Relevant bibliographies by topics / Constructivist learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Constructivist learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Constructivist learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Constructivist learning"

1

Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (June 1, 2017): 117–43. http://dx.doi.org/10.32923/tarbawy.v4i1.815.

Full text
Abstract:
Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.
APA, Harvard, Vancouver, ISO, and other styles
2

Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7.1.36.61-70.

Full text
Abstract:
Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
APA, Harvard, Vancouver, ISO, and other styles
3

Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7i1.36.

Full text
Abstract:
Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
APA, Harvard, Vancouver, ISO, and other styles
4

Argarini, Dian Fitri, Nok Izatul Yazidah, and Anik Kurniawati. "THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY." Infinity Journal 9, no. 1 (January 27, 2020): 1. http://dx.doi.org/10.22460/infinity.v9i1.p1-14.

Full text
Abstract:
This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication
APA, Harvard, Vancouver, ISO, and other styles
5

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 (January 29, 2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

Full text
Abstract:
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, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education._________________________________________________________Este artículo teórico pretende comparar algunas teorías de aprendizaje relacionadas con el constructivismo y explorar cómo pueden usarse adecuadamente en el campo de la tecnología educativa y la educación a distancia. Después de una breve introducción, el constructivismo queda definido como una filosofía general de la educación que abarca varias teorías de aprendizaje diferentes. El artículo presenta y analiza las siguientes teorías: cognición situada, teoría de la actividad, aprendizaje experiencial, instrucción anclada y aprendizaje auténtico. El conectivismo o aprendizaje distribuido también se presenta como una nueva e importante teoría, que incluye su visión pedagógica y práctica en cursos masivos y abiertos en línea (MOOCs). Organizamos estas teorías de manera coherente bajo el paraguas constructivista e indicamos las principales similitudes y diferencias entre ellas. El conectivismo se posiciona como una nueva filosofía de la educación para la era digital, flexibilizando y ampliando el concepto de Zona de Desarrollo Próximo (ZDP) de Vygotsky para incluir el aprendizaje que se encuentra fuera del alumno, en redes sociales y herramientas tecnológicas. El texto finalmente propone un trabajo adicional sobre cómo estas teorías pueden combinarse y utilizarse adecuadamente como marcos para proyectos y actividades constructivistas en los campos de la tecnología educativa y la educación a distancia. El artículo se basa en la investigación y revisión de artículos revisados por pares sobre el constructivismo, el conectivismo, las otras teorías mencionadas y la tecnología educativa y la educación a distancia.
APA, Harvard, Vancouver, ISO, and other styles
6

Kumar Shah, Rajendra. "Effective Constructivist Teaching Learning in the Classroom." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 1–13. http://dx.doi.org/10.34293/education.v7i4.600.

Full text
Abstract:
Constructivism has been a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs, while demonstrating significant success in promoting student learning. In this paper, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.
APA, Harvard, Vancouver, ISO, and other styles
7

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 (September 15, 2016): 65–74. http://dx.doi.org/10.12737/21135.

Full text
Abstract:
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 semantic content of such principles of constructivism, as the specificity of the learning process as a process of constructing meanings, and problem-based learning, communicative approach to learning. Based on this, the study focuses on the understanding of the interaction of teacher and student in the learning process. The author pays special attention to the fact that according to the constructivist pedagogy the main subject of the process of education is not a teacher, but a pupil. This idea significantly transforms classical model of hierarchical learning. Thanks to the constructivist methodology, the author describes effective teaching methods in contemporary culture. It is noted that important components of the learning process in constructivism is the formation of motivation of the student, as well as a relaxed and creative approach to the learning process of the teacher. The author highlights a problem such as understanding learning as complex process of social interaction of a teacher and a pupil. This process forms value meanings tailored to the specific situations faced by the student. As necessary components of constructivist models of teaching the author highlights the practical orientation of the learning process, and changing requirements for teacher, which is understood in constructivist pedagogy not as much a mentor, but as a moderator of the learning process.
APA, Harvard, Vancouver, ISO, and other styles
8

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 (January 2008): 21–37. http://dx.doi.org/10.1123/jtpe.27.1.21.

Full text
Abstract:
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 that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term “complex” learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme.
APA, Harvard, Vancouver, ISO, and other styles
9

Li, Li, and Fang Liang Xu. "The Application of Data Mining in Constructivist Learning." Advanced Materials Research 219-220 (March 2011): 976–79. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.976.

Full text
Abstract:
The constructivist learning based on data mining technology is a senior learning process, it realized the discovery to the unknown knowledge, it reflected knowledge construction goal that constructivism pursue. In this paper, we first briefly introduced the data mining technology and constructivist learning, analyzed the necessity of the application of data mining technology on constructivist learning, and then put forward the viewpoint of the combination between them, finally, we discussed how to implement the data mining in constructivist learning.
APA, Harvard, Vancouver, ISO, and other styles
10

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 (June 7, 2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.

