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Journal articles on the topic 'Social constructivist'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (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 thro

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Silvério Gomes Pinheiro, Ricardo, and Márlon Herbert Flora Barbosa Soares. "Fenomenologia e construtivismo: possibilidades para uma proposta teórico-metodológica." Educação e Filosofia 38 (January 22, 2025): 1–34. https://doi.org/10.14393/revedfil.v38a2024-72373.

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Resumo: Neste artigo, apresentamos uma reflexão e um diálogo entre a fenomenologia e o construtivismo como uma possibilidade de análise em pesquisas qualitativas. Iniciamos a discussão pela fenomenologia husserliana e, depois, nos aprofundamos nas ideias da fenomenologia social de Alfred Schutz. Por fim, adentramos o construtivismo piagetiano, com uma discussão sobre os conceitos básicos da Epistemologia Genética. Estabelecemos um diálogo entre a fenomenologia e o construtivismo, principalmente sobre o desenvolvimento da consciência e das relações sociais. Com isso, inferimos que existe a cons

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Brosig, Malte. "Three Roads to Europe or the Social Construction of European Affairs." Politikon: The IAPSS Journal of Political Science 5 (May 1, 2003): 14–19. http://dx.doi.org/10.22151/politikon.5.2.

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The paper draws on social constructivism with regard to European politics. Even so, there are many constructivist approaches, which claim to have the greatest explanatory power, with three of these approaches being considered as especially important in recent research. Therefore, Checkel’s concept of social learning, Risse’s notion of argumentative action, and Schimmelfennig’s approach of rhetorical action are at the center of the paper. All three scientists favor a constructivist ontology. Moreover, they all depart from a common ground, the ”middle ground”, which constructivists claim to seiz

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Raturi, Swati. "A Social Constructivist Approach to E-Learning: Methodologies and Challenges." BSSS Journal of Education 12, no. 01 (2023): 78–90. http://dx.doi.org/10.51767/je1206.

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The theory of social constructivism emphasizes on the fundamental idea that human learning and knowledge are created via social interaction and that they are shared rather than individual experiences. Contrary to the idea that learning is the passive transfer of information from one person to another, social constructivism sees learning as the active production of knowledge. The main aim of the present study is to appreciate the importance of social constructivist approach in the modern education. Secondly, to identify the various methods of implementing social constructivism approach for enha

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Checkel, Jeffrey T. "Social constructivisms in global and European politics: a review essay." Review of International Studies 30, no. 2 (2004): 229–44. http://dx.doi.org/10.1017/s0260210504006023.

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Social constructivism has come of age in contemporary international relations (IR) theory. Indeed, more and more submissions to presses and journals in both Europe and America characterise themselves as constructivist or situate their arguments vis à vis those of constructivists. In substantive terms and as the three books under review attest, constructivists also now offer detailed empirical studies that amplify and enrich their earlier conceptual and meta-theoretical critiques of mainstream approaches. Yet, as with any maturing research programme, there are gaps to be filled and challenges t

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Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.

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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have

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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 (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 repres

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Granvold, Donald K. "Constructivist Psychotherapy." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (1996): 345–59. http://dx.doi.org/10.1606/1044-3894.932.

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Constructivism represents a profound development within cognitivism, posing challenges to many traditional treatment assumptions. The author addresses the remarkable difference between traditional cognitive therapy and constructivism, including the nature of reality, the nature of knowledge, problem definition, treatment goals, assessment, treatment of emotion, and therapist style of intervention. Constructivist metatheory is briefly discussed along with the conceptual bases of the orientation. Constructivist therapy is contrasted with traditional cognitive therapy, and constructivist interven

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Wibowo, Sigit, Muhammad Nur Wangid, and Fery Muhamad Firdaus. "The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools." Journal of Education and Learning (EduLearn) 19, no. 1 (2025): 431–40. http://dx.doi.org/10.11591/edulearn.v19i1.21197.

