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Littérature scientifique sur le sujet « Jean Constructivism (Education) »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Jean Constructivism (Education)"

Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (1994): 711–33. http://dx.doi.org/10.5951/jresematheduc.25.6.0711.

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Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructi

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Sharma, Nishi, and Pratyush Sharma. "CONSTRUCTIVISM: IMPLICATION FOR RESEARCH AND EFFECTIVE LEARNING." BSSS Journal of Education 10, no. 1 (2021): 28–35. http://dx.doi.org/10.51767/je1003.

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“Educated society” is the term used as a modern paradigm to describe the future of our society all over the world. This has led every philosopher or intellectual to inquire, research and study into this realm. Education starts at an early age and is tightly knit with the learning process and how the knowledge is acquired. Constructivism is one the more popular theory of knowledge and learning proposed as early as 1936 by Jean Piaget and later Vygotsky &Glasersfled.Traditional teaching methods have been used ever since in children’s education system but havenot been much fruitful. The autho

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Harlow, Steve, Rhoda Cummings, and Suzanne M. Aberasturi. "Karl Popper and Jean Piaget: A Rationale for Constructivism." Educational Forum 71, no. 1 (2007): 41–48. http://dx.doi.org/10.1080/00131720608984566.

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Cardellini, Liberato, and Juan Pascual-Leone. "On Mentors, Cognitive Development, Education, and Constructivism: An Interview with Juan Pascual-Leone." Journal of Cognitive Education and Psychology 4, no. 2 (2004): 199–219. http://dx.doi.org/10.1891/194589504787382794.

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In an interview format, Juan Pascual-Leone discusses the historical Piagetian origins of his dialectical theory of constructive operators (TCO) to ground the concepts intuitively and relate them to Piaget’s notions.The narrative of historical events helps to exhibit theoretical contrasts and differences of opinion that emerged between him and his teacher Piaget. Pascual-Leone discusses differences between his organismic model of mental processing and other current models of psychological information-processing and shows how the “learning paradox” problem of cognitive development can be solved.

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Stone, J. E. "Developmentalism: An Obscure but Pervasive Restriction." education policy analysis archives 4 (April 21, 1996): 8. http://dx.doi.org/10.14507/epaa.v4n8.1996.

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Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. It also di

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Kumar Shah, Rajendra. "Concepts of Learner-Centred Teaching." Shanlax International Journal of Education 8, no. 3 (2020): 45–60. http://dx.doi.org/10.34293/education.v8i3.2926.

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This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from teaching to importance on learning have boosted the power to be moved from the teacher to the student. The teacher focused/transmission of information formats, such as lecturing, have begun to be increasingly criticized, and this has paved the way for the

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Souza, Jéssica Oliveira, and Cleberton Correia Santos. "Construção e resgate do saber sobre a agroecologia através de metodologias de intervenção no processo pedagógico." Revista Verde de Agroecologia e Desenvolvimento Sustentável 11, no. 2 (2016): 16. http://dx.doi.org/10.18378/rvads.v11i2.3944.

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Na busca de um desenvolvimento sustentável, a Agroecologia é uma ciência que articular todos os recursos presentes no ambiente. Porém, muitos ainda desconhecem a mesma, sendo de suma importância sua difusão através de concepções pedagógicas. Desta forma, objetivou-se com este trabalho articular o diálogo de saberes e práticas com estudantes do ensino médio sobre a temática “sustentabilidade e desenvolvimento local”. O trabalho foi realizado com alunos de escola pública (Escola Estadual Professora Eufrosina Pinto) no ano de 2013 por acadêmicos do curso de Tecnologia em Agroecologia da

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ÜNVEREN, Dilek, and Gülreyhan KARAKUŞ. "An Alternative Approach in Constructivist Mentoring for Textual Analysis in Turkish Courses." International Education Studies 13, no. 2 (2020): 71. http://dx.doi.org/10.5539/ies.v13n2p71.

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This article grounds on Jean Piaget’s cognitive development theory, particularly aiming to provide a leading approach in Turkish language classes by focusing on children’s learning process. In Turkey, Piaget’s theory is applied in Turkish language curricula since 2005. Language classes play a fundamental role in improving cognitive skills positively, affecting the overall success of students in cognitive ability evaluation tests. This article is based upon Piaget’s cognitive development theory being an effective learning system for improving critical thinking and personal development skills. I

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Fortuna, Mariza, Rosana Meire Cazadei, and Carmen Lúcia Dias. "CONTRIBUIÇÕES DA CONCEPÇÃO CONSTRUTIVISTA PARA ÁREA EDUCACIONAL: COMPARTILHANDO SABERES... NOVOS OLHARES." COLLOQUIUM HUMANARUM 15, Especial 2 (2018): 179–85. http://dx.doi.org/10.5747/ch.2018.v15.nesp2.001094.

