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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.
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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.
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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.
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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
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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.
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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
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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.
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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
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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 (January 29, 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, 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.
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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.
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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.
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Плужникова, Наталья, and Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE." Universities for Tourism and Service Association Bulletin 10, no. 3 (September 15, 2016): 65–74. http://dx.doi.org/10.12737/21135.
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The article studies the main ideas of constructivist pedagogy and their influence on contemporary culture. The attention is focused on such issues as methodology of the learning process in pedagogy of constructivism. This problem is examined in the context of modern education. The author studies the links of pedagogy and constructivism with philosophical constructivist concepts (P. Watzlawick, H. Maturana and F. Varela). The author examines the positive and negative aspects of the constructivist methodology in the sphere of modern pedagogy. The analysis of constructivist pedagogy shows the 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.
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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 (January 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 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.
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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.
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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.
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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 (June 7, 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 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.
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Mavuru, Lydia, and Sezanele Gugulethu Mbonane. "Sciences teachers’ creation of constructivist learning environments in their classrooms." Cypriot Journal of Educational Sciences 17, no. 8 (August 31, 2022): 2838–50. http://dx.doi.org/10.18844/cjes.v17i8.7782.
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The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adopted as the theoretical framework. Findings revealed teachers’ positive disposition in relation to personal relevance, learner negotiation and critical voice as some of the key constructs depicting a constructivist learning environment. Teachers’ disposition in relation to shared control and scientific uncertainty reflected traditional perceptions. Teachers used cooperative teaching strategies, real-life examples, and questions to elicit learners’ prior knowledge. Findings have implications for teacher professional development in classrooms showing diversity in learners’ backgrounds. Keywords: Constructivist learning; learner-centred classrooms; prior knowledge; social constructivism
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Holmes, Andrew Gary Darwin. "Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?" Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 7–15. http://dx.doi.org/10.34293/education.v8i1.819.
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This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claimsconstructivist pedagogical approaches have become normative practice, when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
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Zhu, Xiaoyue. "Innovation of Digital Piano Collective Class Teaching Mode under the Theory of Constructivism." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6049741.
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Constructivist learning theory and instructional design theory serve as the foundation for the design of the teaching process. According to constructivists, learning occurs when students are in a particular situation, such as a social or cultural setting, with the assistance of others, using the appropriate learning resources, and creating their own meaning. A scientific theoretical foundation and a philosophical methodology are provided for the classroom instruction of fundamental music by modern constructivism theory, which adapts to the advancement of the times and the demands of the new educational environment. This paper, guided by constructivism theory, conducts extensive research on constructivism theory from two perspectives, theory and practice, proposes a general teaching mode for music under the auspices of constructivism theory, and attempts to apply it to music education. Through the comparison experiment, it was determined that the experimental class’s final grade was 69.87 and its piano level index was 0.0824, while the control class’s grade was 64.69 and its piano level index was 0.0741. In terms of piano proficiency and test results, the experimental class outperforms the control class. Contrary to the traditional teaching approach, constructivist music education has been shown to be more effective at raising the musical proficiency of regular students, as well as improving students’ motivation for learning music, their methods of instruction, their initiative, and the environment in which they learn.
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Arham, Rijal, Marhamah, and Dedi Djubaedi. "APLIKASI TEORI KONSTRUKTIVIS PADA AL-QUR'AN HADIS." Journal of Islamic Education Studies 1, no. 1 (August 24, 2022): 33–39. http://dx.doi.org/10.58569/jies.v1i1.427.
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This study describes the implementation of constructivist learning theory. This study was written based on the importance of a constructivist approach that requires active students. One way to achieve this is a constructivist approach. The research method used is field research. The results of this study conclude that the application of constructivist learning theory is applied, although in a simple way. Constructivism is a positive activity that allows students to build knowledge, find meaning in what they have learned, and relate it to their own experiences.
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Munib, Muhammad. "Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (March 27, 2018): 15. http://dx.doi.org/10.32616/pgr.v1.2.72.15-20.
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Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by questionnaire: (1) improve the use of resources in applying the model (2) Change the way of evaluation in the use of the model (3) Improve the model appearance or change the learning strategy. 2) The developed product is attractive for classroom learning in a classical and independent manner. 3) This product product can ease the burden of teacher in teaching. 4) The result of expert validation and trial, Constructivistic Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education. 5) The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of productive learning model.
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Munib, Muhammad. "Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (March 27, 2018): 15. http://dx.doi.org/10.32616/pgr.v1i2.72.
