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1
Davey, Jon Daniel. "A THEORETICAL MODEL OF LEARNING EMPLOYING CONSTRUCTIVISM, NEUROSCIENCE, AND PHENOMENOLOGY: CONSTRUCTIVIST NEUROPHENOMENOLOGY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/445.
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The purpose of this research study was to propose a new learning theory for career and technical education with a foundation in philosophy and neuroscience. It purports to combine constructivism, phenomenology and neuroscience into a proposed learning theory entitled ‘constructivist neurophenomenology embedded in embodied cognition, that is, the formative role that the environment plays in the development of cognitive processes. The theory represents a trinity of constructivism’s genetic epistemology manifesting itself in (a) accommodation, (b) phenomenology’ intentionality, that is there is always something there for consciousness, and (c) neuroscience cell assembly. These three actions of the brain construct consciousness, memory, and learning via metaphorical thinking.
2
Taylor, B. D. "After constructivism." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:a09edf30-cdad-40a1-aa3e-03ce482a478c.
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This thesis examines the legacy and consequences of Constructivism in art, from the early days of the Russian avant-garde to recent times and today. The Introduction explains how the concept of faktura, first theorised around 1912 by David Burliuk and others, came to designate the material qualities rather than the subject-matter of art. Chapter 1: Towards A Constructive Ideal, traces the progress of faktura in the reliefs of V.Tatlin from 1913. The ancestry of faktura in the Eastern icon tradition is emphasised, where a close relation between sight and touch already suggested a new type of encounter between the viewer and the object of art. The chapter further examines the importance of faktura to Suprematism, and examines A.Rodchenko’s appeal to line as a rational element of construction and as a weapon against ‘composition’ in art. Chapter 2: Time and the Viewer presents evidence of the importance to artists in the period 1940-70 of the real-time encounter between viewer and the art-object, first in American and British ‘Constructionism’, and then in the Minimal art of Judd, Morris and others. The chapter ends with a discussion of temporality in relation to abstract paintings of Rothko and de Kooning. Chapter 3: Irregular Curves: Science and ‘The Organic’ reprises the minority Constructivism of Mikhail Matyushin and Pyotr Miturich that claimed organic structures were superior to technicist ones. Evidence is presented that the rectilinear grid was always subject to challenge, initially in the art of Emma Kunz, Jean Arp and other pre-war modernists but latterly among those for whom ‘field’ and ‘curvature’ became relevant formats after 1945. Particularly with the development of computing from the 1970s, new geometries based on iteration and scale-invariancy assumed major relevance to constructed art. Chapter 4: Constructivism Now presents evidence of the application of Constructivist principles in recent art, initially in Dan Flavin’s ‘monuments’ to Tatlin and others and subsequently in so-called Neo-Geo and Op art of the 1970s and 1980s. From that period on, albeit often in a register of irony and ‘serious play’, faktura in a Constructivist sense continued, and continues today, to define the relation between viewer and object of art.
3
Hansen, Casper Storm. "Constructivism without verificationism." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215106.
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This dissertation lays the philosophical groundwork for a mathematics that combines some of the virtues of constructivist mathematics and classical mathematics; from the former, an austere ontology and independency of actual in nity, and from the latter, objectivity of truth values and a strong logic. The rst half of the dissertation is concerned with classical mathematics and Brouwer's intuitionism. Classical mathematics is criticized for relying on a notion of in nity that may not even be possibly instantiable. Brouwer is criticized for relying on an incoherent notion of free choice sequences and based on a novel interpretation of intuitionism in terms of a strong and a weak notion of truth for unnecessarily mixing mentalism about mathematical objects with veri cationism. The second half develops a so-called non-veri cationist constructivist philos- ophy of mathematics that accepts all and only possible constructions as truth makers, independently of what is and can be veri ed about them. Classical arithmetic is vindicated on this basis. Classical set theory is, of course, not. Rather, it is argued that a mentalistic set theory has to be non-well-founded and that this forces a revision of logic. However, the result is not intuitionis- tic logic but something akin to the logic that comes out of Kripke's theory of truth: bivalence fails only in the absence of groundedness, not in the absence of proof and decidability. The akin to reservation is due to the fact that there are serious problems with the speci c formal theory given by Kripke. His theory is extended and modi ed with the aim of solving these problems while staying within the bounds of non-veri cationist constructivism.
4
Brenner, Gladys. "From Constructivism to Deconstructivism." VCU Scholars Compass, 1990. http://hdl.handle.net/10156/1334.
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Thesis (M.F.A.)--Virginia Commonwealth University, 1990.<br>Title on page 6. Two folded displays. Prepared for: Dept. of Communication Arts and Design. Includes bibliographical references. Also available online.
5
Bocchiola, Michele. "Constructivism: metaphysical not political." Doctoral thesis, Luiss Guido Carli, 2008. http://hdl.handle.net/11385/200781.
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6
Vall, Castelló Berta. "Bridging Constructivism and Social Constructionism: A Dialogical and Relational Approach to Narrative and Meaning Making." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/127399.
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L'objectiu d'aquesta tesi és contribuir a la comprensió dels processos de construcció de significat humans i la seva relació amb el benestar psicològic. Aquesta contribució s’emmarca en els enfocaments constructivistes i construccionistes socials, i en la teoria narrativa.
Tot que els enfocaments constructivistes constructivistes i socials comparteixen la premissa bàsica que els processos de construcció de significats són construïts en la interacció en contextos socioculturals específics, ambdós paradigmes difereixen sobre l'èmfasi que posen en l'individu enfront allò social. No obstant això, les últimes investigacions han arribat a reconèixer alguns punts de trobada per integrar ambdós enfocaments, pel que fa al focus en la narrativa i el llenguatge (McNamee, 2004).
