Relevant bibliographies by topics / Socio constructivism

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

Academic literature on the topic 'Socio constructivism'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Socio constructivism"

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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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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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Barusevičius, Dominykas. "M. Bakhtin’s Chronotope: between Epistemology and Socio-Constructivism." Problemos 102 (October 19, 2022): 145–58. http://dx.doi.org/10.15388/problemos.2022.102.11.

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This paper raises the hypothesis that M. Bakhtin’s creative category of chronotope is within the dynamic of epistemology and socio-constructivism. To this end, two philosophical conceptions are analyzed: Bakhtin’s theory of chronotope as a formally constitutive category of literature and Kant’s transcendental aesthetics and transcendental schematism. This comparative analysis shows that chronotope surpasses its primary field of literary analysis and is interpretable not only as an epistemological category which determines the sense experience of the observer, but also as socio-constructivist c
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Мартишина, Н., and N. Martishina. "Constructivism as a Philosophical Basis of Pedagogy: Forms and Possibilities of Interpretation." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 4 (2018): 3–10. http://dx.doi.org/10.12737/article_5bffb0181ab061.75571303.

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The article contains the characteristic of constructivism as a philosophical doctrine. The author shows the distinction between the epistemic constructivism, which considers cognition as the construction of epistemological images; the social constructivism in the theory of knowledge, within the framework of which the construction of epistemological phenomena is interpreted not as an individual, but as a communicative, historical-dimensional and culturally-deterministic process; and socio-ontological constructivism, which analyzes the appearance of objectified social phenomena (as opposed to kn
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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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Taufik, Muhammad, Marwah Juwita Yusuf, and Andi Samsul Rijal. "CONSTRUCTIVISM LEARNING IN WRITING OF LITERARY WORKS." Elite English and Literature Journal 7, no. 1 (2020): 102. http://dx.doi.org/10.24252/elite.v7i1a9.

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Constructivism is a function as a method in learning both science and socio-cultural sciences, including literary learning. The purpose of this research was to find out the Increasing of student's performance in writing literary works and to know the effectiveness of constructivist methods in the teaching of writing literary works. This study was experimental method. There were 30 samples in this study, and the assessment was through tests and non-tests. The post-test showed a higher difference than the pre-test, that was 18%. So the constructivism method can be used in the teaching of writing
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Latysheva, Zhanna, Evgeniy Arinin, Nikolai Petev, and Viktor Barashkov. "Dialectic of essentialism and constructivism in modern sociohumanistic research (illustrated by ethical and religious range of problems)." SHS Web of Conferences 72 (2019): 03020. http://dx.doi.org/10.1051/shsconf/20197203020.

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The article defines the possibilities and character of complex application of essentialist and constructivist approaches in the study of socio-humanistic processes and phenomena. Modern scientific methodology should abandon the “shallow”, one-sided rational thinking, incapable of encompassing and comprehending multi-faceted, complex and ambivalent social and individual reality. The study of productivity of interrelated essentialism and constructivism methodologies in concrete scientific inquiry is one of the steps in this direction. The subgoal of this article is to broaden and refine the know
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Teixeira, Antônio Zenon Antunes, and Wilma Freire Arriel. "Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context." Caderno Pedagógico 21, no. 10 (2024): e8768. http://dx.doi.org/10.54033/cadpedv21n10-073.

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The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement progr
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Potgieter, Annelize, and Marthienus Johannes Potgieter. "Grade six students’ and teachers’ attitudes towards socio-constructivism in science education." Technium Social Sciences Journal 26 (December 9, 2021): 145–58. http://dx.doi.org/10.47577/tssj.v26i1.5089.

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The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in
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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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Dissertations / Theses on the topic "Socio constructivism"

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Berkaine, Mohammed Said. "L’approche par compétences, une approche en apesanteur et/ou les pesanteurs de l’environnement d’implantation ? Le cas du curriculum de français du troisième cycle du système éducatif algérien : pertinence et/ou faisabilité ?" Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30049.

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Mots-clés : Compétence(s), curriclum, (socio) constructivismes, inter/transdisciplinarité, enseignement / apprentissage, intégration, déontologie, équité.Panacée, dernière innovation en sciences de l’éducation pour les uns, chimère, « mode » et/ou relais du néolibéralisme pour les autres, l’approche par compétences, auréolée de l’appui d’un certain nombre de bailleurs de fonds, d’organisations éducatives et d’ « experts » internationaux, s’est répandue comme une traînée de poudre dans bon nombre de systèmes éducatifs (BRONCKART, J.-P, 2009). Sa généralisation au nom d’un certain nombre d’idéau
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Birgé, Robin. "La tragédie de l’expert ou “Langagement en science-friction” comme réponse à la déconstruction de l’autoritarisme et du relativisme de l’expertise scientifique par la sociologie dramaturgique." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTG002/document.