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Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by questionnaire: (1) improve the use of resources in applying the model (2) Change the way of evaluation in the use of the model (3) Improve the model appearance or change the learning strategy. 2) The developed product is attractive for classroom learning in a classical and independent manner. 3) This product product can ease the burden of teacher in teaching. 4) The result of expert validation and trial, Constructivistic Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education. 5) The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of productive learning model.
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SIMINA, VASSILIKI, and MARIE-JOSÉE HAMEL. "CASLA through a social constructivist perspective: WebQuest in project-driven language learning." ReCALL 17, no. 2 (November 2005): 217–28. http://dx.doi.org/10.1017/s0958344005000522.
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The basic tenet of constructivism is that learners construct their knowledge on their own by associating new with prior information. The significance of the learner’s interaction with his/her social and physical environment is here of great importance; the learner is at the center of the learning process while the tutor is seen as a facilitator, a guide. Considering the paradigm shift in education and language learning, the assumptions of the constructivist philosophy encourage the use of computers in second language acquisition. Computer technology is capable of providing the context for collaboration and social interaction in which learners will construct the knowledge of the target language on their own by being engaged in meaningful activities. Moreover, computers allow learners to interact not only with the learning materials but also with other people. The combination of the social and individual aspect is best expressed by social constructivism. Placing language learning in a socio-cognitive context, we will approach second language acquisition from a social constructivist perspective and indicate the value of such an approach for the design and evaluation of Computer Applications in Second Language Acquisition (CASLA). Firstly, an overview of constructivism as a theory of learning is required in order to make clear the basic assumptions of the constructivist theory. Secondly, the focus is placed on social constructivism which is examined in relation to second language acquisition. This in tandem exploration will lead us to provide a framework which integrates all four language skills in a general theoretical framework of social interaction and shows how social constructivism can promote second language acquisition. Finally, one type of on-line application such as WebQuest, which is best developed in project-driven language learning, will be provided as a potential example of good practice in approaching Computer Applications in Second Language Learning through a social constructivist perspective.
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Rzeźnicka-Krupa, Jolanta. "Konstruktywizm i pedagogika różnorodności w kontekście edukacji włączającej." Problemy Wczesnej Edukacji 51, no. 4 (December 31, 2020): 153–66. http://dx.doi.org/10.26881/pwe.2020.51.12.
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Constructivism is a very complex and ambiguous concept, whereas the constructivist approach is mostly presented in three main aspects: ontological and epistemological (conditions and capabilities of reality existence and cognition), psychological (mental processes of knowledge constructing) and pedagogical (processes of learning and creating concepts). In this article I am searching the answer to two basic questions, the first one reading: What are the potential results of the constructivist approach in connection with diversity pedagogy and inclusion learning for education and the functioning of schools? The posthuman critique of social constructivism formulates the second of the questions I want to answer in the text: how can the constructivist approach cooperate with some new contemporary social theories, especially the new realism (materialism) and pedagogy of things? Employing the Piagetian concept of decentration, I take a critical look at how and in what sense constructivism could influence the change of meanings ascribed to categories like norm(s), learning difficulties or special educational needs, as well as reformulate the general philosophy of education and eventually affect the functioning of schools as accessible learning environments.
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Kayii, NumbaraBari E., and Margaret E. Akpomi. "Constructivist Approaches: A Budding Paradigm for Teaching and Learning Entrepreneurship Education." International Journal of Education, Teaching, and Social Sciences 2, no. 1 (February 4, 2022): 31–44. http://dx.doi.org/10.47747/ijets.v2i1.586.
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Constructivism is an approach to learning that believes in the personal construction of knowledge by learners through the interaction of prior knowledge to form a new experience. Constructivism represents the state-of-the-art in the teaching of Mathematics and Sciences at all levels of education. However, there is less work on constructivist teaching and learning in Entrepreneurship Education. This study reviewed theoretical and empirical studies on constructivism with emphasis on how it can help organizations achieve value creation through the vehicle of Entrepreneurship Education. Also, the study summarizes the pedagogical goals of constructivist learning and conceptualizes the dimensions of Entrepreneurship Education, the relevance of Entrepreneurship Education, teaching methods in Business Education, and brings out an understanding of the paradigm shift. The study reveals that the focus of Entrepreneurship Education is to promote innovation and value creation among learners. Consequently, the researcher has drawn a useful conclusion on the application of constructivist approaches in teaching Entrepreneurship Education, and it was recommended, among others; that stable industrial policy on the collaboration between small business entrepreneurs and research institutions for the exploitation of research findings of those institutions to achieve sustainable technological development.
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Yeravdekar, V. "A social constructivism approach to learning digital technologies for effective online teaching in Covid-19." CARDIOMETRY, no. 23 (August 20, 2022): 761–64. http://dx.doi.org/10.18137/cardiometry.2022.23.761764.
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Use of digital technologies can enable effective e-learning. In this paper the authors have compared cognitive constructivism approach and social constructivism approach to enable school teachers to use digital technologies for online teaching in Covid-19. It has been found that social constructivism is more effective than cognitive constructivism for enabling school teachers to use digital technologies for delivery of classes in the online mode. Online learning is a method of learning that makes use of the Internet and the World Wide Web. Given the large range of applications accessible on the Internet and the web, it has the ability to stimulate learning in a social constructivist paradigm. The social constructivist paradigm is related with collaborative learning and creative problem solving. The findings of qualitative research papers about barriers to efficient online learning are examined in this integrative literature review. Digital technologies provide teachers with a plethora of new opportunities, but they must constantly be utilized.
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Simojoki, Henrik. "Wo „steht“ die konstruktivistische Religionsdidaktik? Versuch einer theologischen Ortsbestimmung." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 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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Simon, Martin A. "Reconstructing Mathematics Pedagogy from a Constructivist Perspective." Journal for Research in Mathematics Education 26, no. 2 (March 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. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher's goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.
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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (October 2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.
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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.
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Yendrita, Yendrita, and Sri Nengsih. "Eksplorasi Penggunaan Pendekatan Konstruktivis dalam Proses Perkuliahan." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 5, no. 1 (June 30, 2022): 235–44. http://dx.doi.org/10.31539/bioedusains.v5i1.3744.
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This study aims to explore the use of a constructivist approach in the lecture process in the Biology Education study program, STKIP Yayasan Abdi Pendidikan Payakumbuh. The method used is the descriptive method. The instrument of this research is a set of questionnaires distributed to all students of the Biology Education study program at the Abdi Pendidikan Payakumbuh Foundation who are registered in the even semester of the 2019/2020 academic year. The results showed that the use of a constructivist approach in general in lectures at the Biology Education Study Program of the Abdi Pendidikan Foundation was carried out by 76.25%, the process of forming concepts based on constructivists was 77.08%, the use of constructivist learning principles was 75.27%, the use of unique characteristics constructivist by 74.72% and the implementation of learning with a constructivist approach of 78.03%. In conclusion, the constructivist approach has been used well in the lecture process at the Biology Education Study Program STKIP Yayasan Abdi Pendidikan Payakumbuh.
Keywords: Exploration, Constructivist, Lecture
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Macías Ibarra, Jorge Eduardo, and Oscar Barzaga Sablón. "FUNDAMENTOS TEÓRICOS DEL CONSTRUCTIVISMO PARA LA ENSEÑANZA DE LA EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 4, no. 1 (March 29, 2019): 99. http://dx.doi.org/10.33936/cognosis.v4i1.1578.
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El presente trabajo tiene la finalidad resaltar la importancia teórica del constructivismo como modelo de desarrollo que permita al docente de Educación Física reconocer y propiciar una práctica activa y significativa de la asignatura desde la visión global de mejorar la experiencia del aprendizaje. Para ello, la metodología aplicada consistió en un conjunto de métodos teóricos como: el método comparativo, que permitió comparar las diferentes teorías entorno al constructivismo, estableciendo similitudes y diferencias, la modelación científica favoreció el análisis estructural y funcional del constructivismo desde la enseñanza de la cultura física, la abstracción científica desempeñó un rol importante en la determinación de los aspectos esenciales del constructivismo a través del análisis y la síntesis y con el análisis de documentos aplicando el análisis de temas y de dominio se establecieron los aspectos esenciales en relación con la bibliografía empleada en el estudio, propiciando la reflexión de los contextos que atañen a la aplicación de la práctica constructivista en el sistema educativo actual. La investigación fue concluyente en recalcar que el dominio del docente en la aplicación del constructivismo conlleva a la diversificación de estrategias pertinentes y actividades prácticas que permiten dinamizar el proceso de enseñanza aprendizaje, propiciando un aprendizaje significativo y funcional en el educando.
PALABRAS CLAVE: Constructivismo; Educación Física; Enseñanza.