Full text
Abstract:
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 conocimiento, apoyado claro está, en los medios y herramientas tecnológicas a su alcance. El presente trabajo pretende demostrar que el aprendizaje autónomo con el uso de la investigación es posible si se aplica un enfoque socio constructivista al aprendizaje con el apoyo de la tecnología educativa. AbstractA time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT) in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Constructivist learning"

1

Davey, Jon Daniel. "A THEORETICAL MODEL OF LEARNING EMPLOYING CONSTRUCTIVISM, NEUROSCIENCE, AND PHENOMENOLOGY: CONSTRUCTIVIST NEUROPHENOMENOLOGY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/445.

Full text
Abstract:
The purpose of this research study was to propose a new learning theory for career and technical education with a foundation in philosophy and neuroscience. It purports to combine constructivism, phenomenology and neuroscience into a proposed learning theory entitled ‘constructivist neurophenomenology embedded in embodied cognition, that is, the formative role that the environment plays in the development of cognitive processes. The theory represents a trinity of constructivism’s genetic epistemology manifesting itself in (a) accommodation, (b) phenomenology’ intentionality, that is there is always something there for consciousness, and (c) neuroscience cell assembly. These three actions of the brain construct consciousness, memory, and learning via metaphorical thinking.
APA, Harvard, Vancouver, ISO, and other styles
2

Löbler, Helge. "Learning entrepreneurship from a constructivist perspective." Routledge, Taylor & Francis, 2006. https://ul.qucosa.de/id/qucosa%3A16321.

Full text
Abstract:
The aim of this article is to present a learning theory (constructivist theory) that supports and explains a lot of the requested changes in entrepreneurship education. It also explains how entrepreneurs learn and serves as a basis for designing entrepreneurship programs. If we look at the ‘skills’ and competencies of entrepreneurs from a constructivist’s perspective we find most of them by observing children under the age of five or six: they are motivated to learn, they are interested in a variety of different topics, they ask excellent questions, they try many things to get insights, they are creative, they are impatient. In short, they create and govern their own learning process, which is open for any content, style, goal, experience, etc., and allows them to take every opportunity to answer the question in concern. In this sense it is similar to the entrepreneurial process where the entrepreneur tries everything and is ready to learn what is needed to be successful.
APA, Harvard, Vancouver, ISO, and other styles
3

Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

Full text
Abstract:
Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
4

Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.

Full text
Abstract:
The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.
APA, Harvard, Vancouver, ISO, and other styles
5

Howard, Gerard David. "Constructivist and spiking neural learning classifier systems." Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573442.

Full text
Abstract:
This thesis investigates the use of self-adaptation and neural constructivism within a neural Learning Classifier System framework. The system uses a classifier structure whereby each classifier condition is represented by an artificial neural network, which is used to compute an action in response to an environmental stimulus. We implement this neural representation in two modem Learning Classifier Systems, XCS and XCSF. A classic problem in neural networks revolves around network topology considerations; how many neurons should the network consist of? How should we configure their topological arrangement and inter-neural connectivity patterns to ensure high performance? Similarly in Learning Classifier Systems, hand-tuning of parameters is sometimes necessary to achieve acceptable system performance. We employ a number of mechanisms to address these potential deficiencies. Neural Constructivism is utilised to automatically alter network topology to reflect the complexity of the environment. It is shown that appropriate internal classifier complexity emerges during learning at a rate controlled by the learner. The resulting systems are applied to real-valued, noisy simulated maze environments and a simulated robotics platform. The main areas of novelty include the first use of self-adaptive constructivism within XCSF, the first implementation of temporally-sensitive spiking classifier representations within this constructive XC SF, and the demonstration of temporal functionality of such representations in noisy continuous-valued and robotic environments.
APA, Harvard, Vancouver, ISO, and other styles
6

Fok, Po-yan, and 霍寶欣. "Can a constructivist learning environment enhance a deep approach to learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962956.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fok, Po-yan. "Can a constructivist learning environment enhance a deep approach to learning?" Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26232789.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Williamson, William Davis O'Sullivan Rita G. "Assessing constructivist elements in the online learning environment." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2948.

Full text
Abstract:
Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
APA, Harvard, Vancouver, ISO, and other styles
10

Watering, Gerard van de. "Assessment in constructivist learning environments studies about perceptions and assessment in a constructivist learning environment in relation to students' study outcomes /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=5495.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Constructivist learning"

1

L, Peck Kyle, and Wilson Brent G, eds. Learning with technology: A constructivist perspective. Upper Saddle River, N.J: Merrill, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Michelle, Collay, ed. Designing for learning: Six elements in constructivist classrooms. Thousand Oaks: Corwin Press, Calif., 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

G, Wilson Brent, ed. Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, N.J: Educational Technology Publications, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1926-, Davis Robert B., Maher Carolyn Alexander, and Noddings Nel, eds. Constructivist views on the teaching and learning of mathematics. Reston, Va: National Council of Teachers of Mathematics, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Michelle, Collay, ed. Constructivist learning design: Key questions for teaching to standards. Thousand Oaks, Calif: Corwin Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tony, Dyson, Gater Steven, and Children's Learning in Science Project., eds. A constructivist view of learning and teaching in science. Leeds: University of Leeds, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1947-, Jonassen David H., and Jonassen David H. 1947-, eds. Learning to solve problems with technology: A constructivist perspective. 2nd ed. Upper Saddle River, N.J: Merrill, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College, Columbia University, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fosnot, Catherine Twomey. Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

