Relevant bibliographies by topics / Critical constructivism

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

Academic literature on the topic 'Critical constructivism'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Critical constructivism"

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CHO, YOUNG CHUL. "State Identity Formation in Constructivist Security Studies: A Suggestive Essay." Japanese Journal of Political Science 13, no. 3 (August 9, 2012): 299–316. http://dx.doi.org/10.1017/s1468109912000114.

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AbstractAlthough any typology of constructivism might be arbitrary, there are, broadly speaking, two distinctive constructivist approaches in security studies as well as International Relations (IR) according to their different meta-theoretical stances: conventional constructivism, on the one hand, and critical constructivism on the other. Indeed, regarding how to understand state identity which is integral to national security, there has meta-theoretically been fierce contention between conventional and critical constructivist security studies. In not ignoring but slightly toning down this contention operating at the abstract level, this article aims to present a pragmatic application of the two different (or conflicting) constructivisms to capturing a more complete picture of state identity formation in substantive empirical research of constructivist security studies. The pragmatic approach is that, without being immersed heavily in the meta-theoretical strife between the two seemingly conflicting constructivist camps, both constructivisms should be treated as different analytical frameworks for examining different (internal and external) faces of state identity formation: the external construction of state identity can be well addressed by conventional constructivism, while the internal one by critical constructivism. In this sense, the relationship between conventional and critical constructivism can be understood as not conflicting but complementary in empirical research, as both constructivisms enrich and deepen our understanding of state identity formation in different ways.
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Urbanek, Andrzej. "A CONSTRUCTIVIST VISION OF SECURITY." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (December 31, 2018): 256–72. http://dx.doi.org/10.5604/01.3001.0012.8104.

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In the article its author has attempted to systematize various concepts and ways of approaching the issue of security by representatives of political constructivism. Constructivism is a relatively young concept, which emerged as an alternative to liberalism and political realism. The article presents the main assumptions of the constructivist vision of security, the approach to security by representatives of conventional and critical constructivism, as well as the concept of ontological security developed by constructivists.
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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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Tan, See Seng. "Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security." Pacific Review 19, no. 2 (June 2006): 239–60. http://dx.doi.org/10.1080/09512740500473288.

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Puolimatka, Tapio. "Constructivism and Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 22, no. 4 (2003): 5–12. http://dx.doi.org/10.5840/inquiryctnews20032244.

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Carrier, Nicolas. "Critical Criminology Meets Radical Constructivism." Critical Criminology 19, no. 4 (May 11, 2011): 331–50. http://dx.doi.org/10.1007/s10612-010-9129-1.

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Milutinovic, Jovana. "Critical constructivism: Establishment of open and critical discourse in teaching." Zbornik Matice srpske za drustvene nauke, no. 141 (2012): 583–94. http://dx.doi.org/10.2298/zmsdn1241583m.

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Constructivism today is a popular cognitive theory with important implications on teaching and education. This paper promotes a form of critical constructivism with the emphasis on social awareness and democratic development of society. In this aspect, the paper discusses the basic features of critical constructivism and its possible application in the classroom. The aim is to show the characteristics of an open and critical discourse as a distinctive mark of application of critical constructivism in teaching and to analyze the practical implications of this theoretical position on position and role of a teacher who is considered a key factor in raising the quality of education. It is concluded that careful application of this theoretical position in teaching process can be extremely fruitful as it provides a unique incentive for diversity and inventiveness. It is determined that the critical perspectives in education is especially important in terms of preparing students for an active role of a citizen who participates in the further democratization of his own community, as well as in terms of preparation for life in the world full of uncertainties and diversities.
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Nørreklit, Hanne, Morten Raffnsøe-Møller, and Falconer Mitchell. "A pragmatic constructivist approach to accounting practice and research." Qualitative Research in Accounting & Management 13, no. 3 (August 1, 2016): 266–77. http://dx.doi.org/10.1108/qram-05-2016-0039.