THEORETICAL FUNDAMENTALS OF CONSTRUCTIVISM FOR THE TEACHING OF PHYSICAL EDUCATION
ABSTRACT
The purpose of this paper is to highlight the theoretical importance of constructivism as a development model that allows the Physical Education teacher to recognize and encourage an active and meaningful practice of the subject from a global perspective of improving the learning experience. For this, the applied methodology consisted of a set of theoretical methods such as: the comparative method, which allowed to compare the different theories around constructivism, establishing similarities and differences, the scientific modeling favored the structural and functional analysis of constructivism from the teaching of the physical culture, scientific abstraction played an important role in determining the essential aspects of constructivism through analysis and synthesis and with the analysis of documents applying the analysis of topics and domain were established the essential aspects in relation to the bibliography used in the study, encouraging the reflection of the contexts that concern the application of constructivist practice in the current educational system. The research was conclusive in emphasizing that the teacher's mastery in the application of constructivism leads to the diversification of pertinent strategies and practical activities that allow to dynamize the teaching-learning process, promoting a meaningful and functional learning in the learner.
KEYWORDS: Constructivism, Physical Education, Teaching.
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Rojas, Jaime Guevara, Doris Fuster-Guillen, Silvia Patricia Arias Diaz, Angelica Sanchez Castro, and Yuri Anselmo Maita Cruz. "Constructivist Strategies to Strengthen Learning in Physiotherapy." NeuroQuantology 20, no. 5 (May 18, 2022): 582–98. http://dx.doi.org/10.14704/nq.2022.20.5.nq22212.
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The constructivist strategy is the teacher's conscious decision-making to develop the skills of their students; The objective of this research is to explain the constructivist strategies for learning physiotherapy. Based on a bibliographic review in the EBSCO, Google Scholar, Dialnet, SciELO, Redalyc, BMC Medicine databases, among others, published from 2009 to 2021, with open access, with a search strategy by keyword, theme, tricks of search and author bibliographic references, the 105 documents found were subjected to a process of validity, reliability and relevance, leaving 67 articles. Learning concepts were addressed as an active process of acquiring abilities, skills and knowledge through experience, observation or study. The active methodologies used in physiotherapy such as problem-based learning, team-based learning and simulation-based learning. The flipped classroom combines asynchronous and synchronous learning, respects learning styles. The use of constructivist strategies in physiotherapy is still insufficient, it is suggested for future studies to deepen and expand the application step by step by inserting methodologies, tools of concrete use in detail in the educational context in this field.
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-Muhibin, Muhibbin, and M. Arif Hidayatullah. "Implemntasi Teori Belajar Konstruktivisme Vygotsky Pada Mata Pelajaran Pai Di SMA Sains Qur`An Yogyakata." Belajea; Jurnal Pendidikan Islam 5, no. 1 (May 22, 2020): 113. http://dx.doi.org/10.29240/belajea.v5i1.1423.
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This study aims to answer the question of how and the implementation of vygotsky constructivism learning theory in PAI subjects at the Qur`an High School. The method used in this study is a qualitative research method, the instruments used by researchers in this study, are the researchers themselves and notebooks. Furthermore, the results of research on the implementation of constructivist learning theory in general can be said to be going well and in accordance with the steps of its application. In implementing constructivist learning models in general, PAI subjects in the Qur'an Science High School can run well and cannot be separated from several supporting factors such as the accuracy of teaching materials, methods, principals, teachers, and adequate infrastructure. In addition to supporting factors there are also several inhibiting factors in the constructivist learning model in general, namely the insufficient allocation of time and the lack of self-confidence of students at the beginning of the application of constructivist learning models. Efforts that can be made to overcome the inhibiting factors of constructivist learning models in general are teachers trying to form positive attitudes in students such as self-confidence and mutual respect besides sending teachers to attend training, work shops.
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Checkel, Jeffrey T. "Why Comply? Social Learning and European Identity Change." International Organization 55, no. 3 (2001): 553–88. http://dx.doi.org/10.1162/00208180152507551.
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Why do agents comply with the norms embedded in regimes and international institutions? Scholars have proposed two competing answers to this compliance puzzle, one rationalist, the other constructivist. Rationalists emphasize coercion, cost/benefit calculations, and material incentives; constructivists stress social learning, socialization, and social norms. Both schools, however, explain important aspects of compliance. To build a bridge between them, I examine the role of argumentative persuasion and social learning. This makes explicit the theory of social choice and interaction implicit in many constructivist compliance studies, and it broadens rationalist arguments about the instrumental and noninstrumental processes through which actors comply. I argue that domestic politics—in particular, institutional and historical contexts—delimit the causal role of persuasion/social learning, thus helping both rationalists and constructivists to refine the scope of their compliance claims. To assess the plausibility of these arguments, I examine why states comply with new citizenship/membership norms promoted by European regional organizations.
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Nurhidayati, Euis. "Pedagogi Konstruktivisme dalam Praksis Pendidikan Indonesia." Indonesian Journal of Educational Counseling 1, no. 1 (January 20, 2017): 1–14. http://dx.doi.org/10.30653/001.201711.2.
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Constructivism is one of philosophy of knowledge that emphasizes that our knowledge is (shapes) construction of ourselves. Knowledge is not an idea of reality. Knowledge is always a result of cognitive construction of reality by one’s activities. Some psychologists who started on constructivism approach are Piaget and Vygostky. The difference between them is where Piaget more emphasizes and discusses constructivism of learning process personally but Vygostky develops constructivism of learning process socially. Both of Individual Cognitive Constructivist and Sociocultural Constructivist dominate the constructivism concept. Constructivism learning consider that student continuously examine new information which contrast with old rule and revise the rule it is no longer appropriate. For encouraging student more active involve in learning process, it is should that: 1) learning atmosphere is democratic; 2) learning activities goes interactively and student-centered; 3) teacher encourages student to learn autonomously and responsible for their learning activities. Looking at the education practice in Indonesia, the concept constructivism is not implemented yet, although its concept is purposed, for example in KTSP (Kurikulum Tingkat Satuan Pendidikan) that clearly gives freedom to education units included teachers to build student competency that suitable with student needs and interest. One of some main problems of in learning in formal education (school) recently is lowness of student absorption. It was showed by student result learning average that still bad. This is of course a result of learning process that still conventional and far to touch student dimension, it means how actually learning is.
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M. Loseñara, Jleian Mard, and Catherine P. Loseñara. "Constructivism in the Science Classroom: Assessing Students’ Perception of Constructivism." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 161–69. http://dx.doi.org/10.54476/iimrj246.
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Distinct to today's society is rapid change, exemplified in the swift demands that confront professionals and working life. As this ripple to and challenges the educational set up to mold competent individuals, changes occur as the education paradigm shifts. One such change is Constructivism which asserts learning to be an active process where learners actively build on their experiences and knowledge. Students' perceptions of the classroom learning environment are significant and should be of interest to teachers. The study employed a Constructivist Learning Environment Survey which was responded by163 first-year college students. It was intended to assess how students perceive their Science class as taught using the Constructivist approach. It utilized the Statistical Package for the Social Sciences software to analyze data. Findings revealed that students perceived their Science class as "often" taught using Constructivism. Likewise, of the five Constructivist dimensions identified and utilized for this study, four dimensions were regarded as "often" perceived by the students in their science class, the highest often perceived dimension being Student Negotiation. Contrastingly, the only dimension perceived "seldom" by the students and scored the lowest is Shared Control. Thus, it resulted that there is no relationship between the teacher's teaching experience and the teacher's use of constructivist practices.
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Kommers, P. "Experiential Learning Through Constructivist Learning Tools." International Journal of Computers and Applications 25, no. 1 (January 2003): 72–83. http://dx.doi.org/10.1080/1206212x.2003.11441687.
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Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (November 21, 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 introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>
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Altmeyer, Stefan. "Vom Eigenleben der Dinge." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 2014): 349–57. http://dx.doi.org/10.1515/zpt-2014-0407.
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Abstract In recent years, constructivist positions have gained considerable influence on pedagogical thinking in general and religious education theory and practice in particular. The basic argument comes down to the question how learning happens. From a constructivist perspective, learning has to be understood as an active social process of creating individually viable meaning through the experience of difference. Current practice of RE seems to be widely shaped by a kind of pragmatic constructivism. The paper first describes and critically evaluates three of its basic options, which redefine the role of the learner, the instructor and the subject matter in religious learning processes. Secondly, a search for blind spots of constructivist practice is carried out considering works of the French philosopher and sociologist Bruno Latour. The key point is not to underestimate the ‘share of things’ in every learning process however self-constructive learning may be.
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Qiu, Jiaosheng. "A Preliminary Study of English Mobile Learning Model Based on Constructivism." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1167. http://dx.doi.org/10.17507/tpls.0909.13.
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This paper aims at exploring the model of English mobile learning system based on constructivism. Firstly, it defines the concepts of constructivism, constructivism learning theory, mobile learning and mobile learning theory. Then, it summarizes and analyses the relevant researches on mobile learning at home and abroad. Then it elaborates the purpose, significance and research value of the topic, respectively. The research hypothesis is put forward, and the English mobile learning model based on constructivist learning theory is preliminarily expounded. Finally, the research ideas, research methods, technical routes and implementation steps are explained.
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Yan, Huang. "Chinese Learning Through Internet Inspired By Contructivist Learning Theory." Lingua Cultura 5, no. 1 (May 31, 2011): 80. http://dx.doi.org/10.21512/lc.v5i1.378.