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The purpose of this study is to analyze in depth the relevance of Vygotsky's constructivism learning theory in differentiated learning in elementary schools. Differentiated learning is an effort to adapt the learning process in the classroom to meet the learning needs of each individual. This adjustment is made by considering the interests, learning profiles, and readiness of students to improve learning outcomes. With this adjustment, students can learn according to their respective abilities and find understanding from their own experiences. On the other hand, constructivist learning theory

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Subramanian, N., Dr.M.Suganthi, Mr.G.P.Raja, Dr.C.Muthurasu, and T.S.Clara. "NUANCES OF CONSTRUCTIVIST TEACHER'S MANTLE." Kala : The Journal of Indian Art History Congress 26, no. 2(XXVI) (2020): 40–44. https://doi.org/10.5281/zenodo.13147395.

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This paper brings into discussion about the role of teachers in diverse atmosphere based on various constructivist perspectives.  Respectively, this paper puts emphasis on the voyage of constructivism in Indian Education. This study further takes a closer look on nuances of constructivist teachers’ mantle. This research article mainly focused on teachers’ mantle in various types of constructivism namely, personal constructivist perspective, cognitive constructivist perspective, social constructivist perspective and radical constructivist perspective. Finally, this paper tinted

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Lodder, Christina. "Constructivism: Pragmatic Utopianism." Koinon 3, no. 2 (2022): 119–46. http://dx.doi.org/10.15826/koinon.2022.03.2.020.

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This article provides an overview of the history of Constructivism and its essential theory and practice in Soviet Russia of the 1920s and early 1930s, focusing particularly on various areas of design activity, including architecture and furniture, graphic design and photography, sculpture and textiles. Consequently, it analyses in detail several designs that embody most clearly the Constructivist approach. Some of these were produced by the original members of the Working Group of Constructivists (Aleksandr Rodchenko, Varvara Stepanova, Aleksei Gan, etc.), while others were devised by artists

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Jung, Hoyoon. "The Evolution of Social Constructivism in Political Science: Past to Present." SAGE Open 9, no. 1 (2019): 215824401983270. http://dx.doi.org/10.1177/2158244019832703.

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This article aims to illuminate how social constructivism has evolved as a mainstream international relation (IR) paradigm within a short period of time. To be specific, I navigated core tenets of constructivism in terms of its ontology, epistemology, and methodology, respectively. I also explored the growing body of constructivist empirical research and ensuing theoretical refinement as well as the strengths and weaknesses of a constructivist approach. Through these discussions, this article argues that constructivist approaches, since its emergence, have hugely contributed to the development

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

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

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Brower, Aaron M. "Group Development as Constructed Social Reality Revisited: The Constructivism of Small Groups." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (1996): 336–44. http://dx.doi.org/10.1606/1044-3894.931.

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Constructivism can be used in small groups as specific techniques are applied for behavior changes in a group setting. Constructivism can also be used to describe group processes. The author presents a constructivist reexamination of group development, that is, how individuals come together to form a shared reality of their group experience. The study and treatment use of small groups present an especially good venue from which to view how constructivism and social constructionism meet. Several practice implications of the group-development model are identified and discussed, along with two co

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Kabanov, Аlexander. "Social constructivism: subject matter, origins, versions of the constructivist approach to knowledge." Socium i vlast 4 (2021): 07–17. http://dx.doi.org/10.22394/1996-0522-2021-2-07-17.

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Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is to analyze social constructivism evolution in the English speaking coun

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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 (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 adop

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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 (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 coll

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

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

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Marinkovic, Dusan. "Sociology and constructivist perspective: Sociological theory and constructivist meta-theory." Zbornik Matice srpske za drustvene nauke, no. 114-115 (2003): 109–24. http://dx.doi.org/10.2298/zmsdn0315109m.

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In this paper, the author considers relation between sociology and constructivist perspective, which is one of the most current approaches in social science. Even though social constructivism offered significant alternative to contemporary sociology: opposite in the to the traditional paradigms, it is not a homogeneous meta-theory yet. In that respect the author concludes that social constructivism appeared in the period when traditional heritage of science is endanger with various discourses of reality; men, knowledge, science, and truth, and on the other hand, with the interior theoretical a

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Alfia, Desta, Risma Nursyani, Ila Halimah, Kinanti Oktaviani, and Alvin Nayandra Perangin Angin. "THE ROLE OF GUIDANCE AND COUNSELING TEACHERS TO OPTIMIZE SOCIAL CONSTRUCTIVISM IN LEARNING AT SCHOOL." Psikoeduko: Jurnal Psikologi Edukasi dan Konseling 3, no. 2 (2023): 59–75. https://doi.org/10.17509/psikoeduko.v3i2.65412.

