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Journal articles on the topic '(socio) constructivismes'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

MEHAN, Hugh. "Le contructivisme social en psychologie et en sociologie." Sociologie et sociétés 14, no. 2 (2002): 77–96. http://dx.doi.org/10.7202/001492ar.

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Résumé "Le constructivisme social" est un thème commun aux études cognitives en sociologie et en psychologie. Le constructivisme social postule que les structures sociales et les structures cognitives se composent et se situent dans l'interaction entre les gens. En sociologie cette perspective constructiviste remonte à la phénoménologie constitutive; actuellement, elle se développe avec t'ethnométhodologie. De récentes études qui analysent les structures sociales du monde quotidien en interaction sont commentées. On fait état d'un développement parallèle en psychologie, à partir du "structural

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Faraj, Anwar Mohamed, and Tara Taha Othman. "Constructivism in International Relations: from a theory between positivism and postpositivism to the theory of the world state." Journal of University of Human Development 5, no. 1 (2019): 1. http://dx.doi.org/10.21928/juhd.v5n1y2019.pp1-16.

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Constructivism emerged at the end of the Cold War and entered into IR theories debate by criticizing the rationalists (neo-liberal and neo-realist) on the one hand and critics on the other, accusing them of failing to predict and explain the end of the Cold War. While rationalists focus on material and economic factors, constructivists focus on cultural factors, the influence of ideas, norms and identities on the explanation of processes of interest formation, how to define survival and defining mechanisms of international politics, and emphasize that interest and identity interact through soc

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3

Jiménez-Aragón, Laura. "MARCO TEÓRICO METODOLÓGICO DE LA EVALUACIÓN PARA APRENDER." Revista Electrónica Calidad en la Educación Superior 7, no. 1 (2016): 100–126. http://dx.doi.org/10.22458/caes.v7i1.1378.

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El presente artículo tiene el objetivo de mostrar el marco teórico-metodológico que integra la concepción de la evaluación para aprender, para esto presenta y analiza información básica sobre el objeto y funciones de la evaluación de los aprendizajes; en relación con la evaluación para aprender, se presenta la competencia de aprender a aprender como su principal objeto de formación, el constructivismo cognitivo y social como sus fundamentos teóricos y finalmente, como su fundamento metodológico se plantea la característica integrada e integral y la función formativa y formadora de la evaluació

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4

Martinez, Marie-Louise. "Le socio-constructivisme et l'innovation en français." Pratiques 63, no. 1 (1989): 37–62. http://dx.doi.org/10.3406/prati.1989.1514.

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5

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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6

Kaiser, David. "Bringing the human actors back on stage: the personal context of the Einstein–Bohr debate." British Journal for the History of Science 27, no. 2 (1994): 129–52. http://dx.doi.org/10.1017/s0007087400031861.

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In concluding his ‘Autobiographical notes’, Albert Einstein explained that the purpose of his exposition was to ‘show the reader how the efforts of a life hang together and why they have led to expectations of a definite form’. Einstein's remarks tell of a coherence between personal ‘strivings and searchings’ and scientific activity, which has all but vanished in the midst of the current trend of social constructivism in history of science. As Nancy Nersessian recently pointed out, in the process of illuminating complex relationships between scientific activity and its social context, ‘socio-h

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Edwards, Suzy. "from developmental-constructivism to socio-cultural theory and practice." Journal of Early Childhood Research 5, no. 1 (2007): 83–106. http://dx.doi.org/10.1177/1476718x07072155.

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8

Aparicio Gómez, Oscar Yecid, and Olga Lucía Ostos Ortiz. "El constructivismo y el construccionismo." Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP 11, no. 2 (2018): 115–20. http://dx.doi.org/10.15332/s1657-107x.2018.0002.05.

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El estudio y la investigación sobre los procesos de construcción del conocimiento (Piaget, Vygotsky, Ausubel, Jonassen, Papert, entre otros) nos remiten a una reflexión sobre el constructivismo y su diversificación hacia otros modelos como el socio-constructivismo y el construccionismo. En el caso puntual de este último, la evolución del constructivismo al construccionismo representa también el paso del sujeto a la colectividad, de la persona a la comunidad. Por tanto, el constructivismo y el construccionismo están centrados en la persona3. Ampliando las consideraciones antropológicas de estos

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9

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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10

Garnier, Catherine. "Approche constructiviste en pédagogie: Décentration et anticipation dans des jeux socio-moteurs." European Journal of Psychology of Education 4, no. 3 (1989): 401–17. http://dx.doi.org/10.1007/bf03172672.