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With the changing concept of education, there is growing emphasis on “student-centered” principle. This is one of the characteristics of Constructivist learning theory. On network teaching Chinese, Constructivist learning theory is indispensable. This article is the design of online Chinese teaching which is basic on the Constructivist learning theory.
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Jayasinghe, Kelum. "Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements." Qualitative Research in Accounting & Management 18, no. 2 (June 10, 2021): 282–309. http://dx.doi.org/10.1108/qram-05-2020-0067.
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Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.
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Uden, Lorna, Kecheng Liu, and Gary Shank. "Linking radical constructivism and semiotics to design a constructivist learning environment." Journal of Computing in Higher Education 12, no. 2 (March 2001): 34–51. http://dx.doi.org/10.1007/bf02940955.
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Ta'awan, Ta'awan. "Upaya Meningkatkan Prestasi Belajar Siswa Kelas IX-D melalui Model Pembelajaran Konstruktivistik pada Mata Pelajaran IPS." Jurnal Pendidikan : Riset dan Konseptual 2, no. 2 (March 24, 2018): 125. http://dx.doi.org/10.28926/riset_konseptual.v2i2.38.
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Necessary effort to create economic teaching that can be fun for students to learn at every level in Holistic and Integration. For that, it needs to be developed with reference to Constructivistic approach, since this approach quite rapidly in some developed countries and has given a positive learning outcomes for students. Teacher need to understand what is meant by the constructivist approach, in addition to understanding how to design the learning economy that is based on the approach Constructivistic. Expended the teacher to implement learning model economy that favores by students. Classroom action reserach conducted in three cycles with the steps of planning, action, observation, and reflection. The result showed that the average student is taught using constructivist approach result are better that students who are taught by the ordinary teaching materials. On average cycle 1 daily deuteronomy 66, in the cycle 2 average daily deuteronomy 76 and in cycle 3 deuteronomy daily average increased to 84. From the data analysis it turns out students who taught with more constructivist approach is effective in increasing motivation and achievement learn when compared with students who are not taught by constructivistic approach
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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (March 25, 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 confident in themselves and their abilities. However, learners may not always be active in the teach-ing and learning process. Quite often, learners` abilities are quite limited. In this situa-tion, a constructive approach is hardly effective. Why we want to have a behaviorally active learner? According A. Mayer (2004) educators produce materials that require learning to be behaviorally active and not be "cognitively active." Is it constructivist approach is OK nowadays? Are we sure? Who can deny that the traditional teaching / learning is wrong? Science curricula and teaching methods are changing continuously. Traditional teaching has also changed. Such teaching is fundamentally different compared to the teaching of a few decades ago. Both the curriculum and the context are different. Teaching and learning process is unthinkable without modern ICT. This itself requires a qualitatively new approach in science teaching from the teacher`s side. Our imagination that traditional education is the same as one hundred years ago is incorrect. Is it reasonable to promote ‘constructivism’ as a theory appropriate for science teaching in an uncritical way? There is no universally correct theory. This question should be discussed as large as possible in different context by scholars and teachers. Key words: constructivist approach, science education, traditional teaching.
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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (April 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.
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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.
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SERHIYENKO, S. "ANALYSIS OF MUSICAL ART TEACHING METHODS IN THE PARADIGM OF THE CONSTRUCTIVIST APPROACH." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 7, 2022): 179–88. http://dx.doi.org/10.31494/2412-9208-2022-1-3-179-188.
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The article considers the problem of choosing methods of teaching music in educational institutions in the paradigm of constructivist approach to the organization of educational activities. The purpose of the article is to provide an overview of some general approaches and strategies for teaching music based on the constructivist theory of learning in secondary school. Among the analyzed methods are a lecture, demonstration and modeling, opening method, video showing, tour, role play, project, survey technique, opening method. The article also highlights the factors that determine the choice of teaching method. The main tasks are as follows: to determine the key characteristics of the constructivist approach to learning, to analyze the key provisions of the basic theories of cognitive cognition; to analyze the main methods of teaching music in terms of their coordination with the constructivist approach to learning. Theoretical and empirical methods were used in the study. During the study, theoretical and methodological sources on the research problem were analyzed, the potential of teaching methods was practically assessed in order to organize the educational process in the discipline «musical art» in the context of constructivism theory, the factors determining the choice of teaching methods were identified. Analysis of the problem of selection of methods of teaching music in the paradigm of the constructivist approach allows us to note that the theory of constructivism provides for the possibility of personal construction of knowledge and educational activities by students. Under such a system of teaching, students' knowledge is an individual, variable interpretation of the presented and assimilated information, which provides a conscious perception of music and deep reflection during the educational process. The novelty of the study lies in the study and application of the theory of social constructivism in order to optimize the selection of teaching methods for the successful implementation of the educational process of music art in educational institutions. Key words: constructivism, cognitive cognition, cognitive development, lecture, method of demonstration and modeling, method of video showing, method of interrogation, method of exercises, method of learning through discovery, discussions and debates, role play, project, excursion.