L, Page Marilyn, ed. Creating and sustaining the constructivist classroom. Thousand Oaks, Calif: Corwin Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Constructivist learning"

1

Gogus, Aytac. "Constructivist Learning." In Encyclopedia of the Sciences of Learning, 783–86. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_142.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pritchard, Alan. "Cognitive, constructivist learning." In Ways of Learning, 19–37. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315460611-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gustavsen, Bjørn. "Innovation, Participation and ‘Constructivist Society’." In Learning Regional Innovation, 1–14. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304154_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Simina, Vasiliki K. "Socio-Constructivist Models of Learning." In Encyclopedia of the Sciences of Learning, 3128–31. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_882.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_82-1.

Full text
Abstract:
AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of inquiry theoretical framework, as it intentionally makes space for learners to express their teaching, social, and cognitive presences. To support the design of effective online learning experiences, how each presence fits into the constructivist and inquiry-based approaches is explained in this chapter. As well, applications are suggested. Finally, assessment approaches are provided that are in line with the tenets of constructivism, inquiry-based learning, and hence the community of inquiry.
APA, Harvard, Vancouver, ISO, and other styles
6

Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education, 1339–55. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_82.

Full text
Abstract:
AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of inquiry theoretical framework, as it intentionally makes space for learners to express their teaching, social, and cognitive presences. To support the design of effective online learning experiences, how each presence fits into the constructivist and inquiry-based approaches is explained in this chapter. As well, applications are suggested. Finally, assessment approaches are provided that are in line with the tenets of constructivism, inquiry-based learning, and hence the community of inquiry.
APA, Harvard, Vancouver, ISO, and other styles
7

Zajda, Joseph. "Constructivist Learning Theory and Creating Effective Learning Environments." In Globalisation, Comparative Education and Policy Research, 35–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71575-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jensen, Nils, Stefan Seipel, Wolfgang Nejdl, and Stephan Olbrich. "Covase: Collaborative Visualization for Constructivist Learning." In Designing for Change in Networked Learning Environments, 249–53. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0195-2_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rugelj, Jože, Mojca Ciglarič, Andrej Krevl, Matjaž Pančur, and Andrej Brodnik. "Constructivist Learning Environment in a Cloud." In Advances in Intelligent Systems and Computing, 193–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30859-8_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Saudelli, Mary Gene. "Constructivist Learning Theory and Contemporary Debates." In The Balancing Act, 15–25. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-016-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Constructivist learning"

1

A. Triantafyllou, Serafeim. "Constructivist Learning Environments." In 5th International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2022. http://dx.doi.org/10.33422/5th.icate.2022.04.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dezhi Wu, M. Bieber, S. R. Hiltz, and Hyo-Joo Han. "Constructivist learning with participatory examinations." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265046.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nesterenko, V. G., and L. M. Matvienko. "Blended learning using constructivist ideas." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-05.

Full text
Abstract:
В статье приводится примеры поиска теоретической основы и условий реализации смешанного обучения. По мнению авторов, смешанная учебная среда имеет все возможности для применения принципов теории конструктивизма, а добавление социального контекста позволяет использовать идеи социального конструктивизма, цель которого – приобретение знаний и умений сквозь призму коллективной деятельности.
APA, Harvard, Vancouver, ISO, and other styles
4

Soeharto. "Constructivist Approach for Vocational Education." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.056.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Perotto, Filipo Studzinski, and Luís Otávio Álvares. "Learning regularities with a constructivist agent." In the fifth international joint conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1160633.1160778.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dyubele, Sithembiso, Subashnie Soobramoney, and Delene Heukelman. "Using Smartphones as Constructivist Learning Tools." In 2020 International Conference on Artificial Intelligence, Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2020. http://dx.doi.org/10.1109/icabcd49160.2020.9183886.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhuge, Hai, and Yanyan Li. "Active e-course for constructivist learning." In the 13th international World Wide Web conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1013367.1013418.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Natalia, Stevi, Kerdid Simbolon, and Ira Sofiana. "Integers Learning Module with Constructivist Approach." In Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.17-11-2021.2318675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sarkar, Advait. "Constructivist Design for Interactive Machine Learning." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2892547.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Papadimitriou, Alexandros, Georgios Gyftodimos, and Maria Grigoriadou. "MATHEMA: A Constructivist Enviroment for Electromagnetism Learning." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.46.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Constructivist learning"

1

Carpenter, Tamitha, Daniel Fu, Phillip Michalak, Laurie Spencer, and Luciano Iorizzo. A Constructivist Approach to Distance Learning for Counterterrorist Intelligence Analysis. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada439022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Constructivist learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography