686–92. http://dx.doi.org/10.17921/2447-8733.2021v22n5p686-692.

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ResumoO presente artigo tem como finalidade analisar as praxeologias sobre frações encontradas em um livro didático de matemática do 5º ano do Ensino Fundamental. A origem dessa análise decorre de atividade realizada na disciplina Teorias do Conhecimento do Programa de Mestrado em Ensino de Ciências e Matemática de uma Universidade particular, na qual foi proposta uma pesquisa qualitativa do tipo documental baseada no objeto de estudo de cada aluno. Neste estudo foi utilizado como aporte teórico e metodológico a Teoria Antropológica do Didático – TAD, de Yves Chevallard, por possibilitar a ide

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Topolovčan, Tomislav. "What is wrong with constructivist teaching? Elaboration, recapitulation and synthesis of theoretical and historical controversies." Školski vjesnik 72, no. 1 (2023): 183–208. http://dx.doi.org/10.38003/sv.72.1.9.

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The aim of the study is to use a historical and theoretical-comparative methodological approach to elaborate and recapitulate the phenomenon, history, theoretical, methodological and didactic characteristics as well as certain controversies of constructivism in education. The emphasis will be placed on observing the constructivist teaching in the discourse of the movements of reform pedagogy from a hundred and more years ago. By synthesizing the analysed facts, one can state with certainty that constructivist teaching is a multiple and robust theoretical concept with its own definitions and a

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Jitka, Nábělková, Plischke Jitka, and Kobzová Pavlína. "Teacher's Concept of Constructivism in Real Conditions of School Teaching." Journal of Education and Training Studies 6, no. 11a (2018): 133. http://dx.doi.org/10.11114/jets.v6i11a.3810.

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In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the the

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Honcharenko, Olha. "Educational Contexts of Constructivism (conference overview, 16-17 March 2017, Szczecin University, Poland)." Filosofiya osvity. Philosophy of Education 21, no. 2 (2017): 162–68. http://dx.doi.org/10.31874/2309-1606-2017-21-2-162-168.

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A review of the conference «Educational Contexts of Constructivism», which was organized by the Department of General Didactics at the Institute of Pedagogy of the Szczecin University (Republic of Poland) on March 16-17, 2017, is presented. The attention is drawn to the interdisciplinary nature of the conference work and its focus on the consideration of the strict didactic issues associated with the multidimensionality of constructivism. The discussion of the participants confirms the urgency of changes in education, which, however, should be taken into account in opposition to the constructi

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Silva Montes, Cesar. "La Reforma Curricular en Competencias: La Experiencia en las Preparatorias Federales por Cooperación." education policy analysis archives 23 (July 19, 2015): 68. http://dx.doi.org/10.14507/epaa.v23.1727.

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In this article, the effects of curriculum reform in Preparatorias Federales por Cooperacion, driven by the Direccion General del Bachillerato, are analyzed. It´s purpose is to reveal how the curriculum competencies, in order to connect school with labor market in the context of globalization and the knowledge society, are inconsistent with the ideal of educated citizens committed to society. The curriculum, as a social construction, represents the ideals of the human beings and society in a certain historical moment. In the case of Ciudad Juarez, the graduate profile seeks to link the Toyotis

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Ghariz, Ghizlane, Hakima Seghir, Najat Boucetta, et al. "Revolutionizing the teaching of ecosystems: The impact of pedagogical engineering on educational success." Multidisciplinary Science Journal 7, no. 7 (2024): 2025338. https://doi.org/10.31893/multiscience.2025338.

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In the present educational context, enhancing students' understanding of ecological concepts is increasingly crucial in addressing global environmental challenges. Pedagogical engineering, which involves the systematic design of learning processes, is emerging as an effective strategy for improving science education. Although the Moroccan educational system often relies on traditional methods, research in science didactics suggests that active learning and contextualization of content can enhance student engagement and performance. This article explores the effectiveness of pedagogical enginee

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Samborska, Iwona. "Educational reality under pandemic conditions – needs, challenges, supportive actions." Problemy Opiekuńczo-Wychowawcze 609, no. 4 (2022): 3–16. http://dx.doi.org/10.5604/01.3001.0015.8422.

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The purpose of this article is to show the specifics of education in the era of the COVID-19 pandemic, with particular emphasis on the e-learning formula. This goal was sought to be achieved by identifying the conditions that make up the educational reality at that time. Answers were sought to the questions – in what reality is e-learning implemented and how is this reality perceived by children/students? In terms of subject matter, the article focuses on the analysis of legal solutions and showing the theoretical basis for the functioning of education under conditions of a pandemic. Categorie

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Ekici, Fatma, Çiğdem Aldan Karademir, Esra Uçak, and Erhan Ekici. "Primary School Teachers’ Opinions and Application Levels Related to Constructivist Approach to the Subjects of “Voice and Light”." International Journal of Physics & Chemistry Education 3, no. 2 (2011): 112–26. http://dx.doi.org/10.51724/ijpce.v3i2.196.

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In Turkey, constructivism has begun to be implemented in education through the new Science and Technology National Curriculum in 2005-2006 school terms. Since 2005, the teachers have been a part of an altering process in education. This process has been emerged as a change for old teachers in the means of both theoretical and practical. Even though the change has occurred in the mean of theoretical through in-service education, unfortunately this change couldn’t have occurred in practical mean. In this respect, constructivist approach oriented activities should be more allowed for in the in-se

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Pascu, Mara-Sinziana, and Laurentiu Soitu. "Constructivism, gamification, learning." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 10–17. http://dx.doi.org/10.59295/sum5(165)2023_02.

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The option for the constructivist perspective of substantiating the article is encouraged, mainly, by the distinction between constructivism and objectivism regarding the construction of knowledge itself (Tam, Maureen, 2000), by the importance of the two dimensions of constructivism: cognitive and social (Piaget, 1950, Vîgotski, 1933, Kommers& Mayes, 1992, Von Glasersfeld, 1994). Learning is, therefore, knowledge built together (L. Șoitu, 2019) and does not exist outside the human mind (Duffy, T. M. & Jonassen, D. H, 1991).The game, through its purpose of bringing the ,,player” closer

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Raikhelgauz, Leonid B. "Modernization of didactic theories: answer to the present challenges." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 19–27. http://dx.doi.org/10.20323/1813-145x-2021-4-121-19-27.

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The article provides a scientific and theoretical overview of research in the field of didactics. The analysis of historical experience, foreign and domestic studies in the field of didactic theories, the author's own studies made it possible to consolidate scientific ideas and theoretical concepts for the formation of didactic systems, theories and approaches, to reflect new didactic ideas and methodological initiatives developed in response to the challenges of the present time. The materials provided in the article reflect the author's vision of solving the problem of modernizing didactic k

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Koterwas, Agnieszka, and Edyta Nowosielska. "Teachers’ and principals’ experiences with assessing Ukrainian students in Polish schools." Multidisciplinary Journal of School Education 14, no. 1 (27) (2025): 33–55. https://doi.org/10.35765/mjse.2025.1427.02.

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Research objectives (aims) and problem(s): The purpose of this article is to describe the experiences and strategies adopted by teachers and principals in response to the challenge of evaluating Ukrainian students. The research questions are as follows: What difficulties and obstacles do school teachers face in the process of assessing Ukrainian students? What strategies have teachers developed for evaluating these students? Research methods: Data were collected through in-depth semi-structured interviews with teachers and principals from schools enrolling students from Ukraine. A total of 10

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