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Mutende, Rose Atieno, Rosemary K. Imonje, and Winston Akala. "Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 277–98. http://dx.doi.org/10.26803/ijlter.20.6.15.
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The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.
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Ranjana, Lakshmi. "Usage of Constructivist Approach for Critical Thinking." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 9 (September 20, 2022): 69–73. http://dx.doi.org/10.31305/rrijm.2022.v07.i09.010.
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This paper is purposely designed to review on various factors related to the constructivist approach. A better understanding of the teaching methods and approaches by experienced teachers enhance critical thinking skills of students. In modern teaching emphasis is paid on the critical thinking and is the most prominent dimension of constructivist learning. The criteria used for learning in constructivism allows students to deepen their knowledge beyond rote memorization, making them to comprehend the content and turn them as an active participant rather than a mere observer. The usage of constructivist approach in teaching results in developing interactive relationship between the learner, the task and the teacher. Here, a teacher act as a facilitator of learning keeping in mind that students are not deprived of learning rather, they add to their experience through discovering knowledge on their own. Finally, it gets clear that students learn better in thinking and understanding when left free to discover knowledge in the guidance of a trained teacher so they arise from rote memorization develops love towards learning.
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Afanasenko, Olga V., Iryna V. Nizhenkovska, Oksana I. Holovchenko, and Olga O. Glushachenko. "Technology-enhanced constructivist learning environment for pharmacy students." Pharmacy Education 22, no. 1 (August 30, 2022): 778–87. http://dx.doi.org/10.46542/pe.2022.221.778787.
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Objective: This article focuses on constructive learning theory and demonstrates how digital technologies can develop cognitive and metacognitive abilities in pharmacy students. Method: The mixed methodology was used to analyse pharmacy educators’ (n=10) and students’ (n=26) perceptions of the efficiency of online digital resources for the creation of a constructivist learning environment. The authors adapted Constructivist Multimedia Learning Environment Survey by adding the rubric for self-reflective skills and teachers’ support assessment. The qualitative data was collected by interviewing teachers and through self-reflective open discussions. After the session of webinars and self-paced MOOC on the constructivism approach, teachers transformed video lectures into interactive video lessons, conventional theoretic-oriented tasks into web cases and web quests. Result: Comparing the results of the initial students’ evaluation of traditional learning materials and the updated ones, there were positive dynamics in all six domains (average item mean): learning to communicate (5.4 points), learning to investigate (7.8 points), learning to think (4.2 points), relevance (8.6 points), challenges (0.9 points), ease of use (1.2 points), and quality of support (7.2 points). Conclusion: Experts observed teaching activities for critical thinking and inquiry skills development, personalised communication, and integration of digital technologies. The results of the study indicated that there were positive transformations toward the constructivist learning environment.
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Hadi Darb, Qusay, and Dr Ali Mohan Abbood. "The Nature of Learning the Constructivist Learning Model in Teaching." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 781–89. http://dx.doi.org/10.9756/int-jecse/v13i2.211119.
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The current research includes the constructivist learning model, in which the two researchers discussed what this model is in teaching. In their current research, the researchers dealt with its inception, the cognitive foundations of the constructivist learning model, the main foundations upon which the constructivist learning model is based, its objectives, advantages, and the problems encountering its use in Teaching, and its stages when teaching the subject’s teachers in its steps, and then the researchers review a model for a teaching plan according to the constructivist learning model, and the researchers will present the important conclusions from this model, as well as some recommendations and references that were employed in this research.
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Alt, Dorit. "Students’ Perceived Constructivist Learning Environment." European Journal of Psychological Assessment 34, no. 6 (November 2018): 432–43. http://dx.doi.org/10.1027/1015-5759/a000358.