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11

Stauffacher, M., A. I. Walter, D. J. Lang, A. Wiek, and R. W. Scholz. "Learning to research environmental problems from a functional socio‐cultural constructivism perspective." International Journal of Sustainability in Higher Education 7, no. 3 (2006): 252–75. http://dx.doi.org/10.1108/14676370610677838.

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12

Ville, Isabelle, and J. F. Ravaud. "Représentations de soi et traitement social du handicap. L'intérêt d'une approche socio-constructiviste." Sciences sociales et santé 12, no. 1 (1994): 7–30. http://dx.doi.org/10.3406/sosan.1994.1281.

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13

Devries, Rheta. "L'éducation constructiviste à l'école maternelle et élémentaire : l'atmosphère socio-morale, premier objectif éducatif." Revue française de pédagogie 119, no. 1 (1997): 57–72. http://dx.doi.org/10.3406/rfp.1997.1167.

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14

Youngdon Youn. "Approach of Humanities Therapy to Ethics Education on the Basis of Socio-Constructivism." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 44 (2014): 241–66. http://dx.doi.org/10.17282/ethics.2014..44.241.

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15

Villanueva, Juan de Dios, and Fernando Fornieles. "Estudio comparativo en el aprendizaje de la escritura en la Educación Infantil: Constructivismo vs. método silábico." Ocnos: Revista de estudios sobre lectura, no. 14 (November 26, 2015): 100–113. http://dx.doi.org/10.18239/ocnos_2015.14.07.

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Presentamos un estudio realizado sobre el proceso de aprendizaje de la escritura en dos grupos de alumnos de Educación Infantil a lo largo de los tres años de escolarización en esta etapa. Un grupo siguió el proceso utilizando el constructivismo, el otro utilizó la metodología sintética-alfabética. Ambos grupos son de similares características en número, procedencia socio-económica y lugar de residencia. Las maestras tienen una experiencia similar en la docencia. Los resultados de la investigación vienen a demostrar que aquellos alumnos con los que se ha trabajado desde el constructivismo alca

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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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Kim, Minseong. "The Trend and Directions of Classroom Interaction Research : From a Perspective of Socio-constructivism." Korean Journal of Educational Psychology 31, no. 4 (2017): 683–711. http://dx.doi.org/10.17286/kjep.2017.31.4.05.

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18

Torres-Ortiz, Jaime Andrés, and Julio Enrique Duarte. "Los procesos pedagógicos administrativos y los aspectos socio-culturales de inclusión y tecno-pedagogía a través de las tendencias pedagógicas en educación a distancia y virtual." REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN 6, no. 2 (2015): 179. http://dx.doi.org/10.19053/20278306.4606.

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El presente artículo de revisión se enfoca en el estudio y análisis de las tendencias pedagógicas en Educación a Distancia y Virtual como parte de una tesis doctoral. Los hallazgos indican tendencias pedagógicas que se integran a procesos pedagógicos administrativos, en donde surge la tecno-pedagogía, la pedagogía digital y los procesos tradicionales de las tendencias conductistas, cognitivistas, constructivistas y humanistas. Todas estas situadas en contextos educativos diversos con particularidades propias de las mediaciones tecnológicas y comunicacionales. Igualmente se observan las tendenc

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19

LIH, Abderrahim. "Vers un nouveau modèle de pédagogie." Journal of Quality in Education 7, no. 10 (2017): 8. http://dx.doi.org/10.37870/joqie.v7i10.142.

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Plusieurs modêles pédagogiques ont été développés au cours de l'histoire. Initialement, l'effort est consenti pour transmettre les connaissances par tout moyen possible. La mise de l'accent sur la relation entre enseignant et apprenant a donné naissance à la pédagogie humaniste alors que la mise en relief de l'organisation de l'apprentissage a donné lieu à la pédagogie de projet et la pédagogie différenciée. L'insistance sur l'importance de l'environnement d'apprentissage et les outils utilisés a conduit à ce qu'on peut appeler la pédagogie axée sur l'espace d'apprentissage et l'expérimentatio

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20

Piaget, Jean. "Pláticas sobre la teoría de la inteligencia." CPU-e, Revista de Investigación Educativa, no. 2 (November 14, 2012): 1–48. http://dx.doi.org/10.25009/cpue.v0i2.144.