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Education has the function of transmitting to the students the systematized knowledge, the historically produced scientific knowledge that will instrumentalize them to act in society in a critical, concrete and conscious way. Over the years, society has undergone several changes, since it is dynamic and in constant movement, but the Brazilian educational system has not been able to keep up with the essential changes in the individual's formal education. In this sense, this article aims to present the contributions of the Piagetian theory in the educational area, seeking to clarify some misconc

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Pass, Susan. "When Constructivists Jean Piaget And Lev Vygotsky Were Pedagogical Collaborators: A Viewpoint From A Study Of Their Communications." Journal of Constructivist Psychology 20, no. 3 (2007): 277–82. http://dx.doi.org/10.1080/10720530701347944.

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Thèses sur le sujet "Jean Constructivism (Education)"

Brassat, Emmanuel. "Education, apprentissage et connaissance : la formation des idées pédagogiques." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100030/document.

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Depuis les débuts des sciences humaines à la fin du dix-huitième siècle, la pédagogie et la psychologie scientifiques se sont constituées conjointement autour des questions du développement et de l’activité d’apprentissage chez l’enfant. Les notions d’activité, de développement et d’apprentissage ont permis d’établir l’hypothèse empiriste d’une psychogenèse des facultés mentales dont l’enfance attesterait naturellement à travers ses âges successifs. Les mouvements d’éducation nouvelle, issus des thèses philosophiques et pédagogiques exprimées par Rousseau dans l’Emile en 1762, ont pu donner sa

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Graham, Ian. "The influence of an expository and a Piagetian-based teaching methodology on the mastery of the ill-structured problem of stagflation /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmg739.pdf.

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Specht, Ana Claudia. "O ensino do canto segundo uma abordagem construtivista : investigação com professoras de educação infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/13093.

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A presente pesquisa investiga o desenvolvimento do cantar segundo uma abordagem construtivista. Este trabalho foi desenvolvido na rede municipal de educação infantil de Campo Bom/RS, com a participação de uma representante por escola, totalizando 19 professoras. A fundamentação teórica estrutura-se sobre as áreas que mais permeiam os processos de ensino e de aprendizagem do canto, alinhavando idéias da fonoaudiologia, do canto, da técnica vocal, da lingüística e da teoria construtivista interacionista de Jean Piaget. A pesquisa é de cunho qualitativo através da investigação sobre uma proposta

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Oliveira, José Antônio Colvara. "Robótica como interface da tomada de consciência da ação e do conhecimento do objeto, através de metacognição como propulsora da produção do conhecimento." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/14662.

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Criar objetos e dar-lhes movimento, orientando como, quando e onde se mover, têm-se revelado atividades de interesse para todas as idades. A robótica é a concretização dessas várias ações. Estimulando a busca por soluções, proporcionando planejar e criar, envolvendo ações coordenadas, em grupo ou isoladamente, dividindo tarefas e repartindo o tempo, os sujeitos se envolvem de maneira tal que desperta a atenção dos observadores, sejam pais, professores ou estudiosos. Esta tese se desenvolveu passando por estes três pontos de observação, os quais nos levaram a buscar nas crianças, primeiramente,

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Barbosa, Tais. "A permanência em um curso de pedagogia a distância : um estudo piagetiano sobre o interesse das alunas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/178779.

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Esta pesquisa tem o objetivo principal de analisar como os interesses das alunas-professoras se relacionam com a permanência no curso de Pedagogia a distância da UFRGS. Aborda a afetividade numa perspectiva Piagetiana, como energética que mobiliza as ações. Discute sobre os conceitos de interesse e sobre o processo de tomada de consciência, partindo da hipótese de que é necessário um processo de tomada consciência dos interesses-meios para que as alunas-professoras consigam alcançar seus interesses-fins. Trata-se de uma pesquisa exploratória, que utilizou o Estudo de Caso e o Método Clínico Pi

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Kimura, Cecilia Fukiko Kamei. "O jogo como ferramenta no trabalho com números negativos: um estudo sob a perspectiva da epistemologia genética de Jean Piaget." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/10928.