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Social constructivism in learning is a form of educational theory that prioritizes increasing the logical and conceptual development of learners. What makes the problem is that students who construct their knowledge, not infrequently that the results of student construction do not match the results of the construction of scientists, causing misconceptions. This article is an analysis of the situation using qualitative methods. Qualitative methods are research whose preparation uses data collection techniques by conducting interviews and observations for collection. In addition, supporters are

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Ciczkowska-Giedziun, Małgorzata. "Constructivist Inspirations in Social Work with The Family." Praca Socjalna 37, no. 2 (2022): 141–56. http://dx.doi.org/10.5604/01.3001.0015.9035.

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This paper explores the issues of current achievements in the field of the constructivist social work with the family, as well as presents a new perspective on the use of constructivist thought in this area. The constructivist approach was particularly developed in the 1970s. Still, it remains a concept that strongly influences the process of helping the family. Numerous constructivist-oriented methods of working with the family were developed in Europe and the United States; they also inspired Polish social work. The solution-centered approach is the most widespread approach to the constructi

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Aina, Jacob Kola. "Developing a Constructivist Model for Effective Physics Learning." International Journal of Trend in Scientific Research and Development 1, no. 4 (2017): 59–67. https://doi.org/10.31142/ijtsrd85.

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The paper considered developing a constructivist model for effective physics teaching. The model is imperative because of the increasing difficulty in learning physics and the resulting poor academic performance in the subject. The paper reviewed two types of constructivism which are the social and cognitive constructivism. Highlights of correlations between the constructivist learning and the authentic learning were revealed. To applying the model to physics learning, it was argued that constructivist teachers should give serious attention to the prior knowledge of the students. This will det

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Checkel, Jeffrey T. "The Constructive Turn in International Relations Theory." World Politics 50, no. 2 (1998): 324–48. http://dx.doi.org/10.1017/s0043887100008133.

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In recent years, constructivist thinking about global politics has brought a breath of fresh auto international relations. By exploring questions of identity and interest, constructivist scholars have articulated an important corrective to the methodological individualism and materialism that have come to dominate much of IR. As the books under review indicate, constructivism has also succeeded in demonstrating its empirical value—documenting a new and important causal role for norms and social structure in global politics. Theoretically, however, the approach remains underspecified. In partic

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Dressler, Markus. "The Social Construction of Reality (1966) Revisited: Epistemology and Theorizing in the Study of Religion." Method & Theory in the Study of Religion 31, no. 2 (2019): 120–51. http://dx.doi.org/10.1163/15700682-12341434.

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AbstractThis paper takes the social constructivist approach, formulated by Peter Berger and Thomas Luckmann, as a starting point for an investigation into epistemology and theorizing in the contemporary study of religion. It discusses various strands of scholarship in dialogue with social constructivism and questions in particular the reductionism of radical constructivist positions. Exploring the boundaries of the classical social constructivist paradigm, the article argues that students of religion should consider the implication of social, historical, embodied and material structures in the

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Jovanović, Aleksa. "Konstruktivizam u obrazovanju odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 31–48. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.31.

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Constructivism is a term that takes up more space in social sciences since the second half of the 20th century, although the term itself was coines earlier, specifically in the 1920s when it signified an artistic and architectural movement in the Soviet Union. One assumption of this paper is that the activity is a central function and it is implanted in the concept of constructivism since its creation. This paper offers a brief overview of the development of term constructivism and later explains the basic epistemological assumptions on which constructivist theories are based. What is common t

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Jin, Yuye. "An Exploration of the Benefits and Constraints of Social Constructivist Classroom and Its Application in Chinese Public Primary Schools." Journal of Educational Theory and Practice 1, no. 2 (2024): 1–8. http://dx.doi.org/10.62177/jetp.v1i2.63.