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El texto que presentamos es una exposición panorámica que intenta divulgar una concepción ya elaborada de la inteligencia de Jean Piaget , con un cúmulo muy importante de datos empíricos de respaldo que, sin embargo, hay que tomar con cuidado, pues, obviamente, la teoría siguió evolucionando, siguió analizando aspectos particulares o generales, acumulando hechos y, por supuesto, críticas. Sin embargo, el cuerpo conceptual fundamental estaba ya elaborado en 1951 y, a decir verdad, no ha sido tocado por la crítica de manera decisiva. Por el contrario, la teoría de la inteligencia de Piaget sigue

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21

Mesén Mora, Luis Diego. "Teorías de aprendizaje y su relación en la educación ambiental costarricense." Revista Ensayos Pedagógicos 14, no. 1 (2019): 187. http://dx.doi.org/10.15359/rep.14-1.8.

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Durante muchos años se ha buscado optimizar la experiencia educativa con el fin de mejorar la transposición pedagógica en el proceso de enseñanza y aprendizaje. Esto llevó al desarrollo de diversas teorías de aprendizaje, entre ellas el conductismo, cognitivismo, constructivismo, socio-constructivismo, conectivismo, entre otras. Cada una de ellas, basada en su epistemología, fomenta el desarrollo del proceso de enseñanza y aprendizaje de una manera especializada. El objetivo del presente análisis se fundamenta en una descripción de las teorías de aprendizaje mencionadas y cómo se relacionan co

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22

Godbout, Paul, and Jean-Francis Gréhaigne. "Game-Play Language and Game-Play Intelligence – Wording, Planning, and Enacting Action Plans in Team Sports." ATHENS JOURNAL OF SPORTS 8, no. 1 (2021): 47–64. http://dx.doi.org/10.30958/ajspo.8-1-2.

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The purpose of this paper is to discuss, in a socio-constructivist context, the development of students’ game-play language and game-play intelligence through their wording, planning and enacting of action plans in team sports. At the beginning, the authors offer a brief recall of the basics of constructivism and social constructivism. They discuss students’ perception of game-play reality, assimilation, accommodation and adaptation in relation with learning strategies in team sports. Then, they consider the development of a common game-play language and the evolution of students’ exchanges ov

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23

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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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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Jacquemain, Marc, René Doutrelepont, and Michel Vandekeere. "L'identité Wallonne saisie par l'enquête : Une approche constructiviste de l'identité collective." Res Publica 36, no. 3-4 (1994): 343–59. http://dx.doi.org/10.21825/rp.v36i3-4.18739.

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At first view, the methodology of survey research may seem rather unsuitable to the study of such "holistic" phenomena as collective and social identities. That difficulty vanishes - at least partly - as soon as we consider social identity as the link between the individual and his belongings, as does the "social identity theory", developed from the work of Taffel and Turner. From there on, survey research may prove to be a useful device to cope with some main characteristics of social identity: mainly its variability among groups and classes within a same society and its particular sensitivit

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Kessler, Oliver. "The Failure of Failure: on Constructivism, the Limits of Critique, and the Socio-Political Economy of Economics." Millennium: Journal of International Studies 44, no. 3 (2016): 348–69. http://dx.doi.org/10.1177/0305829816644057.

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Gupta, Amita. "Socio‐cultural‐historical constructivism in the preparation and practice of early childhood teachers in New Delhi, India." Journal of Early Childhood Teacher Education 24, no. 3 (2003): 163–70. http://dx.doi.org/10.1080/1090102030240305.

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28

Gorbaneff, Yuri. "Qué se puede aprender de la literatura sobre el aprendizaje basado en problemas." Revista Facultad de Ciencias Económicas 18, no. 1 (2009): 61–74. http://dx.doi.org/10.18359/rfce.2001.