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Made available in DSpace on 2016-04-27T16:57:19Z (GMT). No. of bitstreams: 1 tese_cecilia_fukiko_kimura.pdf: 1205177 bytes, checksum: 0a0351df0aa3c85bad823ec8d55d2d51 (MD5) Previous issue date: 2005-11-09 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The central theme of this work is the structuralism construtivist, in that detached the importance of the mathematical structure for the acquisition of the logical-mathematical knowledge. We began our study presenting an abbreviation summary on the life and work of Piaget, the theory of the knowledge exposing the theoretical

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Marquezini, Cristiane Pereira [UNESP]. "Brincar e desenvolvimento: um estudo sobre as concepções de professores de educação infantil." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/97639.

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Made available in DSpace on 2014-06-11T19:29:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-12-06Bitstream added on 2014-06-13T19:58:37Z : No. of bitstreams: 1 marquezini_cp_me_assis.pdf: 436417 bytes, checksum: 3f77fa4f622434fbc431e318327dbc90 (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Vários estudiosos do desenvolvimento infantil, independentemente das diferenças epistemológicas, salientam a importância do brincar como fator de desenvolvimento afetivo, cognitivo, social e físico. Pesquisas têm apontado, contudo, que, a despeito desta import

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Livres sur le sujet "Jean Constructivism (Education)"

Piaget's theory of cognitive and affective development: Foundations of constructivism. 5th ed. Longman Publishers USA, 1996.

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Piaget, or, The advance of knowledge. L. Erlbaum Associates, 1997.

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Piaget's theory of knowledge: Genetic epistemology & scientific reason. Yale University Press, 1986.

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Rodrigo, Suarez, ed. Piaget for beginners. Writers and Readers, 2000.

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Piaget's theory of cognitive and affective development. 5th ed. Pearson/A and B, 2004.

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Wadsworth, Barry J. Piaget's theory of cognitive and affective development. 4th ed. Longman, 1989.

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The child's conception of the world: By Jean Piaget ; translated by Joan and Andrew Tomlinson. Littlefield Adams Quality Paperbacks, 1989.

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Jean, Piaget. The child's conception of the world: By Jean Piaget ; translated by Joan and Andrew Tomlinson. Rowman & Littlefield, 1989.

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1896-, Piaget Jean, ed. Piaget's construction of the child's reality. Cambridge University Press, 1987.

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The child's conception of the world. Rowman & Littlefield, 2007.

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Chapitres de livres sur le sujet "Jean Constructivism (Education)"

Waite-Stupiansky, Sandra. "Jean Piaget’s Constructivist Theory of Learning." In Theories of Early Childhood Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-1.

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Page, G. Andrew, and Radwan Ali. "The Power and Promise of Web 2.0 Tools." In Information Technology and Constructivism in Higher Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch010.

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The key idea that sets constructivism apart from other theories of cognition was launched about 60 years ago by Jean Piaget. It was the idea that what is called knowledge does not and cannot have the purpose of producing representations of an independent reality, but instead has an adaptive function (Von Glasersfeld, 1996, p.3). In this chapter, a variety of Web 2.0 applications and their affordances are presented and discussed in relation to constructivism in higher education. The aim is to explain how these applications can be used in higher education to promote interactive and engaging learning environments. Recommendations for harnessing the potential of these tools along with practical examples will assist facilitators of higher education with creative means to design their courses and thus promote Learning 2.0.

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Crosslin, Matt. "Course Management Meets Social Networking in Moodle." In Social Computing. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch055a.

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Moodle is currently one of the more popular opensource course management systems in online education. Some evaluations have also indicated that Moodle is one of the top-rated programs when compared to other open-source course management systems (Graf & List, 2005). The creators of Moodle describe their program as a course management system built on social constructivist pedagogy. Social constructivist pedagogy is a collaborative approach to learning based upon the works of Jerome Bruner, Lev Vygotsky, and Jean Piaget. Moodle’s unique focus on pedagogy allows online learning to cross over from the traditional educational realm of factual recall and rote memorization into the realm of social networking. Social networking has recently become one of the more popular uses of the Internet, with sites like MySpace and FaceBook attracting millions of users every month. Social networking Web sites began to appear on the Internet around 2002 (Downes, 2005). Social networks are now seen as an important component of modern society – even in educational contexts (Finin, Ding, Zhou, & Joshi, 2005). Current online social networking sites thrive on social constructivism pedagogy – whether the users or designers know this or not.

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