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This article critically examines the benefits and limitations of implementing social constructivist classrooms in Chinese public primary schools. It highlights the contrast between China's traditional teacher-centered education system, influenced by Confucianism, and the student-centered, interactive learning model promoted by social constructivism. While social constructivism fosters student motivation, critical thinking, and collaboration, its application in Chinese classrooms faces significant challenges. These include cultural resistance rooted in Confucian values, the dominance of examina

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Wood, Elizabeth, and Neville Bennett. "Teachers' Theories of Play: Constructivist or Social Constructivist?" Early Child Development and Care 140, no. 1 (1998): 17–30. http://dx.doi.org/10.1080/0300443981400103.

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Cottone, R. "Paradigms of Counseling and Psychotherapy, Revisited: Is Social Constructivism a Paradigm?" Journal of Mental Health Counseling 29, no. 3 (2007): 189–203. http://dx.doi.org/10.17744/mehc.29.3.2125224257006473.

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This article revisits the criteria outlined for definition of "paradigms" of counseling and psychotherapy. It defines the emergence of social constructivism as a philosophy with implications for counseling and psychotherapy. It delimits social constructivism by proposing several social constructivist tenets. Social constructivism is assessed against paradigm criteria, and an opinion is offered as to whether social constructivism represents a paradigm of counseling and psychotherapy. Implications of the paradigm analysis for the practice of mental health counseling are outlined.

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Ralph, Jason. "What Should Be Done? Pragmatic Constructivist Ethics and the Responsibility to Protect." International Organization 72, no. 1 (2017): 173–203. http://dx.doi.org/10.1017/s0020818317000455.

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AbstractIn this paper I examine what constructivist approaches to IR tell us about how states should act when confronted by atrocity crimes in the context of a politically pluralist international society. Building on the work of theorists who responded to Richard Price and Christian Reus-Smit's call to substantiate the constructivist's claim to explain “moral progress,” and to better inform normative assessments, I claim that the constructivist emphasis on historical and social contingency does not rule out ethical standpoints, suggesting instead a “pragmatic” ethic. Norms are hypotheses rathe

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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

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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 th

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Srivastava, Swati. "Varieties of Social Construction." International Studies Review 22, no. 3 (2019): 325–46. http://dx.doi.org/10.1093/isr/viz003.

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AbstractThis article presents social construction as a research framework, rather than an explanatory theory in constructivism, to outline different research strategies. Varieties of constructivism thus far conceived in international relations prefer cleavages where scholars are regarded as thin/thick, conventional/critical, or mainstream/radical. In contrast, I introduce a new landscape of social construction to show unique mechanisms for socially constructing international politics. The new landscape varies on two dimensions. The first, source of socialization, asks whether scholars treat so

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Knapp, Nancy Flanagan. "The Shape Activity: Social Constructivism in the Psychology Classroom." Teaching of Psychology 46, no. 1 (2018): 87–91. http://dx.doi.org/10.1177/0098628318816181.

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Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article describes a small group classroom activity using colored shapes that offers a concrete way to introduce these principles to students and provide them with opportunities for subsequent scaffolded discussion and reflection. Typical small group solution

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Havrancsik, Dániel. "A Schutzian Bridge to Radical Constructivism." Schutzian Research 15 (2023): 27–56. http://dx.doi.org/10.5840/schutz2023153.

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It is well known that the movement of social constructionism rests on foundations laid by Alfred Schutz, but the relationship between his thought and epistemological constructivism has scarcely been addressed. Scholars devoted to the investigation of Schutz’s oeuvre paid little systematic attention to the specific constructivist character of his epistemological position, and proponents of the modern form of epistemological constructivism, second order cyberneticians and radical constructivists have failed to recognize Schutz’s relevance for their project. This paper attempts to show that Schut

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Rzeźnicka-Krupa, Jolanta. "Konstruktywizm i pedagogika różnorodności w kontekście edukacji włączającej." Problemy Wczesnej Edukacji 51, no. 4 (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

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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 ed

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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 (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 sem

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N, Dr Revati. "Integrating Constructivism, Science Education, and Technology: An Investigation into Pedagogical Strategies, Student Engagement, and Learning Outcomes in the Digital Age." International Journal for Research in Applied Science and Engineering Technology 12, no. 12 (2024): 1021–26. https://doi.org/10.22214/ijraset.2024.65933.