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Purpose The purpose of this paper is to introduce the practice paradigm of pragmatic constructivism. Design/methodology/approach Pragmatic constructivism emphasizes the role of the actors in the construction of organized reality. For such construct to function successfully, four dimensions of reality must be integrated in the actor-world relations. Findings This includes an examination of pragmatic constructivist theory as an alternative to traditional realism and critical theories of organizational reality. The papers of the special issue include methodological, conceptual and empirical studies to expand the understanding of management accounting in relation to the actors’ construction of functioning organizational practices. Research limitations/implications As pragmatic constructivism is a relatively new paradigm, there is a need for further methodological and conceptual development and empirical studies of functioning practices. Originality/value In a discipline such as management accounting that can be theoretically polarized between the “realist” scientific mainstream and social constructivist criticism, pragmatic constructivism offers a mediating model in which realism is retained as the pragmatic criteria of success of the organizational actors’ construction.
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Vasterling, Veronica. "Butler's Sophisticated Constructivism: A Critical Assessment." Hypatia: A Journal of Feminist Philosophy 14, no. 3 (July 1999): 17–38. http://dx.doi.org/10.2979/hyp.1999.14.3.17.

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Dissertations / Theses on the topic "Critical constructivism"

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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
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Jacoby, Brian Arthur. "The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22588.

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Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.
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Mujallid, Amjaad, and Amjaad Mujallid. "Appreciating Our Diversity: Using Digital Media Creation and Consumption to Develop and Evaluate Critical Thinking and Analytical Skills for Students in the Digital Culture." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622930.

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Meaning-making in today's digital culture, using digital media, raises the need for enhanced critical thinking and analytical skills. To be literate in digital media, one must know how to use digital tools, but one is also required to develop intellectual, social, and cultural competencies to be able to interpret messages in multimodal texts, which include written text, sound, and images. This research explored the experiences of two foreign students in higher education who participated in a six-week online workshop called "improving your digital-media skills." In the online workshop, the students completed a project-based activity in which each week they worked on one step toward finishing their projects. The weekly curriculum aimed to develop particular skill of digital-media literacy to access, analyze, evaluate, and create digital media materials. Throughout this study, the data was gathered and analyzed to answer two general questions: 1) How does a project-based activity of digital media creation and consumption impact students' critical thinking and analytical skills in the digital culture? 2) How does students' awareness of cultural diversity influence the choices they make in digital media production? Seeking answers to these two questions, the study employed qualitative case study methods including participant-observation, field notes, questionnaires, interviews, and digital media products analysis. The analysis revealed that the workshop had a great impact on the students' critical analysis and evaluation skills than on critical thinking skills. There was also a noticeable increase in the students' critical thinking skills when using digital media out of the academic settings. Both participants were affected by their experience of living abroad, and this factor influenced their thinking and teaching methods. Cultural identities appeared in their thinking and choices in some parts of the workshop. This study was an initial inquiry into the importance of acquiring cultural competencies along with critical digital-media literacy in order to accept the diversity in education and appreciate our differences.
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Roura, Planas Sergi. "Engaging second language teachers in videoconference-integrated exchanges : towards a social constructivist perspective." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15673.

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The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences.
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Mwanza, David Sani. "A critical reflection on eclecticism in the teaching of English grammar at selected Zambian secondary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/4849.

