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Relevant bibliographies by topics / Constructivist education theory

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Academic literature on the topic 'Constructivist education theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Constructivist education theory"

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Mattar, João. "Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 2 (2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

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The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, in

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Light, Richard. "Complex Learning Theory—Its Epistemology and Its Assumptions about Learning: Implications for Physical Education." Journal of Teaching in Physical Education 27, no. 1 (2008): 21–37. http://dx.doi.org/10.1123/jtpe.27.1.21.

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Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge

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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (2011): 4–7. http://dx.doi.org/10.48127/gu-nse/11.8.04.

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It is obvious that the constructivist perspective is becoming a dominant paradigm in the field of the natural science education. “Constructivism” is not a specific pedagogy but a psychological theory of knowledge. The main idea of this theory is that humans construct knowledge and meaning from their experiences. Central to constructivism is the notion that learners play an active role in ‘constructing’ their own meaning. In general it is true. However, this theory can not be against the traditional way of teaching and learning. Constructivist approaches require learners to be active and confid

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Simpson, Terry L. "Dare I Oppose Constructivist Theory?" Educational Forum 66, no. 4 (2002): 347–54. http://dx.doi.org/10.1080/00131720208984854.

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Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (2016): 104. http://dx.doi.org/10.5539/elt.v9n12p104.

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<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduc

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Robles Altamirano, Adriana Lourdes, and Zoila Barreno Salinas. "La práctica dicente-investigativa desde la tecnología educativa y el socioconstructivismo / The researching practice of learners based on educational technology and socio-constructivism." Ciencia Unemi 9, no. 17 (2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.

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Se vive una época de cambios con el actual paradigma tecno-científico y la educación no es una excepción. Desde la teoría socio-constructivista del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación, se justifica un aprendizaje más significativo y autónomo con base en la investigación dicente. El socio-constructivismo plantea la participación del estudiante dentro de un proyecto de aprendizaje colectivo, donde potenciará su capacidad para resolver problemas contextualizados, que le permitirán desarrollar un proceso de construcción social del conoc

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Simon, Martin A. "Reconstructing Mathematics Pedagogy from a Constructivist Perspective." Journal for Research in Mathematics Education 26, no. 2 (1995): 114–45. http://dx.doi.org/10.5951/jresematheduc.26.2.0114.

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Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives.

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MALLICK, JANE, and MIKE WATTS. "Personal Construct Theory and constructivist drug education." Drug and Alcohol Review 26, no. 6 (2007): 595–603. http://dx.doi.org/10.1080/09595230701613551.

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Robottom, Ian. "Constructivism in Environmental Education: Beyond Conceptual Change Theory." Australian Journal of Environmental Education 20, no. 2 (2004): 93–101. http://dx.doi.org/10.1017/s0814062600002238.

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AbstractConstructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the chara

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Rababah, Ebtesam Qassim. "From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 612–26. http://dx.doi.org/10.18844/cjes.v16i2.5639.

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The fundamental principle of “constructivist education” is that learning takes place when the learner enthusiastically participates in a process of “knowledge construction”. This study is aimed at exploring kindergarten teachers’ constructivist learning practices in Jordan. The participants of the study consisted of 60 kindergarten teachers; 30 kindergarten teachers taught kindergarten children in public schools and 30 kindergarten teachers taught kindergarten children in private schools in Irbid city of Jordan during the 2018–2019 school year. The study utilised a descriptive quantitative des

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Dissertations / Theses on the topic "Constructivist education theory"

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Miller, Jacqueline B. "The quest for the constructivist statistics classroom : viewing practice through constructivist theory /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623490799.

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Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.

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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learnin

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Cable, John. "A constructivist theory of quantities or in praise of ratio." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301222.

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Gamm, Ryan D. "The Persistence of Women in STEM: A Constructivist Grounded Theory Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406662196.

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Brown, Gregory W. "Leveling the Playing Field| A Constructivist Grounded Theory Study on Achieving Equitable Special Education Student Outcomes." Thesis, Aurora University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10978565.

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<p> The purpose of this constructivist grounded theory study was to seek out high performing special education school districts and generate an interpretive theory, through a symbolic interactionist lens, to help explain how certain educational leaders have been able to construct, implement and sustain a process to achieve more equitable outcomes for special education students. The target participants for the study were individuals primarily involved in the creation, implementation, management and evaluation of special education programs in the school districts selected. The school district pa

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Ho, Chi-ming Ronald. "Epistemological beliefs and constructivist teaching for secondary students learning history." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37321444.

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Harwood, Peter James. "An investigation into a constructivist approach to raising primary teachers' confidence in teaching science." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6008/.

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Ortis, Liane D. Ortis. "Identity Meaning-Making Among Polyamorous Students in Postsecondary Educational Contexts: A Constructivist Queer Theory Case Study." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530893097514932.