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The purpose of this paper is to explore the multifaceted concept of constructivism and its implications for science education and technology in the digital age. Constructivism, as a theoretical framework, has evolved to encompass diverse interpretations and applications across multiple disciplines, including the humanities, natural sciences, and social sciences. This paper aims to provide a comprehensive review of these interpretations. The investigation focuses on four key varieties of constructivism: philosophical constructivism, which examines the epistemological foundations of knowledge co

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Finnemore, Martha, and Alexander Wendt. "When “Old” Constructivism Was New: Reflections on Classical Constructivism." Perspectives on Politics 22, no. 4 (2024): 1248–68. https://doi.org/10.1017/s1537592724001464.

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New lines of theorizing in international relations don’t appear very often. Realism proudly proclaims a lineage of 2,500-odd years. Liberalism, in its various forms, traces its roots back several centuries. The appearance and spread of constructivism in the 1990s thus invite explanation. In this essay we explore the “construction of constructivism”—both the conditions of possibility for intellectual change and the goals of scholars proposing it. Constructivism’s success was both unexpected and, in some ways, unintended. Proponents of existing theories remained (and remain) confident in their o

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Ngo, Thi Thuy An. "Perception of Engineering Students on Social Constructivist Learning Approach in Classroom." International Journal of Engineering Pedagogy (iJEP) 14, no. 1 (2024): 20–38. http://dx.doi.org/10.3991/ijep.v14i1.43101.

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The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of dat

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Askov, Eunice. "What's in a Definition? The Implications of Being Defined and Strategies for Change." Canadian Journal for the Study of Adult Education 15, no. 2 (2001): 7–18. http://dx.doi.org/10.56105/cjsae.v15i2.1914.

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Definitions of literacy for adults range from school-based models to functional skills models to a social constructivist approach to literacy. The definition of literacy is especially important because assessment practices reflect an assumed definition of literacy. The author advocates that practitioners adopt a social constructivist worldview of literacy and offers challenges for reconciling the current emphasis on a skills-based model for accountability with this model of literacy. Résumé Les définitions de l'alphabétisation pour les adultes varient et elles vont du modèle de base de l'école

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Nyamekye, Ernest, Seth Asare-Danso, and Emmanuel Amo Ofori. "Investigating the influence of language teachers’ constructivist self-efficacy on their practice of constructivism in Ghanaian language and culture instruction." PLOS ONE 20, no. 3 (2025): e0320246. https://doi.org/10.1371/journal.pone.0320246.

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The education system in Ghana is undergoing a transition from a behaviorist instructional philosophy to a constructivist one, aiming to produce learners who can actively contribute to nation-building. Nonetheless, given the heavy demands on teachers regarding this abrupt shift into constructivist teaching, there is a need to examine teachers’ sense of efficacy in relation to the enactment of the core principles of this novel instructional philosophy—i.e., social, cognitive, and critical constructivism— laid down in the newly introduced standards-based curriculum. An explanatory sequential mixe

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N. N., Kamyshanskaya. "Constructivist approach to talent management in organizations." Вестник Северо-Кавказского федерального университета, no. 1 (106) (2025): 65–71. https://doi.org/10.37493/2307-907x.2025.1.7.

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Introduction. Constructivism believes that within a particular social and cultural context, through interpersonal collaboration and the construction of meaning, supervisors, mentors, and peers shape employee’s experiences. Constructivism can explain the cognitive laws of the process of talent development and management, and what main factors should be included in the ideal environment for the formation of talent in an organization, this determines the relevance of the study. Goal. To justify and propose a constructivist approach to managing organizational talent. Materials and methods. Analysi

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Putri, Adinda Sakina, Grandy Umbu Endalu Radandima, and Arvan Setiawan. "Analysis of The Constructivist Approach in The Learning Process of Public Policy." Jejaring Administrasi Publik 16, no. 2 (2024): 115–30. https://doi.org/10.20473/jap.v16i2.53461.

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The constructivist approach to education emphasizes the active participation of students in knowledge-building through direct experiences, social interactions, and later reflection. This article analyses constructivism as a philosophical framework within public policy education, promoting the evolution of conventional learning into a more dynamic, participatory, and adaptive process. This method transforms educators from information providers to facilitators who create learning environments promoting inquiry and cooperation. Rather than only measuring the quantity of retained knowledge, constr

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Afrilyanti, Desy Safitri, and Sujarwo. "Pendekatan Konstruktivisme dalam Pembelajaran IPS." Mutiara: Jurnal Ilmiah Multidisiplin Indonesia 2, no. 2 (2024): 55–69. http://dx.doi.org/10.61404/jimi.v2i2.198.

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This research aims to discuss the importance of learning as a process that involves direct experience and not just remembering information. Researchers use a constructivist approach in social studies learning to see how students are engaged and their learning outcomes. Constructivism emphasizes the importance of a learning environment that can support students in developing their own perspectives. Through qualitative research methods with the type of library research, this research focuses on how to implement social studies learning using a constructivist approach because the challenges and te

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Azizatul Afifah, Romi Febrianto, and Charles. "The Relevance of Constructivist Learning Theory to the Application of Independent Learning." Indonesian Journal Of Education 1, no. 2 (2024): 27–34. https://doi.org/10.71417/ije.v1i2.171.

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This article aims to improve understanding of the relevance between constructivist theory and the implementation of the Independent Curriculum in Indonesia. This study uses a literature study method to describe the relationship between Construsivistic theory and the Independent Curriculum. The analysis results show that three things generally reflect the relevance between the two. First, implementing the Independent Curriculum can increase social interaction in learning, in line with the Constructivistic emphasis on the role of social interaction in the knowledge construction process. Second,

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Fletcher, Joseph F., and Patrick Neal. "Hercules and the Legislator: The Problem of Justice in Contemporary Political Philosophy." Canadian Journal of Political Science 18, no. 1 (1985): 57–76. http://dx.doi.org/10.1017/s0008423900029206.

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AbstractThe authors aim to reveal both the potentialities and limitations of recent attempts by Dworkin and Rawls (especially in the latter's work since the publication of A Theory of Justice) to work out a constructivist conception of right to serve as the groundwork of a rights-based theory of justice. The constructivist conception of right is promising, the authors argue, because it points beyond both teleological naturalism and instrumentalism as conceptions of right. The authors, however, find Dworkin and Rawls's constructivism to be ultimately inadequate, and argue that their project wou

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Sivan, Eva. "Motivation in Social Constructivist Theory." Educational Psychologist 21, no. 3 (1986): 209–33. http://dx.doi.org/10.1207/s15326985ep2103_4.

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Alexandrova, Anna. "Social Science: A Constructivist Account." Aristotelian Society Supplementary Volume 99, no. 1 (2025): 1–24. https://doi.org/10.1093/arisup/akaf006.

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Abstract What sort of inquiry is social science? This question used to preoccupy philosophers, but fell off their agenda due to a stalemate between so-called naturalists, who took the ideal to benatural science, and exceptionalists, who allied social sciences with the humanities. I show that both positions commit the error of contrastivism, namely, defining social science in contrast to these two traditions, which inevitably ends up caricaturing them. Using recent advances in philosophy, I formulate constructivism about social sciences, a view that denies an essence to this inquiry and grounds

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Pimentel, Marivic. "Magtayo Instructional Framework in Teaching Social Constructivist Strategies for Junior High School Social Studies." International Journal of Social Learning (IJSL) 4, no. 3 (2024): 274–90. http://dx.doi.org/10.47134/ijsl.v4i3.270.

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The study explored the social constructivist practices and experiences in teaching social constructivist strategies of Junior High School Social Studies teachers. The study used a qualitative single exploratory case study. Thirteen Social Studies teachers who were purposely selected based on the results of the pre-assessment survey participated to share their social constructivist practices and experiences. Interviews, classroom observation, lesson plans, and FGD were used in this research to collect data, and a thematic three-phase analysis was done. Based on the findings, the Social Studies

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