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Philosophiae Doctor - PhD
English is the official language in Zambia and a compulsory subject from grade 1 to the final year of secondary education. Communicative competence in English is therefore critical to mobility in education and is also central to one’s job opportunities in the country. This implies that the teaching of English in schools is of paramount importance. Eclecticism is the recommended approach to teaching of English in Zambian secondary schools. However, no study had been done in Zambia on eclecticism in general, and on teachers’ understanding and application of the eclectic approach to English grammar teaching in particular. Hence, this study was a critical reflection on Eclecticism in the teaching of English language grammar to Grade 11 learners in selected secondary schools in Zambia. The aim of the study was to establish how Eclecticism in English language teaching was understood and applied by Zambian teachers of English. The study employed a mixed research study design employing both quantitative and qualitative approaches. In this regard, questionnaires, classroom observations, interviews (one-on-one and focus groups) and document analysis were the main data sources. Purposeful sampling was used to delineate the primary population and to come up with teachers and lecturers. In total, 90 teachers and 18 lecturers participated in this study. The documentary analysis involved documents such as the senior secondary school English language syllabus and Teacher training institutions’ English teaching methods course outlines. These documents were analysed to establish to what extent they supported or inhibited Eclecticism as an approach to English language teaching. Data was analysed using qualitative data analysis techniques looking for naturally occurring units and reducing them to natural meaning units to check for regular patterns of themes. Data from quantitative questionnaires were analysed using the statistical package for social sciences (SPSS) to generate frequencies and percentages. The documents provided information on the efficacy of using Eclecticism as an approach to English language teaching in the multilingual contexts of Zambia. Theoretically, the study drew on Bernstein’s Code Theory and Pedagogic Discourse with its notion of Recontextualisation. The Code theory was used to examine power relations in education while recontextualisation was used to explore the transfer of knowledge from one site to another. The study also used the constructivist theory which views teachers and learners as co-participants in the process of teaching and learning and treats learners’ backgrounds as crucial to effective teaching. Considering recent developments in technology, the study also explored the extent of the use of multimodal tools in the teaching of English grammar, and the contestations around the ‘grammars’ arising from the dialogicality between the so-called ‘British English Grammar’ and home grown Zambian English grammar. The idea here was to explore how English was taught in the context of other English varieties and Zambian languages present in Zambian secondary school classrooms. The findings showed that while course outlines from teacher training institutions and the senior secondary school English language syllabus showed that teacher training was aimed at producing an eclectic teacher, teacher training was facing a lot of challenges such as inadequate peer teaching, short teaching practice and poor quality of student teachers. These were found to negatively affect the effective training of teachers into eclecticism. Further, while some teachers demonstrated understanding of the eclectic approach and held positive attitudes, others did not leading to poor application and sometimes non application of the approach. In terms of classroom application, of the five teachers whose lessons have been presented in this thesis, four of them used the eclectic approach while one did not, implying that while the policy was accepted by some, others contested it. In addition, teachers stated that grammar meant language rules and they further stated that they taught formal ‘Standard’ English while holding negative attitudes towards Zambian languages and other varieties of English. The study observed that teachers held monolingual ideologies in which they used English exclusively during classroom interaction. Finally, teachers reported that they faced a number of challenges when using the eclectic approach such as limited time, lack of teaching materials and poor low English proficiency among some learners leading to limited to non use of communicative activities in the classroom. The study concludes that while the eclectic approach is practicable in Zambia, a lot has be to done especially in teacher training in order to equip teachers with necessary knowledge and skills to use the eclectic approach. Among other recommendations, the study recommends that there is need for teacher training institutions to improve the quality of teacher training and ensure that student teachers acquire skills of resemiotisation, semiotic remediation and translanguaging as a pedagogical practice. The study also recommends refresher courses to already serving teachers to acquaint them with how the eclectic approach can be recontextualised in different teaching contexts. The study contributes to the body of knowledge in the theoretical and practical understanding of the eclectic approach and how it is used in the Zambian context. The study also adds to literature on the eclectic approach. In addition, the findings act as a diagnostic tool among government education officials, teacher educators and teachers of English in Zambia in particular as they can now see where things are done right and where improvement is needed. Other countries where English is taught as a second language can also learn from the Zambian situation as they search for better ways of training eclectic teachers of English and how to teach English in their own respective contexts.
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Abraham, Anjali Anna. "Conversations, connections and critical thinking : collaborative action research with women science teachers in Hyderabad, India." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82678.

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The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.
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Tippett, Anna. "Body politics : a critical analysis of the sexualisation of popular culture and the rise of lads' mags." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14426.

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This thesis investigates the rise of lads’ mags and the wider sexualisation of British popular culture, with a specific focus on the ways in which gender and sexuality are socially constructed and how such constructions work to inform a broader ideology of patriarchy. As a consequence of this, postfeminism and new sexism are critically analysed and it is argued that they hinder progress towards gender equality and serve to justify sexism. Body theory, feminist theory, Foucauldian theory and a Foucauldian Feminist approach underpin the theoretical framework of this research and are used to examine how the body is politicised in lads’ mags and wider popular culture. Notions of gender, sexuality and identity are analysed and revealed as naturalising gender divisions. The methodological framework this research draws upon includes semi-structured interviews, an online survey, content analysis and critical discourse analysis, which collectively contribute an in-depth exploration of people’s perceptions of lads’ mags and the content of the magazines. Ten men and ten women were interviewed, complementing this research with respondents’ observations, assessments and experiences from a broad range of ages. Further to this, an online survey provides over 2,000 responses on public perceptions of lads’ mags and is thus the largest piece of empirical research on this topic to have been conducted. This thesis studies the female body as a site of social and political contestation and concludes that the representation of women in lads’ mags reflects a conflict about sexuality and identity which feeds into the normalisation of patriarchy in British society. How we come to embody the discourses prescribed to us by popular culture is examined through drawing upon empirical data, public debate and wider research on sexualisation. This thesis subsequently argues that the way in which we embody discourses becomes a part of our reality and lads’ mags thus exist as part of a wider cultural story that upholds patriarchy as both normal and desirable.
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Van, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution." University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.

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Magister Educationis - MEd
Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
South Africa
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Leach, Brent Tyler. "Critical Thinking Skills as Related to University Students Gender and Academic Discipline." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1251.

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For a number of years the educational community has recognized the importance of teaching critical thinking skills to all students; however, a shift in educational pedagogy and philosophy has occurred. Through recent legislation the funding of educational institutions that demonstrate competencies and gains from standardized test scores has been mandated. Although performance measurement regarding the effectiveness of learning environments is useful, students must learn critical thinking skills to compete globally, problem solve effectively, self-actualize, preserve democracy, and promote human rights. The relationship between content and critical thinking presents a unique challenge in American education. This study examined the shift in focus from critical thinking to standards-based assessment in American education and focused on data garnered and analyzed from The California Critical Thinking Skills Test (CCTST). The purpose of this study was to determine if there were differences in the 5 dimensions of critical thinking based on colleges and gender based upon 1,455 graduating seniors for the 2009-2010 academic year on the (CCTST). This study used descriptive and inferential statistics to analyze data. In this quantitative study, data from the (CCTST) were gathered and distributed to the researcher for compilation and statistical analysis. Findings from this study indicate that gender and major college of study significantly influence the means on the dimensions of the CCTST. This study provides information regarding critical thinking skills in a higher education setting and is useful for higher education practitioners in facilitating the development of critical thinking skills. The results of this study add to the body of knowledge regarding critical thinking.
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Brey, Amina. "The effect of '6 bricks' guided play on grade two learners' visual perception and reasoning abilities." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12112.

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This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.
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Books on the topic "Critical constructivism"

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Teaching the way children learn: Images of possibility. New York, NY: Teachers College, Columbia University, 2009.

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Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville: Vanderbilt University Press, 1999.

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Keil, Daniel, Tobias Goll, and Thomas Telios. Critical Matter: Diskussionen eines neuen Materialismus. Münster: Edition Assemblage, 2013.

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David, Hyerle, ed. Visual tools for transforming information into knowledge. 2nd ed. Thousand Oaks, CA: Corwin Press, 2009.

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Mark, Peace, ed. Teaching and learning and the curriculum: A critical introduction. New York: Continuum, 2012.

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Alan, Ticotsky, ed. The shape of change. 2nd ed. Acton, Mass: Creative Learning Exchange, 2005.

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Levitt, Heidi M. Essentials of critical-constructivist grounded theory research. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000231-000.

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Reiter, Michael D., and Ronald J. Chenail, eds. Constructivist, Critical, and Integrative Approaches to Couples Counseling. New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315308319.

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Visual tools for constructing knowledge. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

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1953-, Miller Hugh T., ed. Postmodern public administration: Toward discourse. Thousand Oaks, Calif: Sage Publications, 1995.

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Book chapters on the topic "Critical constructivism"

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Giliberto, Massimo. "Constructivism, Overview." In Encyclopedia of Critical Psychology, 311–15. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_350.

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O'Donnell, Angela M. "Constructivism." In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues., 61–84. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13273-003.

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van Ingen, Michiel. "After constructivism." In Critical Realism, Feminism, and Gender: A Reader, 225–61. Abingdon, Oxon ; New York, NY : Routledge, 2020. |Series: Routledge studies in critical realism: Routledge, 2020. http://dx.doi.org/10.4324/9781315112138-10.

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Mingers, John. "Synthesising Constructivism and Critical Realism: Towards Critical Pluralism." In World Views and the Problem of Synthesis, 187–204. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4708-8_12.

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Howell, Kerry E. "Paradigm of Inquiry: Critical Theory and Constructivism." In Corporate Governance in Africa, 29–46. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56700-0_2.

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Andler, Daniel. "Is Social Constructivism Soluble in Critical Naturalism?" In New Directions in the Philosophy of Science, 279–95. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04382-1_19.

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Kraus, Björn. "Relational constructivism and relational social work." In The Routledge Handbook of Critical Social Work, 93–104. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781351264402-9.

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Aydın-Düzgit, Senem, and Bahar Rumelili. "Constructivist Approaches to EU–Turkey Relations." In EU-Turkey Relations, 63–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70890-0_3.

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AbstractThis chapter provides a critical survey of constructivist approaches to EU–Turkey relations, which place significance on the role of norms, identities, discourse, ideas, and values in the relationship. It outlines the main contours of the constructivist school of thought in International Relations (IR) with a discussion of how the different variants of constructivism can be applied to the study of the case of EU–Turkey relations. It is followed by an illustrative survey of the academic contributions in the field of EU–Turkey relations that base their accounts on constructivist theoretical premises in three periods: 1997–1999, 2000–2010, and 2011–2020. The chapter concludes with a discussion of potential areas for further constructivist research on EU–Turkey relations.
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O’Loughlin, Antony. "Philosophical Constructivism and Critical Constructivism Combined: Kratochwil’s Account of the Conditions of Practical Reasoning and the Rawlsian Conception of Public Reason." In Overcoming Poststructuralism, 143–81. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137380739_7.

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Gaines, Atwood D. "Cultural Constructivism: Sickness Histories and the Understanding of Ethnomedicines beyond Critical Medical Anthropologies." In Anthropologies of Medicine, 221–58. Wiesbaden: Vieweg+Teubner Verlag, 1991. http://dx.doi.org/10.1007/978-3-322-87859-5_17.

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Conference papers on the topic "Critical constructivism"

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Zetriuslita and Dedek Andrian. "Constructivism of Problem-Based Learning Failure in Increasing Students Critical Thinking and Strategy of Cognitive Conflict." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009158703670372.

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Insa-ard, Sayamon. "A DEVELOPMENT OF CONSTRUCTIVISM LEARNING OBJECT TO ENHANCE KNOWLEDGE CONSTRUCTION AND CRITICAL THINKING OF UNDERGRADUATE STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1048.

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"THE IMPLEMENTATION OF REACT STRATEGY COMBINED WITH CONSTRUCTIVISM BASED-MODULE IN IMPROVING STUDENTS’ CRITICAL THINKING SKILLS, LEARNING OUTCOMES AND SELF-EFFICACY." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202111.

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Kwan, Yee Wan. "EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.

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Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.
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Gredilla, Ainara, Silvia Fdez-Ortiz de Vallejuelo, Alberto de Diego, and Juan Manuel Madariaga. "TEACHING CHEMICAL ANALYSIS USING CRITICAL THINKING AND A CONSTRUCTIVIST METHODOLOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1392.

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

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of multifaceted teaching and learning in inclusive education can productively be grounded in. Also considered is the possibility of use of the concept of synchronised multifaceted teaching and learning with developmentally diverse students, who differ in terms of cognitive, affective and creative potential and need for knowledge and creativity, in combination with different models of inclusive instruction (interactive, individualised), and other models, systems and strategies of instruction. These insights allow for a more sound basis for educational innovation, as well as preparation and implementation of development and research projects and university faculty development programmes.
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"DOLPHINS IN MYTH AND REALITY - A Constructivist Approach to Teaching Critical Thinking using I.C.T." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002764801310134.

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Bilic, Snjezana. "‘NOW I VIEW THE WORLD DIFFERENTLY’: A CASE FOR CONSTRUCTIVIST APPROACH TO TEACHING CRITICAL LITERACY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2238.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Saragih, Abdul, R. Mursid, and Harun Sitompul. "The Effect of Constructivist Learning Models with Character Through Lesson Study and Critical Thinking on Learning Outcomes in Learning Planning." In Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287396.

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