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Kwon, Eun Sook. "A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086201333.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xx, 275 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barret, Dept. of Art Education. Includes bibliographical references (p. 259-275).

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Okumu, Jacob O. "Developmental Meaning-Making Dynamics of Emancipated Foster Care Youth Transitioning into Higher Education: A Constructivist-Grounded Theory." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1368092659.

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Books on the topic "Constructivist education theory"

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Pelech, James. The comprehensive handbook of constructivist teaching: From theory to practice. Information Age Pub., 2010.

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W, Pieper Gail, ed. The comprehensive handbook of constructivist teaching: From theory to practice. Information Age Pub., 2010.

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A social constructivist approach to translator education: Empowerment from theory to practice. St. Jerome Pub., 2000.

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Passibility: At the limits of the constructivist metaphor. Springer, 2011.

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Rheta, DeVries, ed. Physical knowledge in preschool education: Implications of Piaget's theory. Teachers College Press, 1993.

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Schlu sselwerke des Konstruktivismus. VS Verlag fu r Sozialwissenschaften, 2011.

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Abdal-Haqq, Ismat. Constructivism in teacher education: Considerations for those who would link practice to theory. ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1998.

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Tollefson, Kaia. Cultivating the learner-centered classroom: From theory to practice. Corwin Press, 2008.

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Early childhood education, postcolonial theory, and teaching practices in India: Balancing Vygotsky and the Veda. Palgrave Macmillan, 2006.

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Piaget's theory of cognitive and affective development: Foundations of constructivism. 5th ed. Longman Publishers USA, 1996.

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Book chapters on the topic "Constructivist education theory"

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Waite-Stupiansky, Sandra. "Jean Piaget’s Constructivist Theory of Learning." In Theories of Early Childhood Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-1.

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Forman, Ellice A. "The Practice Turn in Learning Theory and Science Education." In Constructivist Education in an Age of Accountability. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66050-9_5.

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Gupta, Amita. "Learning to Teach: A Sociocultural-Historical Constructivist Theory of Teaching." In Early Childhood Education, Postcolonial Theory, and Teaching Practices in India. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376345_7.

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Mazzotti, Tarso Bonilha. "Constructivism." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_300-1.

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Mazzotti, Tarso Bonilha. "Constructivism." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_300.

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Navaitienė, Julita, and Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.

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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

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Rogers, Graham. "Constructivism and the Pedagogy of Teacher Education." In Applying Theory to Educational Research. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950844.ch11.

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Liu, Zhen-ya, Yan-hu Jiang, Gang Chen, Shui-gen Wu, Rong Chen, and Chen-zhi Guan. "Application of Constructivism Theory Explore Electronic Technology Design Course Teaching." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_56.

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Cobb, Paul, Marcela Perlwitz, and Diana Underwood. "Constructivism and Activity Theory: A Consideration of Their Similarities and Differences as They Relate to Mathematics Education." In Mathematics Education Library. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-017-2211-7_2.

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Al-Qaysi, Noor, Norhisham Mohamad-Nordin, and Mostafa Al-Emran. "Developing an Educational Framework for Using WhatsApp Based on Social Constructivism Theory." In Studies in Systems, Decision and Control. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47411-9_14.

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Conference papers on the topic "Constructivist education theory"

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Liu, Mei. "Research on Online Teaching Model under the Guidance of Constructivist Learning Theory." In 2020 International Conference on Modern Education and Information Management (ICMEIM). IEEE, 2020. http://dx.doi.org/10.1109/icmeim51375.2020.00040.

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"Teaching Instructivist Educated Digital Natives Using a Constructivist Learning Theory in Transnational Education." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14354.

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Zhenzhong Xu, Huijian Han, Yunfeng Zhang, and Caiming Zhang. "Research and practice on new interactive teaching model based on constructivist learning theory." In 2008 IEEE International Symposium on IT in Medicine and Education (ITME). IEEE, 2008. http://dx.doi.org/10.1109/itme.2008.4743848.

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Liu, Wenyi, and Shouju Li. "Task-Based English Teaching Approaches in Secondary Vocational School Based on Constructivist Learning Theory." In 2016 International Conference on Education, E-learning and Management Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.5.

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Cui, Ling. "Research on Task-based Culture Course Model for Postgraduates Based on Social Constructivist Theory." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.74.

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Looker, Nicola. "A Pedagogical Framework for Teaching Computer Programming: A Social Constructivist and Cognitive Load Theory Approach." In ICER 2021: ACM Conference on International Computing Education Research. ACM, 2021. http://dx.doi.org/10.1145/3446871.3469778.

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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of mul

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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Inf

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"Research on the Development of "Double Abilities" of English Majors through Project-based Assignment Based on Constructivist Learning Theory." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.035.

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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.

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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the socia

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