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El trabajo es una revisión de la literatura sobre la aplicabilidad del aprendizaje basado en problemas (ABP) en la enseñanza de la administración. El método de ABP se fundamenta en el constructivismo y teorías derivadas del constructivismo, como la de aprendizaje signifi cativo, las teorías socio cultural, dinámica y cognoscitiva de aprendizaje. El ABP fue aplicado con éxito en la enseñanza de derecho y medicina. Los investigadores que estudian su aplicación en la enseñanza de administración, están de acuerdo en que el ABP contribuye a mejorar la comprensión de lectura; la actitud deliberativa

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Rolfe, Linda, Michael Platt, Veronica Jobbins, Anna Craft, Kerry Chappell, and Helen Wright. "Co-participative Research in a Dance Education Partnership: Nurturing Critical Pedagogy and Social Constructivism." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 98–109. http://dx.doi.org/10.1017/s2049125500000972.

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Drawing on the Dance Partners for Creativity Research Project, this paper will consider the research methodologies and methods employed by a team of dance education professionals who seek to contribute to reinvigorating practice in relation to young people's creativity in secondary-level dance education in England. They have developed a focus on investigating the kinds of creative partnerships that are manifested between dance-artists and dance-teachers in a range of school settings. Using critical pedagogical and socio-constructivist approaches, the research draws on ethnographic, participato

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Zembylas, Michalinos. "Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Poststructuralism." Studies in Science Education 41, no. 1 (2005): 91–115. http://dx.doi.org/10.1080/03057260508560215.

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PEÑA VERA, TANIA. "Vinculación del constructivismo con el enfoque socio-psicológico para el estudio de los usuarios de unidades de información: un primer acercamiento teórico." Investigación Bibliotecológica: archivonomía, bibliotecología e información 19, no. 39 (2005): 47. http://dx.doi.org/10.22201/iibi.0187358xp.2005.39.4078.

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MEDIANTE UNA INVESTIGACIÓN DOCUMENTAL SE ANALIZAN LOS PRINCIPALES POSTULADOS DEL CONSTRUCTIVISMO Y DEL ENFOQUE SOCIO-PSICOLÓGICO PARA ESTUDIAR LOS USUARIOS DE UNIDADES Y LOS SERVICIOS DE INFORMACIÓN. AL HALLAR ENTRE ELLOS PUNTOS COINCIDENTES SE CONCLUYÓ QUE EL PRIMERO DE ESTOS CONCEPTOS CONSTITUYE PARTE DEL BASAMENTO TEÓRICO SOBRE EL CUAL SE SUSTENTA EL SEGUNDO, EN EL SENTIDO DE QUE AMBOS LE OTORGAN ESPECIAL IMPORTANCIA AL CONTEXTO DEL INDIVIDUO Y A SUS CONOCIMIENTOS PREVIOS, COMO ANTECEDENTE NECESARIO PARA INICIAR CUALQUIER ACCIÓN FORMATIVA O INFORMATIVA. TAL INTEGRACIÓN DE PERSPECTIVAS RESPO

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Hymer, Barry. "Constructing and deconstructing giftedness." Gifted Education International 30, no. 1 (2013): 5–23. http://dx.doi.org/10.1177/0261429413480418.

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This conversation was prompted by a blog entry posted by Tim Dracup in January 2012. The subsequent e-exchange between Tim and Barry Hymer explored a number of issues central to the nature and aetiology of giftedness, confronting these issues from contrasting ontological and epistemological stances. As a result, their conversation includes arguments over the value of social constructivism and the nature of ‘empirical evidence’, equity and incidence, and related socio-political factors. Areas of agreement and continuing disagreement are provided. The subsequent exchange has been lightly edited

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Bronckart, Jean-Paul. "Développement du langage et développement psychologique.L’approche de l’interactionnisme socio-discursif." Veredas - Revista de Estudos Linguísticos 21, Especial (2019): 30–46. http://dx.doi.org/10.34019/1982-2243.2017.v21.27992.

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Cet article vise à mettre en évidence les apports de l’ISD à la revivification de la problématique des conditions d'émergence de la pensée humaine, et à celle des processus dynamisant le développement psychologique tout au long de la vie. A cet effet, l'auteur procède d'abord à un examen des caractéristiques épistémologiques et méthodologiques des quatre grands paradigmes des sciences humaines du XXème (le behaviorisme, le constructivisme piagétien, le cognitivisme et l'interactionnisme social) avant d'énoncer les raisons qui le conduisent à adhérer fermement au paradigme interactionniste soci

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Kampourakis, Ioannis. "Empiricism, Constructivism, and Grand Theory in Sociological Approaches to Law: The Case of Transnational Private Regulation." German Law Journal 21, no. 7 (2020): 1411–26. http://dx.doi.org/10.1017/glj.2020.82.

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AbstractSociological approaches to law in both Germany and the UK have been characterized by internal divisions and divergent methodologies and aspirations. While, in the UK, empirical socio-legal studies have been a prominent way of studying how law shapes and is shaped by social institutions, in Germany, the “grand theory” of systemtheoretical approaches to law has had a lasting impact. In this Article, I discuss the epistemological contrast between these two sociological approaches to law by focusing on how they address transnational private regulation. Empirical socio-legal studies share a

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Fakudze, Cynthia. "The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics." South African Journal of Education 41, no. 2 (2021): 1–11. http://dx.doi.org/10.15700/saje.v41n2a1885.

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The study is situated within a worldview theory as espoused by socio-cultural constructivists. Science classrooms in secondary schools in Swaziland are culturally largely homogeneous where learners and their teachers have a strong grounding in traditional Swazi culture. The aim of this study was to investigate whether the conceptions held by Grade 11 learners of selected mechanics topics were influenced by the worldview presuppositions prevalent in their socio-cultural environment. The learners were exposed to a socio-culturally-based teaching/learning strategy that integrated selected indigen

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Hosseini, Seyed Mohammad Hassan. "Cognitive Socio-political Language Learning Theory, Multiple Input-output Hypothesis and Competitive Team-based Learning." Theory and Practice in Language Studies 9, no. 4 (2019): 411. http://dx.doi.org/10.17507/tpls.0904.08.

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The practical results of innovative methods/approaches to teaching like Cooperative Learning (CL), which have been formulated based on constructivists' theories, are falling short of expectation in the present world circumstances. This is because they cannot reflect the realities of the real world and as a consequence have contributed to uncivilised and even maimed societies. As their ancestors, thereby, these so-called innovative interactive methods and approaches are doomed to failure. This article, as such, gives a brief but to the point introduction to the author's seminal holistic approac

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Santos Ellakuria, Ibone. "Fundamentos para el aprendizaje significativo de la biodiversidad basados en el constructivismo y las metodologías activas." Revista de Innovación y Buenas Prácticas Docentes 8, no. 2 (2019): 90–101. http://dx.doi.org/10.21071/ripadoc.v8i2.12170.

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Existen evidencias de un escaso interés hacia las ciencias en el alumnado de la educación obligatoria. Asimismo, está descendiendo la frecuencia del contacto directo con la naturaleza en la niñez y en la adolescencia y el peso de la educación ambiental en el currículo es escaso. Ante estas tendencias, la presente investigación analiza cómo mejorar en la educación secundaria el proceso de enseñanza-aprendizaje de la biodiversidad. Se propone adoptar un enfoque constructivista y aplicar experiencias de aprendizaje basado en problemas, incluyendo prácticas de campo. De esta forma, se pretende aum

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Lenzen, Benoît, and Jean Reylé. "Des savoirs planifiés par les enseignants aux connaissances construites par les élèves en éducation physique." Articles 20, no. 1 (2018): 36–60. http://dx.doi.org/10.7202/1049396ar.

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Cette recherche investigue le double mouvement dévolution/institutionnalisation dans une approche socio-sémio-constructiviste de l’enseignement des sports collectifs, et ses effets sur les comportements prometteurs des élèves. La méthodologie repose sur l’analysea priorides situations d’apprentissage étudiées ainsi que sur l’adaptation de la technique de la ligne de base multiple. Les résultats obtenus auprès de deux jeunes enseignants d’éducation physique sont contrastés. Ils renforcent les résultats de travaux antérieurs montrant que la formulation de règles d’action lors de débats d’idées n

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Saras Dhiksawan, Ferdinand, Sudharto P. Hadi, Adji Samekto, and Dwi P. Sasongko. "Indigenous Peoples Involment At The Environmental Impact Assessment (EIA) Process in Tabi Mamta Area Of Papua Province." E3S Web of Conferences 31 (2018): 08017. http://dx.doi.org/10.1051/e3sconf/20183108017.

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The purpose of this study is to find a picture of the involvement of Indigenous Peoples of Tabi Mamta in the process of environmental impact assessment (EIA) in Tabi Mamta customary territory. The method and type of research used is non-ethnographic qualitative research with data collection techniques using limited observation techniques. Data and information in the field will be analyzed using constructivism paradigm. The paradigm of constructivism is based on an interpretive understanding called hermeneutics (hermeneuien) in the sense of interpreting, giving understanding, translating data a

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hi, Saikeert, and Ramesh Menon. "A Sociological Study on God Men: What Draws Devotees of Various Socio-Economic Groups to Ashrams in India?" Revista Gestão Inovação e Tecnologias 11, no. 4 (2021): 5267–84. http://dx.doi.org/10.47059/revistageintec.v11i4.2561.

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This paper observes the increasing influence of godmen in India and the socio-economic division among devotees that influences their decision to follow them. The study navigates through various social spheres and predominantly focuses on lower-income groups, middle-income groups, and upper-income groups to piece together the research paper. It focuses on in-depth interviews as a primary source of understanding these differences and is followed by possible deductions of the same, keeping in mind the hypothesis that there is a socio-economic divide in this seemingly secular framework of spiritua

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Hadi, Syamsul. "The Economy of Wellbeing in Beji: Pesantren and Entrepreneurship in Village Community." Wawasan: Jurnal Ilmiah Agama dan Sosial Budaya 4, no. 1 (2019): 94–102. http://dx.doi.org/10.15575/jw.v4i1.3302.

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This article aims to explain the field findings related to the socio-economic conditions of the community in Beji village. The village was known as the base of the santri and the socio-economic impacts that provide value to the life of the community around the pesantren. The research used a qualitative method with a constructivism approach. Excavation of data through in-depth interview techniques and field observations and enriched with document studies. Informants interviewed were determined through the snowballing techniques. The result of the research shows that the existence of Manbail Fut

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Díaz Téllez, Ángel Saúl. "Aproximación a la noción de educomunicación, caso del diseño de la maestría en comunicación de la Universidad Nacional Abierta y a Distancia." Pangea. Revista de Red Académica Iberoamericana de Comunicación 4, no. 1 (2013): 212–28. http://dx.doi.org/10.52203/pangea.v4i1.57.

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En el marco de esta propuesta de Maestría en Comunicación de la Universidad Nacional Abierta y a Distancia, para este caso se plantea la argumentación que haría parte del Núcleo Problémico: EduComunicación. Para ello es necesario considerar la posición que se asumirá. Así las cosas, desde esta propuesta se conectan la perspectiva socio constructivistas con la visión Latinoamericana de la Comunicación.Varios autores sugieren que la Educomunicación (Castro, 2011) se asume como un campo de estudio, antes vale la pena aclarar por qué. Así las cosas, para entender la idea de campo, se puede hacer u

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Mirski, Robert, and Arkadiusz Gut. "Action-based versus cognitivist perspectives on socio-cognitive development: culture, language and social experience within the two paradigms." Synthese 197, no. 12 (2018): 5511–37. http://dx.doi.org/10.1007/s11229-018-01976-y.

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AbstractContemporary research on mindreading or theory of mind has resulted in three major findings: (1) There is a difference in the age of passing of the elicited-response false belief task and its spontaneous–response version; 15-month-olds pass the latter while the former is passed only by 4-year-olds (in the West). (2) Linguistic and social factors influence the development of the ability to mindread in many ways. (3) There are cultures with folk psychologies significantly different from the Western one, and children from such cultures tend to show different timetables of mindreading deve

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Shrestha, Milan. "Selection Process of Teaching Faculties in Tribhuvan University, Nepal." American Journal of Economics and Business Management 3, no. 3 (2020): 92–105. http://dx.doi.org/10.31150/ajebm.v3i3.181.

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Selection is the prerequisite process of choosing the finest candidates from the pool to full fill the vacant posts in an organization. This paper aims to explore the selection process of teaching faculties at Tribhuvan University (TU) concerning Mathis et al. (2012) approach. For achieving this purpose, I employed socio-constructivism with a narrative inquiry, research design in this study. The information is collected from 2 informants via in-depth interviews and discussed with supporting the several kinds of literature. This study explores the application forms, selection test, interview, a

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Kochanowska, Ewa. "THE POTENTIAL OF A CHILD’S PERSONAL KNOWLEDGE IN THE AWARENESS OF EARLY CHILDHOOD TEACHERS – PRACTICAL IMPLICATIONS." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 133–46. http://dx.doi.org/10.5604/01.3001.0013.2213.

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Presented within the following article, the discussion on the functioning of a child’s personal knowledge phenomenon as a learning potential in the awareness of early-stage education teachers is embedded in the context of constructivism, understood as a theory of knowledge, cognition and learning, more specifically the socio-cultural concept, according to which students learn in interaction with the environment, going into the “community of minds” and actively constructing knowledge using the knowledge already possessed. In the course of the analysis of the content of open interviews conducted

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Deepak, B. R. "India and China: Perceptions of Images and the Lost Equilibrium." China and the World 04, no. 02 (2021): 2150005. http://dx.doi.org/10.1142/s259172932150005x.

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This paper looks into perceptions and images that India and China have constructed over the span of civilizational, colonial and post-colonial periods by analyzing some of the socio-cultural, politico-economic and civilizational undercurrents. It argues that not having a correct understanding of these has resulted in misunderstandings and misperceptions. It also argues that the equilibrium that existed between India and China during the last three decades has been lost due to the balance of power favoring China; the Galwan military standoff that ended up in fatalities on both sides was just on

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Darisman, Aris, Doddy Hilman, and Devi Kurniawati Homan. "Social Construction Theory of Reality: A Case Study of Anti Anorexia Campaign Poster." Humaniora 7, no. 2 (2016): 149. http://dx.doi.org/10.21512/humaniora.v7i2.3500.

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Although Constructivism Theory of reality is categorized as a Subjective Theory, in terms of the construction process, it also had an objective feel. This could be observed in the three forms of realities that became the entry concept, namely: Objective Reality, Symbolic Reality, and Subjective Reality. The aim of this study was to analyze and understand a cultural tendency today's society through the lens of a philosophical. The philosophical theory of culture which had been regarded as something far beyond the reach became clear glasses in a tendency to see and understand the socio-cultural

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Nigusie, Alemu Asfaw. "An Integrated Approach to the Study of Ethnicity and Its Relevance to Ethiopia." International Journal of Social Science Studies 6, no. 12 (2018): 38. http://dx.doi.org/10.11114/ijsss.v6i12.3782.

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Despite decades old study of ethnicity, scholars have largely failed to answer basic questions that are pertinent to the topic because they study it from a single perspective (primordialism, constructivism, and instrumentalism) and such an isolated study could not fully elaborate the phenomenon. Consequently, as a remedy to this problem, an integrated approach to the study of ethnicity has been formulated by Philip Q. Yang. Thus, the central objective of this paper was to examine this approach and test its relevance to the Ethiopian case, where ethnic identity has been playing a major role sin

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Kurokhtina, Sofya. "Specificity of the Nature of the Image in the Socio-Cultural Space." Logos et Praxis, no. 2 (December 2020): 29–37. http://dx.doi.org/10.15688/lp.jvolsu.2020.2.3.

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Among the researchers of the visual, visualization is singled out as one of the universal characteristics of modern culture. This trend is due to the growth of visual artefacts that are rapidly filling the socio-cultural space. Many factors contributed to this, and one of the main ones is the development of media communications. The discourse on visuality went beyond the boundaries of Art Studies, which entailed the study of non-artistic visuality – the everyday life of visible things. As a result of visual experience expansion, the processes of production and consumption of visual images have

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Resminingayu, Dewi Hermawati. "TURBULENT NATIONAL IDENTITY IN LAOS: THE HMONG ETHNIC GROUP AS A CASE STUDY." Paradigma, Jurnal Kajian Budaya 8, no. 2 (2018): 186. http://dx.doi.org/10.17510/paradigma.v8i2.272.

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<p>Since the independence, Laos has changed its national identity based on different principles namely Buddhism, Socialism and Consolidation between Buddhism and Socialism. These changes have given dynamic impacts to the identity of the people not only from their political life but also from socio-cultural life. This paper will specifically discuss the impacts undergone by the Hmong as one of the ethnic minorities that are often excluded from the discussion of ethnic groups in Laos. The discussion uses three approaches of ethnicity, namely Primordialism, Instrumentalism, and Constructivi

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