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Mon travail de thèse propose une réflexion au sujet d’un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu’il existe en soi un monde extérieur à la pensée, qu’une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, p
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Marais, Kobus. "Training translators in South Africa : first global questions." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/513.

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Published Article<br>This article questions current philosophies and practices in translator training in South Africa against the background of the international debate on translator training. It puts up for discussion the notion of a competent translator as the basis for departure in a discussion on translator training. The context within which translator training takes place is discussed, with specific reference to the South African context. The choice for a particular theory of teaching and learning, as well as assessment in translator training receives attention. The article puts fo
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Sharma, Jyotsana. "Socio-cultural contexts in trauma recovery and post trauma growth in women who experienced intimate partner violence: A social constructivist lens." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91891.

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Trauma recovery and post trauma growth are two desirable outcomes of a traumatic event. Meaning-making and narrative development are two processes that support both trauma recovery and post trauma growth. The way in which we make meaning or develop stories about the events in our lives however, are governed by socio-cultural contexts. Social constructivism emphasizes that the way in which individuals think, feel, and act are engrained in her being early on by the social and cultural networks that surround her. Therefore, even though an individual may think that she is generating a thought or m
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Aghaeilindi, Somayé. "La pédagogie de l'erreur en production écrite dans l'apprentissage du français langue étrangère, chez les étudiants persanophones." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00973497.

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Pendant longtemps, l'erreur était considérée comme l'effet de l'ignorance. Etant donné l'omniprésence de l'erreur dans l'apprentissage, elle occupe une place importante au centre de la didactique moderne. Cette thèse vise à étudier le rôle de l'erreur en production écrite dans l'apprentissage du français chez les étudiants persanophones qui apprennent le français comme langue étrangère. Elle se matérialise autour de la conjugaison du verbe et l'emploi des formes temporelles. Il s'agit d'une expérimentation didactique dans laquelle des pédagogies différentes apparaissent traitant l'erreur chacu
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Mather, Mary K. "The Contextual, Academic, and Socio-Cultural Factors Influencing Kindergarten Students’ Mathematical Literacy Development." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1102883081.

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Ithindi, Elina Tangeni. "An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12967.

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Includes bibliographical references.<br>Mobile phones are hardly used for teaching and learning in the study setting, the Polytechnic of Namibia. Formal learning that is widespread in the study setting does not allow the design of authentic learning tasks. Nevertheless, mobile learning allows the design of authentic learning tasks and enables students to construct knowledge socially in an informal learning environment that facilitates interaction and collaboration. Learning is a boundless social activity that takes place through engagement with others. As learning takes place through interacti
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Manchon-Margueritte, Maryline. "Approche systémique de la distanciation communicationnelle soignants/soignés : élaboration d'un portail de recherche communicationnel." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM5901.

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Dans le cadre d'une interdisciplinarité, cette thèse analyse les réseaux médico-sociaux et mesure la performance de la communication au sein même de ces réseaux.D'après les préceptes de l'épistémologie constructiviste, l'observation de la réalité scientifique repose non pas uniquement sur l'observance objective du réel mais aussi sur la connaissance du réel de par sa propre expérience. Nous avons donc mené une analyse à travers une démarche d'enquête longitudinale et prospective par questionnaires, réalisée sur 161 patientes atteintes de cancer du sein : en parallèle, des entretiens qualitatif
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Berglund, Shashi-Rekha. "Enable Emergent Literacy by Including ICT in Preschool class : A socio cultural approach to ensure a positive learning atmosphere." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11756.

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A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class. This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promot
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Turner, Sylvia A. "The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/26.

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Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and
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Books on the topic "Socio constructivism"

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Political constructivism of the ruling party. Software installation of the RSDLP(b)-RKP(b)-VKP(b). 1917-1930s. INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1009539.

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The monograph explores the problem of the role and boundaries of the political factor in the activities of the RSDLP(b)—RCP(b)—CPSU(b) in the 1917-1930s.during the socio-economic modernization of the RSFSR/USSR in the struggle for power in the top leadership of the ruling party, overcoming crisis situations, the growth of power of the party apparatus, internal party repression, protest moods of Russian citizens. On the basis of a complex of historical sources analysed programmes of the ruling party in the modernization of Russia the post-revolutionary period, which are checked for compliance w
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Formarea națiunii: O teorie socio-constructivistă. Efes, 2006.

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Kong, Delin. Learning to Teach in Underserved Schools: A Socio-Constructivist Perspective. Lang AG International Academic Publishers, Peter, 2021.

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Kong, Delin. Learning to Teach in Underserved Schools: A Socio-Constructivist Perspective. Lang AG International Academic Publishers, Peter, 2021.

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Kong, Delin. Learning to Teach in Underserved Schools: A Socio-Constructivist Perspective. Lang AG International Academic Publishers, Peter, 2021.

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Kong, Delin. Learning to Teach in Underserved Schools: A Socio-Constructivist Perspective. Lang AG International Academic Publishers, Peter, 2021.

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Chakma, Bhumitra. South Asian Regionalism. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529205152.001.0001.

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The book explains the politics of regionalism in South Asia from the vantagepoint of International Relations (IR). It engages three major IR theoretical approaches – Neorealism, institutionalism and constructivism - to explain the complex dynamics of South Asian regionalism – its origin, evolutionary process, outcome and effects. The study traces the origins and evolution of the South Asian Association for Regional Cooperation (SAARC) from its inception to the present day. Using comparative perspectives based on the experiences of similar regional organisations, the book provides an in-depth a
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Smith, Shirl. How Students Think and Learn Science - Using a Constructivist Theoretical Framework and Vygotsky's Socio-cultural Interaction to Understand the Concepts of Pollination, Seed Dispersal, and Food Chains. VDM Verlag Dr. Mueller e.K., 2007.

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Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in studen
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Book chapters on the topic "Socio constructivism"

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Scantlebury, Kathryn. "An Untold Story: Gender, Constructivism & Science Education." In Socio-Cultural Perspectives on Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5224-2_6.

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Yang, Min, Zi Yan, Lan Yang, and Ying Zhan. "Peer Assessment: A Powerful Way to Cultivate Student Assessment Literacy." In SpringerBriefs in Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9484-3_4.

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Abstract Peer assessment operates bi-directionally which enables students to play dual roles as assessors and assesses. This unique assessment experience not only provides students with good chances to engage with standards of work and understand assessment purposes, but also cultivates their skills to evaluate others’ work, give feedback, and use feedback from others. Therefore, peer assessment could be regarded as a powerful way to cultivate student assessment literacy. This chapter first analyzes learning theoretical framework of the peer assessment approach and synthesizes influencing factors via the lens of multiple perspectives such as social constructivism, socio-cultural approach, socio-cognitive perspective, and socio-material approach. After theoretical discussion, relevant empirical studies at different levels of education are reviewed to identify the impacts of peer assessment on student assessment literacy, crucial design features of peer assessment and influencing factors. Accordingly, practical suggestions on designing and implementing peer assessment to promote student assessment literacy are provided at the end of chapter.
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Simina, Vasiliki K. "Socio-Constructivist Models of Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_882.

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Cobern, William W. "Science and a Social Constructivist View of Science Education." In Socio-Cultural Perspectives on Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5224-2_2.

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Gravemeijer, Koeno. "A Socio-Constructivist Elaboration of Realistic Mathematics Education." In ICME-13 Monographs. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33824-4_12.

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Vladoiu, Monica, and Zoran Constantinescu. "Towards Assessment of Open Educational Resources and Open Courseware Based on a Socio-constructivist Quality Model." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41033-8_86.

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Klabal, Ondrej. "Chapter 9. Teaching contrastive legal grammar for translators." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.09kla.

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This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.
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Norris, Christopher. "Speculative Realism." In Speculations IV. punctum books, 2013. https://doi.org/10.21983/p3.0032.1.08.

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Like a good many others I was greatly impressed when I first read Quentin Meillassoux’s After Fin-itude—at any rate its opening section—and even more so to witness its extraordinary impact among the livelier sections of the continental philosophy community over the next few years.1 What the book clearly marked was a full-scale retreat (for which, read “advance”) from the kinds of far-out anti-re-alist, constructivist, or socio-linguistic-relativist position that had captured the high ground across large swathes of the post-1970 continentally influ-enced humanities, philosophy included. In its place there now emerged a hard-line objectivist realism which defined itself squarely against that whole theoretical-cultural mindset. Moreover it did so with primary reference to just those disputed zones, like epistemology and philosophy of science, where anti-realism had pressed its case with maximum vehemence and rhetorical if not argumentative force.
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Saarinen, Taina, and Ari Huhta. "The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed." In New Materialist Explorations into Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.

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AbstractIn this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the textbooks in their pedagogical ergonomics; i.e. as socio-material in the classroom. We conclude by discussing the ideological nature of the textbooks not only as describing, but materially constructing a learner agency that understands learning both as constructivist and behaviourist. This merging of pedagogic ideals promotes a particular kind of disciplined behaviour to the extent that learner behaviour and learning are inseparably intertwined.
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López-Alonso, C., A. Fernández-Pampillón, E. de-Miguel, and G. Pita. "“Learning to Research” in a Virtual Learning Environment: A Case Study on the Effectiveness of a Socio-constructivist Learning Design." In Information Systems Development. Springer US, 2009. http://dx.doi.org/10.1007/b137171_92.

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Conference papers on the topic "Socio constructivism"

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Salvador, Liliana, Filipa Maruta, and Ricardo Laranjeira. "EMERGENT LITERACY DEVELOPMENT: EVALUATING A SOCIO-CONSTRUCTIVIST PROGRAM IN PRESCHOOL EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1665.

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Ribeiro, Tiago, Ress Marta Paz, and Clara Vasconcelos. "VIRTUAL FIELD TRIPS IN NATURAL SCIENCES EDUCATION: ADVANTAGES, CHALLENGES, AND A PRACTICAL APPLICATION AT PORTUGAL." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/69.

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Field trips have long been heralded as an invaluable component of natural sciences education, offering direct engagement with the real world and fostering critical competencies such as environmental insight. However, traditional field trips often face significant barriers, including economic and logistical challenges and a general lack of familiarity among educators with these activities. Virtual field trips (VFTs) present a solution by mitigating these issues digitally. This work proposes a theoretical and practical exploration into the use of VFTs within natural sciences curricula, utilising
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Grmuša, Milka, Mariana Lukić-Tanović, and Jelena Golijanin. "Possibilities of transformation of geography teaching in Republic of Srpska." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24067g.

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The paper discusses the possibilities of transformation of geography teaching under the influence of some modern ideas and processes in geographic education, such as powerful geographical knowledge and the presence of criticism of the modern curriculum. Further reform changes in the education system of the Republic of Srpska, which have been present until now through the introduction of a curricular approach to the teaching plan and program, cannot be viewed outside of the current problems of the modern curriculum. The idea of powerful knowledge appeared, among other things, as a reaction to t
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Gomes, Danilo, Patrícia Tzortzopoulos, and Mike Kagioglou. "Socio-Constructivist Account of Collaboration in Concept Design." In 25th Annual Conference of the International Group for Lean Construction. International Group for Lean Construction, 2017. http://dx.doi.org/10.24928/2017/0300.

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Nelea, GLOBU. "Teorii ale învățării din perspectiva dezvoltarii personale." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p197-204.

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In this article we set out to identify some theoretical learning premises, learning models regarding the personal development of students and their impact. In the context of personal development, we support the socio-constructivist model of learning, which emphasizes the importance of socialization, relating cognitive processes to social interactions and the confrontations of ideas that take place during these interactions, valuing both learning and constructivist socialization, which ensures a learning pragmatically, human knowledge is built through a creative and active process, those who le
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Hassan, Muhammad Mustafa, Andres Moreno, Erkki Sutinen, and Abdul Aziz. "On the Participatory Design of Jeliot Mobile: Towards a Socio-Constructivist Mlearning Tool." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.35.

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Ferreira, Carlos, Pedro Neves, Cristina Costa, and Domenico Teramo. "Socio-constructivist teaching powered by ICT in the STEM areas for primary school." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975706.

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Perry, Jo, and Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment
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Salekhova, Leila, Ksenia Grigorieva, Natalia Gabdreeva, and Ruzilya Yakhina. "SOCIO-CONSTRUCTIVIST APPROACH AS THE BASIS FOR CONTENT AND LANGUAGE INTEGRATION IN TEACHING FUTURE ENGINEERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0866.

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Cartelli, Antonio. "DigiStylus: A Socio-Technical Approach to Teaching and Research in Paleography." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3382.

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After a short overview of the results obtained by the use of information systems for teaching and research in paleography, the problem of the students’ access to information on the web is discussed. The difficulty students have in finding the “right” documents, among the ones freely available in the site of the “Materials for Latin paleography”, can be considered a particular branch of the broader problem of finding information in the web. As a result it is first analyzed the use of semantic web to solve students’ problems, soon after the socio-technical approach in the planning and carrying o
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