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Abstract. Theoretical classifications suggest three key tenets of the constructivist learning environment: constructivist task, teacher-student interaction, and social activity. This study assessed two scales, measuring the perceptions of high school and college students of their constructivist learning environment. Facet theory (FT) approach with smallest space analysis (SSA) as well as confirmatory factor analysis (CFA) were used to confirm the structure of the constructivist learning theory and to test the structural validity of scores on two scales. In the first study, data were gathered by using the Constructivist Learning Environment Survey (CLES). In this study, compared with the CFA result, the SSA gave additional information showing the existence of the three theoretical key tenets which were absent from the factor analysis. This facet was derived from the constructivist learning theory, framed in the mapping sentence, purposely designed as part of the FT research strategy. In the second study, students’ perceptions of the occurrence of constructivist practices in higher education learning environments were assessed. The comparison between SSA and CFA showed that the CFA was limited to capture merely one facet at a time and failed to illustrate the correspondence between the content facets of the mapping sentence.
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Lerman, Stephen. "Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?" Journal for Research in Mathematics Education 27, no. 2 (March 1996): 133–50. http://dx.doi.org/10.5951/jresematheduc.27.2.0133.
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Radical constructivism is currently a major, if not the dominant, theoretical orientation in the mathematics education community, in relation to children's learning. There are, however, aspects of children's learning that are challenges to this perspective, and what appears to be “at least temporary states of intersubjectivity” (Cobb, Wood, & Yackel, 1991, p. 162) in the classroom is one such challenge. In this paper I discuss intersubjectivity and through it offer an examination of the limitations of the radical constructivist perspective. I suggest that the extension of radical constructivism toward a social constructivism, in an attempt to incorporate intersubjectivity, leads to an incoherent theory of learning. A comparison of Piaget's positioning of the individual in relation to social life with that of Vygotsky and his followers is offered, in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics.
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Bujari, Remzi. "The perspective of constructivist teaching in Kosovo secondary schools: the interaction between subjective factors." Univerzitetska misao - casopis za nauku, kulturu i umjetnost, Novi Pazar, no. 20 (2021): 117–31. http://dx.doi.org/10.5937/univmis2120117b.
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Debate on teaching and learning in school-based orientation is becoming more concentrated. It is important to note that each study in terms of educational policy in Kosovo, requires a highlighted study because recent years have seen a struggle between the "progressive" and the "traditional" approach to teaching. Constructivist theory has to do with the construction and approval of the learning process in practice, for example constructivist approach in terms of learning requires pedagogy in "progress" or "active learning", it requires students to be engaged in practical activities and a profound thinking in search of meaning. It is also important to acknowledge that attention devoted to constructiveness in school may have served the educational curriculum, as well as the learning process of students. Constructivists put more emphasize to the knowledge that is in use rather than to the gathering of facts, concepts and solid and mechanical skills. Constructivist teaching enables students to build new ideas based on interaction with the ideas, concepts and previous knowledge they have gained from their life experience.
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Berestova, Anna, Tatyana Anisimova, Olga Morugina, Liudmila Lobuteva, and Alisa Lobuteva. "Constructivist pedagogy in E-learning: Solving problems of interaction with a student." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1343–56. http://dx.doi.org/10.18844/wjet.v14i5.7860.
Full textAbstract:
The study focuses on improving e-learning effectiveness and its implementation during the COVID-19-induced lockdown. The study involved 328 students aged 20 to 24 years with an equal number of males and females. Research shows that e-learning is mostly used together with embedded pedagogical tools and technologies rather than single training programs to improve the quality of teaching based on a unified method. Constructivism is an effective approach for this purpose. The research results can be used in programs with embedded learning elements based on constructivist pedagogy in online and blended learning at higher educational institutions.
Keywords: e-learning; constructivism; student-teacher interaction; problem-based learning; student-centered learning; individual learning path
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Kulsum, Ummu. "Pembelajaran Kontruktivistik Berbasis Literasi Baru dalam Pendidikan Agama Islam." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (April 19, 2019): 388. http://dx.doi.org/10.30739/darussalam.v10i2.381.
Full textAbstract:
The constructivist learning model is formulated in three problem formulations, 1) What is the new literacy-based contructivist learning model in Islamic Education? 2) What is the concept of transmission from constructive-based learning to new literacy in Islamic Education? 3) What is the strategy for transforming constructivist learning based on new literacy in Islamic Education? The aim is to describe the learning model, and also describe the concept of transmission from learning and analyze the strategies of transformational constructivist learning based on new literacy in Islamic religious education. The method uses the inductive qualitative literature method, to explain the results of several scientific works then reduced to a finding by developing existing findings into an innovation and invasion for the development of Islamic religious education. The findings are in the form of PAI learning strategies using constructivistic learning models and new literacy theories that produce reflection meta-cognition for students. Constuctivistic learning needs to be developed also in the affective domain in order to be able to provide changes in the character of students so that students feel a change in him every PAI subject matter is given to him.