Aquesta tesi té com a objectiu explorar alguns d'aquests punts de trobada, ja que es troba a la cruïlla de la integració dels enfocaments constructivistes i construccionistes, en analitzar la construcció de significat des d'un enfocament narratiu. Per tant, es presenta una sèrie d'estudis centrats en dos enfocaments narratius integradors en el qual s'entrellacen les perspectives constructivistes i construccionistes. El primer enfocament integrador seguit és l'enfocament constructivista relacional, proposat per Luis Botella i col•laboradors (Botella, 2001; Botella i Herrero, 2000). El segon enfocament, és la Teoria dialògica i, en concret, la metodologia Dialogical Investigations of Happenings of Change, desenvolupada per Jaakko Seikkula i col•laboradors (Seikkula, Laitila, i Rober, 2012).
Per tal d'aconseguir l’objectiu d'aquesta tesi -contribuir a la comprensió dels processos de construcció de significat i la seva relació amb el benestar psicològic basant-se en la teoria narrativa- quatre estudis diferents han estat desenvolupats que persegueixen els següents objectius:
1. Analitzar les característiques i l'existència de narratives prototípiques que diferenciïn els pacients que presenten depressió d’aquells que presenten ansietat;
2. Analitzar disrupció narrativa i la qualitat de vida percebuda en els processos d'immigració;
3. Analitzar els processos de construcció de significat des d'un enfocament dialògic en un entorn psicoterapèutic d'una teràpia de parella per violència de gènere.
En els dos primers objectius, l'estudi de les narracions s'aborda des d'un enfocament constructivista relacional, el qual sembla el més apropiat quan es treballa de forma individual. El tercer, se centra en el Dialogical Methods of Investigations of Happenings of Change, el qual sembla el més apropiat quan es treballa amb la família i la teràpia de parella.
En les conclusions es destaquen els principals resultats troballes de cada estudi i la forma en què proporcionen nova informació sobre els processos de construcció de significat, des d’un enfocament narratiu. També s’assenyalen les possibles implicacions clíniques derivades d'aquest programa de recerca, les limitacions i les qüestions que es deixen per a investigacions futures. Finalment, en les conclusions finals es discuteix sobre la utilitat d'aquests dos enfocaments integradors quan el focus se centra en la narrativa i la construcció de significats.<br>El objetivo de esta tesis es contribuir a la comprensión de los procesos de construcción de significado y su relación con el bienestar psicológico. Esta contribución se nutre de los enfoques constructivistas y construccionistas sociales, basándose en la teoría narrativa.
Aunque los enfoques constructivistas y construccionistas sociales comparten la premisa básica de que los procesos de construcción de significados son construidos en la interacción en contextos socioculturales específicos, ambos paradigmas difieren sobre el énfasis que ponen al individuo frente a lo social. Sin embargo, las últimas investigaciones han llegado a reconocer algunos puntos de encuentro para integrar ambos enfoques en referencia a la narrativa y el lenguaje (McNamee, 2004).
Esta tesis tiene como objetivo explorar algunos de estos puntos de encuentro, ya que se sitúa en el cruce de la integración de los enfoques constructivistas y construccionistas, al analizar la construcción de significados a través de un enfoque narrativo. Por lo tanto, se presenta una serie de estudios centrados en dos enfoques narrativos integradores en los que se entrelazan las perspectivas constructivistas y construccionistas. El primer enfoque integrador seguido es el enfoque constructivista relacional, propuesto por Luis Botella y colaboradores (Botella, 2001; Botella y Herrero, 2000). El segundo, es la Teoría dialógica y en concreto, la metodología “Dialogical Methods of Investigations of Happenings of Change”, desarrollada por Jaakko Seikkula y colaboradores (Seikkula, Laitila y Rober, 2012).
Con el fin de lograr el objetivo de esta tesis -contribuir a la comprensión de los procesos de construcción de significado y su relación con el bienestar psicológico desde la teoría narrativa- cuatro estudios diferentes han sido desarrollados que persiguen los siguientes objetivos:
1. Analizar las características y la existencia de narrativas prototípicas que diferencien los pacientes con depresión de los pacientes con ansiedad;
2. Analizar la disrupción narrativa y la calidad de vida percibida en los procesos de inmigración;
3. Analizar los procesos de construcción de significado desde un enfoque dialógico en un entorno psicoterapéutico de una terapia de pareja por violencia de género.
En los dos primeros objetivos, el estudio de las narraciones se aborda desde un enfoque constructivista relacional, el cual parece más apropiado cuando se trabaja con los individuos. El tercero, se centra en el Dialogical Methods of Investigations of Happenings of Change, el cual parece el más apropiado cuando se trabaja con terapia familiar y/o de pareja.
En las conclusiones se destacan los principales resultados de cada estudio y la forma en que proporcionan nueva información sobre el proceso de construcción de significados, desde un enfoque narrativo. También señalamos las posibles implicaciones clínicas derivadas de este programa de investigación, las limitaciones y las cuestiones que se dejan para trabajos futuro. Por último, en las conclusiones finales se discute acerca de la utilidad de esos dos enfoques integradores cuando el enfoque se centra en la narrativa y la construcción de significados.<br>The goal of this thesis is to contribute to the understanding of human meaning making processes and their relation to psychological well-being. This contribution is drawn from constructivist, and social constructionist approaches, heavily relying on narrative theory.
Although constructivist and social constructionist approaches share the basic assumption that meaning making processes are embedded and constructed in interaction in specific sociocultural contexts, both paradigms differ regarding the emphasis they place to the individual vs the social word. However, latest research has come to recognize some meeting points for bridging both approaches when the focus is on narrative and language (McNamee, 2004).
This thesis aims at exploring some of these meeting points, since it is situated at the crossroad of the integration of constructivist and constructionist approaches, when analyzing meaning-making through a narrative focus. Therefore, it presents a series of studies focused on two integrative narrative approaches in which constructivist and social constructionist perspectives are intertwined. The first integrative approach followed is the Relational Constructivist approach, proposed by Luis Botella and collaborators (Botella, 2001; Botella &,Herrero, 2000). The second one, is the Dialogical Theory and specifically, the Dialogical Investigations of Happenings of Change methodology, developed by Jaakko Seikkula and collaborators (Seikkula, Laitila,, & Rober, 2012).
In order to accomplish this thesis’ goal -to contribute to the understanding of human meaning making processes and their relation to psychological well-being relying on narrative theory- four different studies have been developed addressing the following objectives:
1. To analyze the characteristics and the existence of prototypic narratives that differentiate depressed from anxious patients;
2. To analyze narrative disruption and the perceived quality of life in immigration processes;
3. To analyze meaning making processes from a dialogical approach in a psychotherapeutic setting of a couple therapy for Intimate Partner Violence.
As can be inferred, in the first two objectives, the study of narratives is addressed from a relational constructivist approach, which seemed the most appropriated when working with individuals. The third one is focused on the Dialogical Methods of Investigations of Happenings of Change, which seemed the most appropriated when working with family and couple therapy.
In the conclusion we highlight the main findings of each study and the way in which they provide new information on human meaning making process focusing on a narrative approach. We also point out the potential clinical implications derived from this research program, the limitations, and the issues that are left for future work. Finally, in the concluding remarks we discuss about the usefulness of those two integrative approaches when focusing on narrative and meaning making.
7
Allen, William St Michael. "In Defense of Rawlsian Constructivism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/18.
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George Klosko attempts to solve a problem put forth by Rawls, namely how to create a persisting, just and stable liberal democracy in light of pluralism. He believes Rawls has failed at this task through the employment of political constructivism. Klosko claims that since Rawls does not utilize actual views within the existing public to form principles of justice, his method would fail to reach an overlapping consensus. As an alternative, Klosko proposes the method of convergence, which utilizes actual societal views to find overlapping concepts that inform the principles of justice. My argument is that Klosko misconstrues the method and aims of political constructivism. Klosko seems to incorrectly believe that stability is primary to establishing a liberal democracy, whereas it is secondary to the achievement of justice. Because of this error, Klosko’s method of convergence potentially has the consequence of creating a society which is stable but unjust.
8
Besch, Thomas M. "On practical constructivism and reasonableness." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404072.
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Braspenning, Thierry. "Constructivism, pragmatism, and security studies." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615800.
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10
Surgener, Kirk. "Neo-Kantian constructivism and metaethics." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3298/.
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Christine Korsgaard has attempted to defend a distinct approach to metaethics – Neo-Kantian Constructivism. Not only does she present a positive case for her own view, she also attacks existing metaethical positions and even the disctinctions that metaethics has traditionally relied on. This thesis is a sustained examination of this position. I consider whether Korsgaard can legitimately claim to be offering a metaethical position at all, providing her with some defence against the scepticism of some metaethicists. I also examine her attacks on traditional metaethical positions (in particular moral realism and expressivism). I argue that her attack on moral realism can be avoided if the realism on offer takes a particular form. In the case of expressivism I claim that Korsgaard’s attack, though not fully developed in her work, motivates an examination of contemporary hybrid-expressivist theories. I argue that these are, as of yet, no advance over their non-hybrid cousins. Finally I examine Korsgaard’s own position, attempting to make it clearer by combining her claims with a framework developed by Crispin Wright for judgement-dependent qualities. This gives Korsgaard her best chance of a distinctive metaethical position. Ultimately, though, the Neo-Kantian approach to morality fails.
11
Ng, Man-Hung Daniel. "Commitment in architecture : Russian constructivism." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/78805.
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Thesis (M.Arch)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH<br>Bibliography: leaves 100-102.<br>by Man-Hung Daniel Ng.<br>M.Arch
12
Piker, Matthew W. "(re)-Constructivism in Contemporary China." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276952322.
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13
El, Kholi Hugo. "Teleological constructivism & global justice." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0005.
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Cette thèse développe une théorie de nos devoirs globaux de justice en accord avec notre expérience commune du devoir en général comme ayant une origine purement a priori. La base de cette théorie consiste en un nouveau type de constructivisme, que j’appelle « constructivisme téléologique » dans la mesure où il réhabilite la notion kantienne de téléologie pure pratique. Dans l’introduction, je jette les bases du constructivisme téléologique en montrant que toutes les théories déontologiques d’inspiration kantienne sont intérieurement téléologiques, dans la mesure où les principes de justice, bien que premiers par rapport au bien, sont eux-mêmes définis en lien avec les fins prescrites a priori par la raison. Dans le chapitre 1, je m’appuie sur la doctrine Rawlsienne du Droit des Peuples pour développer une théorie de la justice internationale qui reconnaît le rôle normatif joué dans la déduction de nos devoirs de justice par une certaine idée de la société internationale. Dans le chapitre 2, je détermine les conditions auxquelles cette théorie est compatible avec le constructivisme téléologique. Dans les chapitres 3 et 4, je définis le constructivisme téléologique comme une approche qui fait dépendre le choix des premiers principes non seulement du respect pour une procédure de réflexion idéale, mais aussi de la reconnaissance de la fin morale finale prescrite purement a priori par la raison. Finalement, dans le chapitre 5, j’explique comment le constructivisme téléologique différencie entre les devoirs éthiques et les devoirs de justice. En conclusion, je reviens sur la spécificité du constructivisme téléologique en tant qu’approche distincte en théorie politique<br>This dissertation provides an account of our global duties of right and justice in line with our common experience of duty in general as having a purely a priori origin. The basis of this account is formed by a new type of constructivism, which I call “teleological constructivism” insofar as it rehabilitates the Kantian notion of pure practical teleology. In the introduction, I prepare the ground for teleological constructivism by showing that all Kantian-inspired deontological theories are internally teleological insofar as the principles of right and justice, though prior to the good, are themselves defined in relation to a final end prescribed purely a priori by reason. In chapter 1, I draw on Rawls’ doctrine of the Law of Peoples to develop an institutionalist account of international justice which recognizes the normative role played by a certain idea of international society in the deduction of our distributive obligations. In chapter 2, I further specify the terms of this account to make it compatible with teleological constructivism. In chapters 3 and 4, I go deeper into the definition of teleological constructivism as an approach that makes the choice of the first principles depend not only on respect for a procedure of ideal reflection, but also on the recognition of a final moral end prescribed purely a priori by reason. Finally, in chapter 5, I explain how teleological constructivism differentiates between ethical and juridical duties and argue for the superiority of the contractualist view over the property-based account of our duties of justice. In conclusion, I discuss the specificity of teleological constructivism as a distinct approach in political theory
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Arbeláez, Gómez Martha Cecilia. "Concepciones de constructivismo en la revista colombiana “Educación y cultura” durante el período 1984-2005 (Revistas 1- 69)." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/666310.
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Esta tesis tiene como objetivo analizar y comprender las concepciones de constructivismo y sus transformaciones a lo largo de los 69 números de la revista colombiana Educación y Cultura, publicados durante el período comprendido entre 1984-2005. El supuesto que subyace a la investigación es que el análisis de las revistas permite identificar la configuración de un campo del saber determinado, marcar sus tendencias y señalar vacíos y rupturas en el mismo, para obtener un panorama descriptivo e interpretativo, de dicho campo. Por tanto, el análisis de las concepciones en la revista, se utiliza como instrumento para comprender la configuración del constructivismo y, de manera empírica, dar cuenta de su recepción en la educación colombiana. Como objetivos específicos se plantean: (i) caracterizar los autores de artículos que abordan la perspectiva constructivista, así como las referencias bibliográficas de las fuentes citadas; (ii) identificar las transformaciones en los tipos de constructivismo y en los propósitos al servicio de los que se ponen las ideas constructivistas; (iii) analizar los temas en torno al constructivismo que emergen, se consolidan o desaparecen; (iv) analizar las ideas centrales de la perspectiva constructivista sobre los procesos educativos; y (v) comprender las principales tendencias o rupturas en las maneras de entender el constructivismo durante los veintiún años de análisis. Para lograr estos objetivos, se realiza un estudio longitudinal en el que se combinan dos tipos de aproximaciones, una de carácter bibliométrico y otra de análisis de contenido.
Los resultados obtenidos evidencian el énfasis en un constructivismo de origen piagetiano, de orientación individual. Además se plantea uso extrapolativo de las posiciones o ideas constructivistas en psicología o epistemología al ámbito educativo. De acuerdo con ello, la discusión se centra (y se polariza) más en el constructivismo en sí mismo y en las potencialidades o riesgos de su aplicación, que en la reflexión desde la práctica y la realidad educativa colombiana. En síntesis, la investigación pone en evidencia y permite explorar, desde una perspectiva amplia, el problema de la relación entre teoría y práctica, y más concretamente el problema de la relación entre conocimiento psicológico y práctica educativa.<br>This thesis aims to analyze and understand the conceptions of constructivism and their transformations along the 69 numbers of the Colombian journal Educación y Cultura, published between 1984 and 2005.
The assumption underlying this research is that the analysis of the journals allows identifying the configuration of a particular area of knowledge, marking its trends and identifying gaps and breaks in it, in order to obtain a descriptive and interpretive overview of the field. Therefore, the analysis of the conceptions in the journal is used as a tool to understand the configuration of constructivism and empirically account for its reception in the Colombian education.
Specific objectives: (i) characterize the authors of articles addressing the constructivist perspective, as well as references to the sources cited; (ii) identify changes in the types of constructivism as well as in the purposes the constructivist ideas are put to service; (iii) analyze the topics surrounding constructivism that emerge, are consolidated or disappear; (iv) analyze the central ideas of the constructivist perspective on educational processes; and (v) understand the key trends or breaks in the understandings of constructivism during the twenty one years of analysis.
To achieve these objectives, a longitudinal study is done. It couples two types of approaches: bibliometric and content analysis.
The results show the emphasis on a type of constructivism of Piagetian origin and individual orientation. Besides, the analysis reveals an extrapolation of constructivist ideas or positions from Psychology or Epistemology to the educational field.
Accordingly, the discussion focuses (and is polarized) more on constructivism itself and the potentials and risks of its implementation than on reflection from the practice and the Colombian educational reality.
In summary, this research highlights and allows exploring, from a broad perspective, the problem of the relationship between theory and practice, and more specifically the problem of the relationship between psychological knowledge and educational practice.
15
Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.
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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.
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Kesal, Fusun. "An Investigation On Constructivist Classroom Characteristics In Elt Methodology Ii Course." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/541417/index.pdf.
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The purpose of this study was to investigate to what extent constructivist classroom
characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the
aim was to explore the extent to which constructivist learning activities and evaluation
strategies were perceived to be useful by the students and the instructors. Thirdly, the
study also attempted to find out the extent to which the students and the instructors in
ELT departments had constructivist conceptions of learning and teaching. Finally, it was
aimed to find out whether students&rsquo<br>perception of constructivist classroom characteristics
differed according to certain variables such as university, sex, type of high school the
students graduated from, expected average score in the course and perceived competency
in English.
Subjects of the study involved 410 students taking ELT Methodology II course (Ö<br>zel
Ö<br>sretim Yö<br>ntemleri II) during 2001-2002 academic year in ELT departments of four
universities (Middle East Technical University, Gazi University, Ç<br>ukurova University
and Dicle University) and 15 instructors teaching this course at these universities. Data were collected between May &ndash<br>July 2002 through administration of a
questionnaire (Constructivist Classroom Characteristics Questionnaire) to the students,
interviews with the students and the instructors and observation of students&rsquo<br>microteaching practices in ELT Methodology II classes. Data analysis was carried out
through both quantitative (frequencies, means, standard deviations, one-way ANOVA)
and qualitative analysis techniques.
The results of the study indicated that majority of the students and the instructors
perceived the classroom characteristics to be constructivist although there were a few
differences in their perceptions. Observations of microteaching also showed that
classroom characteristics were constructivist with respect to the variety of the learning
activities used by the students, feedback procedures in the classroom and negotiation and
cooperation among the students. Secondly, both the students and the instructors perceived
constructivist learning activities and evaluation strategies to be more useful compared to
the traditional ones. Thirdly, majority of the students and the instructors held either
cognitivist or constructivist conceptions of learning. On the other hand, the students were
behaviorist in their conceptions of teaching while the instructors were constructivist.
Finally, the results indicated that perception of constructivist classroom characteristics
differed according to universities, expected average score and perceived competency in
English whereas it did not differ according to student sex and the type of high schools the
students graduated from.
The results revealed that the learning activities, evaluation strategies, students&rsquo<br>learning experiences and instructors&rsquo<br>roles in the classroom should be reconsidered and
improved in order to make ELT Methodology II classes more constructivist in nature.
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Little, Jamie Osborne. "The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29909.
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Recent studies indicate that American high school students are not performing adequately on standardized tests in the area of science. In response, there has been a call to reform science education in the United States. These reform efforts coincide with advances in electronic communication and information technology that have revolutionized knowledge sharing. This study describes an effort to assess the effects of inter-school electronic collaboration on the quality of student final written products. In this study, students ranging in grade levels from 9-12 completed a problem-based earth science module delivered via the Internet.
The module presented students with an ill-structured problem, problem-solving model, resources, and recommendations for further inquiry, all related to an authentic environmental issue. Students were also given a set of guidelines for a final written product and a minimum of 4 weeks to complete the project. While all students worked in cooperative groups within their classrooms, selected cooperative groups worked with cooperative groups of students in other schools via e-mail. These groups were collectively referred to as parallel groups. Cooperative groups of students who did not work via e-mail with other groups were collectively referred to as nonparallel groups.
A team of evaluators scored the written products of parallel and nonparallel groups. The results were unexpected: The nonparallel groups scored significantly higher than the parallel groups on the final written product.<br>Ph. D.
18
Anstee, Jodie. "Constructivism, contestation and the international detention regime." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/70953.
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The international detention regime has been placed under a considerable amount of strain in the context of the war on terror. Political elites in both the USA and UK have significantly challenged accepted standards of appropriateness regarding detention, even though these states are traditionally strongly associated with the promotion of human rights internationally. Such defections and contestations present researchers with an intriguing process to understand, as these practices, by definition, challenge our settled assumptions about the post Cold-war international order. This thesis examines one element of this puzzle, assessing how the normative constraints associated with the international detention regime were negotiated by the Blair government and Bush administration so as to allow for contestation and apparent defection in 2001-2006. Generally, the IR literature on norms has focused on their constraining power, considering simple dichotomies of compliance and defection, often drawing on pre-defined interests to explain behaviour. Whilst constructivists have recognised the constitutive nature of norms, they lack a persuasive account of the micro-foundational processes of norm influence which prevents them from engaging with the contestation of seemingly embedded international normative standards. In order to address this problem I draw from the social identity approach in social psychology, where scholars focus on the multiplicity of social identities and the interactive processes of norm influence and contestation at a micro-foundational level. I demonstrate that by firmly embedding individuals in the broader social identities context and focusing on the management strategies employed by political elites we can better understand the nature of normative constraint in these cases, and whether or not an enabling framework for such counter-normative practices was established. This thesis aims to bridge some of the gap that exists between research that focuses on international norms and that which concentrates on state leaders, demonstrating the importance of the broader interactive processes of contestation, generally missing from current constructivist accounts of international norms.
19
Barandalla, Ajona Ana Isabel. "Metaethical constructivism and treating others as ends." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7937.
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Metaethical constructivism approaches metaethical questions from the perspective of the nature of normativity; and it approaches questions about the nature of normativity from the perspective of agency. According to constructivism, normativity originates in the agent. The agent gives herself laws, and these laws are normative because the agent has given them to herself. Placing the agent as the source of normativity enables constructivism to answer metaphysical and epistemological questions about morality with ease. It also allows it to account for the relation between moral judgements and action. But placing the agent as the source of normativity raises two questions. First, if the laws that the agent issues to herself are normative because she issues them to herself, what are the standards of correctness of those laws? Second, if the agent is her own source of normativity, how can she accommodate the normative status of others? In this thesis I explore whether constructivism can answer those questions. In Chapter 1 I argue that the constructivist account of normativity is rich enough to answer the first question. From Chapter 2 onwards I argue that constructivism cannot answer the second question. I argue that its account of normativity requires that the agent does not accommodate the normative status of others.
20
Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
21
Bača, Trevor. "Magic Constructivism: Desiderata of a Musical Practice." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493325.
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This dissertation collects the scores to eight recent works: L’archipel du corps (2011) for flute, guitar, accordion and percussion; Traiettorie inargentate (2013) for cello; Krummzeit (2014) for seven players; Ins Wasser eingeschrieben (2014) for two violas; Al-kitab al-khamr (2015) for chamber orchestra; Myrkr (2015) for bass clarinet; Akasha (2015) for string quartet; and Ikribu (2016) for bass clarinet, violin, viola and cello. The scores are ordered chronologically by their date of composition and given in their entirety as the numbered chapters of the dissertation. An introduction precedes the scores. The contents of the introduction supplements the scores included included here with short descriptions of all sixteen works in my catalog to date.<br>Music
22
Gill, Lonni Anne. "Personal narratives and constructivism in teacher education." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167273.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2005.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0877. Chair: Ellen Brantlinger.
23
Peck, Blake. "Hermeneutic Constructivism : An Ontology for Qualitative Research." Thesis, University of Ballarat, 2012. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/69329.
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This thesis begins with contemporary qualitative research, where the extent of what is understood about human experience is reduced to the representations constructed by researchers. In this situation, where the qualitative researcher has a monopoly on the representation produced, there is no scope for a consideration of the expressive nature of language – in particular, the way that language discloses the world differently for each individual person. Thus, the aim of this thesis is to develop a theoretical approach for understanding the personal realities of the people involved in qualitative research that reinstates the centrality of the dialogic in understanding.<br>Doctor of Philosophy
24
Simpson, Andrew Joseph. "Constructivism, Normativity, and the Rule of Law." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297759.
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Why care about what the law has to say? It aims to guide our actions, but its grounds for doing so are not clear. Many will cite moral grounds: the law is good, we have a duty to follow it. Others will simply appeal to negative consequences that follow from failing to heed its commands. Here, I want to sketch out a answer to the question in the tradition of legal positivism by using the machinery of ethical constructivism. I will begin by outlining the history of the debate over legal normativity. I will then proceed to lay out what Sharon Street has characterized as restricted constructivism, or constructivism that solves one particular normative problem. Without attempting to lay out a complete theory, I will advance the notion that we can settle on three conditions for the normativity of law. Adverting to formal games, I aim to show that we can start with the practical rationality of citizens whose interests and moral views deeply conflict, go through this procedure, and get reasons for the citizens to comply with laws that satisfy the conditions. I conclude by examining several objections to the procedure and my preferred conditions.
25
Hay, Carol. "Realism for relativists, a case for moral constructivism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62361.pdf.
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Collett, Guillaume. "Constructivism and language Deleuze's onto-logic of sense." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654092.
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This thesis argues for a constructivist reading of Gilles Deleuze's early philosophy. In the introduction I outline why I consider Deleuze's philosophical project - from the 1950s to the 1990s - to centre on the problem of immanence (the "plane of immanence"), which for Deleuze is inseparable from its "construction" by various means, including language. The term "onto-logic" is used to capture this notion of immanence as constructed by language, and I claim that "univocal sense" is the name of this immanence during Deleuze' s 1960s works. In Part I, I then show in detail how Deleuze derives his conception of univocal sense from the work of - principally - Nietzsche and Spinoza. I propose that Nietzsche's and Spinoza's critiques of the forms of Man and God are marshalled and transformed by Deleuze, offering a third alternative to the deadlock: either transcendental critique or pre-critical metaphysics. I also show that Deleuze's reading of Spinoza, and Bergson, entails a provisional dualism of Being and Thinking giving way to a monism, thanks to a constructivist "logic" of expression, which is where I locate the original site of Deleuze's "plane of immanence" . In Part Il, I extend this framework to the specific terrain of Deleuze's engagement with the structuralist paradigm - particularly in the guise of Lacanian psychoanalysis - in his texts from the late 1960s, especially The Logic of Sense. I show through detailed analysis how Deleuze constructs a theory of language in this text, a theory which uses the tools of structuralism and psychoanalysis to argue that - thanks to the psychoanalytic "phantasm" - corporeal bodies and the ideal propositional forms of language co-articulate to express univocal sense. The univocal sense expressed by the phantasm merges the dualism of bodies and language ~ Being and Thinking - which produced sense as their own surfaceeffect, a veritable case of Deleuzian immanence.
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PORTO, ANDRE DA SILVA. "THE PHILOSOPHICAL BASIS OF WITTGENSTEIN S MATHEMATICAL CONSTRUCTIVISM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6206@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O objetivo dessa tese é expor a base filosófica por trás das
propostas de Wittgenstein para a filosofia da matemática.
Procuramos
mostrar que há um núcleo semântico das quais essas
propostas são
derivadas: a idéia de que o significado de uma sentença
deveria ser
tomado como sendo suas condições de verdade. Procuramos
acompanhar
esse insight desde seu aparecimento em Frege, depois no
Tractatus até a
última fase do pensamento de Wittgenstein. Em nossos dois
últimos
capítulos discutimos as mudanças que essa abordagem sofreu
nessa
última fase do pensamento do filósofo em conexão com a
idéia de
triangularização da semântica subjacente. Tratamos em com
algum
nível de detalhamento as interpretações propostas por
Wittgenstein de
alguns tipos de proposições matemáticas elementares,
especialmente
proposições aritméticas.<br>This thesis deals with the philosophical basis behind
Wittgenstein s proposals in the philosophy of mathematics.
We try to
show that there is a semantic core from which these
proposals are
derived: the idea that the meaning of a sentence should be
taken to be its
truth conditions. We sort out this insight from its
inception in Frege
through the Tractatus all the way to the last phase of
Wittgenstein s
thought. In our last two chapters we discuss the changes
this approach
went through in this last phase of the philosopher s
thought in relation to
the idea of triangularization of the underlying semantics.
We then deal
in some detail with Wittgenstein s proposed interpretation
of some types
of elementary mathematical propositions, especially
arithmetical
propositions.
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Wakefield, James. "Giovanni Gentile and the state of contemporary constructivism." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51160/.
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This thesis presents Giovanni Gentile’s actual idealism as a radical constructivist doctrine for use in moral theory. The first half describes the moral theory that Gentile explicitly identifies with actual idealism, according to which all thinking, rather than an exclusive domain of ‘practical reason,’ has a moral character. It is argued that after Gentile’s turn to Fascism in the early 1920s, this theory is increasingly conflated with his political doctrine. This entails several major changes that cannot be squared with the underlying metaphysics. The second half of the thesis develops a more plausible account of Gentilean moral constructivism based on the pre-Fascist idea of reasoning as an internal dialogue. Comparisons and contrasts are drawn with contemporary constructivist doctrines, as well as theories employing dialogical conceptions of reason. The internal dialogue is presented as a device enabling the thinking subject to make objective judgements about real-world problems despite the impossibility of her occupying a fully objective standpoint. Thus actual idealist moral theory is offered as an example of constructivism at its most radical, inviting advocates of less radical varieties to re-assess the foundations on which their theories are built.
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Gubbins, Pete. "Constructivism to minimal art : from revolution via evolution." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38056/.
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Modern art owes a debt to Constructivism. In particular, Minimal art owes a debt to Russian Constructivism. In something akin to the suspension of Lenin’s embalmed body, Constructivism has been suspended since its demise. In this thesis I propose that the short-lived phenomenon of Russian Constructivism was revisited and further explored with the Minimal art moment in the West. Minimal artists in the United States were influenced by the works of the Constructivists, but due to the cold war this influence was suppressed. Constructivism in its original form ceased before the ideas and ideological urges of the Russian Constructivists were fulfilled. This form of art, that had a strong connection with a utopian social ideal, by 1932 was replaced by the officially decreed art of the Stalin era; Socialist Realism. The Constructivist moment did not lead into an artistic cul-de-sac because of the death of Lenin in 1924. The Constructivists have had an influence far beyond the years in which they first flourished and I intend to show that Constructivism has been unfairly misrepresented. From my research there is no question that Minimal art in the United States used Constructivist ideas. But the correlation between Minimal art and Constructivism was obscured by cold war politics, by many of the texts which have discussed Constructivism since, as well as by unconvincing curatorial decisions. This situation has led to an unacceptable degree of misrepresentation of the influence that Constructivism has had on Minimal art. Russian and Soviet Constructivism, rather than being seen as a cultural dead-end, should be viewed as a means by which the freedom to follow a non-representational path for abstract art was secured. Constructivism’s influence on Minimal art has been undervalued. This thesis aims to settle the debt.
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Freed, Andrea B. "Constructing constructivism : the voyage of elementary science teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7568.
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Bignall, Simone. "Changing the system : constructivism and critique in poststructuralist theory /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arb5933.pdf.
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Wills, Rebecca Ann. "Colour Systems and Syntax in the Tradition of Constructivism." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499934.
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Henry, Brenda. "Constructivism and the developing science curriculum in Further Education." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342436.
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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.
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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today?
This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own.
This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies.
The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom.
We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
35
Dahlqvist, Nils. "A Case for Constructivism - Investigating the Danish Cartoon Controversy." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21038.
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This essay evaluates social constructivist theory by analyzing how it brings understanding to an empirical case. The case under study is the Danish Muhammad Cartoon Controversy of 2005-2006, and by using a constructivist conceptualization of identities and norms this essay attempts to demonstrate how constructivism helps in understanding the event where rationalist theories fall short. This essay concludes that these two concepts do further understanding of various social elements that contributed to the explosiveness of the conflict but that there is a difficulty in establishing causality and outlining in detail how they do so.
36
Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/905.
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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
37
Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16618.
Texto completo da fonteResumo:
The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
38
Power, Stephen Patrick. "Folio paper one: Constructivism defined and implications for the classroom. Folio paper two: Constructivism in mathematics education as exemplified by the NCTM Standards. Folio paper three: Problem-solving in technology education as a model of constructivism /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/MQ36166.pdf.
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McLaughlin, Janet-Marie [Verfasser]. "English Academic Writing: Social constructivism and corpora / Janet-Marie McLaughlin." Aachen : Shaker, 2013. http://d-nb.info/1051572401/34.
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Hayman, Paul Alexander. "Constructivism and human rights : locating values in a divided approach." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2905/.
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Constructivism is sociological, constitutive and manages to incorporate both positivist and post-positivist methods of analysing the international system, although how well it combines the two is much disputed. It has produced a large amount of theoretical and empirical work detailing the constitutive and procedural norms of this system, and it has (largely) done so by placing a premium on the lives, characteristics and contributions of humans within it. As such it is often regarded as the most fertile ground within International Relations (IR) theory for bringing together theory and practice into a coherent whole. But how normative should it be? Critical scholars, mindful perhaps of the Third Debate origins of constructivism, strongly suggest that it should be more normative in its outlook, and thus able to direct the flow of international theory and practice rather than simply report on it. It is adept at cataloguing and interpreting the institutions and standards which constitute the international system, and the procedures and behaviours that govern it, but not the values which many see as underpinning it. This thesis will test this claim. It will do so by using the currently most visible and even tangible expression of values in the international system - the Universal Declaration of Human Rights - to anchor an otherwise metaphysical concept. The capacity of constructivism to engage more consistently with human rights will be assessed by critically analysing three key expressions of the approach namely those of Alexander Wendt, Nicholas Onuf and Andrew Linklater. This triangulation opens up a new intellectual space which enables an exploration of the broad range of constructivist positions, in order to appraise how they cohere and diverge on this subject. This in turn allows for the conclusions that constructivism does engage with values, but that it is not suited to furthering a purposive, moral agenda. Any attempt to push its boundaries towards a more critical formulation divest it of any meaning as a category of international theory.
41
Mullins, Christine M. "Social Constructivism: The Basic Theoretical Framework for a Preceptor Model." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7127.
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Leung, Chong Ngai-ngor Anita. "Emancipating parents : facilitating growth through a constructivist program /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20868285.
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Ozgur, Birikim. "Perceptions Of 4th And 5th Grade Primary School Students And Their Teachers On Constructivist Learning Environments In Science And Technology Courses." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610067/index.pdf.
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The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE.
Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers.
Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques.
The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquo<br>perceptions on CLE and their perceptions on administrative support they received.
The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.
44
Schoeny, Alain. "L’évènement sportif, un modèle d’échanges communicationnels territorialisés : étude des inférences du contexte sur son système de relations." Thesis, Paris 11, 2011. http://www.theses.fr/2011PA113004.
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L’événement est un sujet rarement pris comme objet de recherche. Banalisé, il semble aller de soi. Cette absence de définition témoigne à la fois d’un manque de compréhension et de la difficulté de se saisir de ce « fait social ». Dans le domaine sportif, il est cependant un objet de convoitise pour son potentiel décrété de différenciation et d’avantages pressentis. Si les techniques de partenariat telles que le sponsoring, le mécénat et de relations publiques sont au niveau de leurs organisations plutôt bien connues, elles sont curieusement loin d’avoir révélé toutes leurs richesses du point de vue « communicationnel ».L’objectif de ce travail de recherche est donc d’identifier les mécanismes de la communication durant différentes formes d'événements sportifs. Entre manifestations internationales, d’entreprise ou séminaires sportifs (‘team building’, ‘incentive’, gratification, etc.), l’événement est au cœur d’un système relationnel complexe. Comme le souligne Edgar Morin pour comprendre cette complexité, il est nécessaire de changer de paradigme afin d’en saisir le sens. La relation alors invisible, demande un positionnement de recherche phénoménologique, compréhensif et constructiviste (Le Moigne).Ce « fait humain » est ainsi conçu comme un processus de contextualisation d’éléments situationnels. L’acteur social réinvente donc une nouvelle définition de la situation à laquelle il prend part en mettant en relation différents « artefacts ». Aussi, un courant de pensée en sciences de l’information et de la communication, prolongeant les travaux de l’Ecole de Palo Alto (Watzlawick & coll.), s'appuie sur de nouvelles méthodes d’analyse systémique qualitative et sémiotique situationnelle des communications pour comprendre la genèse du sens partagé par un ensemble d’acteurs en présence (Mucchielli).Les résultats obtenus par cette recherche originale proposent, en complémentarité des travaux effectués par ailleurs (Ferrand, Tribou, etc.), de revisiter un certain nombre de concepts comme la persuasion, l’influence, la modification, etc. du point de vue de l’acteur par la notion de communication territorialisée. Pour les sciences du management comme pour les sciences et techniques des activités physiques et sportives, ces nouvelles pistes de recherche s’inscrivent dans une « praxéologie » de la communication pour une meilleure compréhension de l’action et de son contexte (Quéré)<br>Event is a subject rarely considered as object of research topic. Trivialized, it seems obvious. This lack of definition shows both a lack of understanding and a difficulty in tacking "social action". In sport, however, it is an object of lust decreed for its potential benefits of differentiation and considered advantages. If techniques such as sponsoring, sponsorship and public relations are pretty well known within their organizations, curiously, they have far from having revealed all their wealth in terms "communicational".The objective of this research is to identify the mechanisms of different forms of communication during sporting events. In international events, business seminars or sports (team building, incentive, gratuity, etc.), the event is at the heart of a complex relational system. As Edgar Morin points out to understand this complexity, it is necessary to change the paradigm in order to understand the meaning. The then invisible relationship requires positioning of phenomenological research, understanding and constructivism (Le Moigne).This "human fact" reads as a process of contextualisation of situational factors. Therefore, the social subject reinvents a new definition of the situation he is involved in linking various "artifacts". Also, a stream of thought in information and communication science, extending the work of the Palo Alto School (Watzlawick & coll.), is based on new methods of systems analysis and qualitative semiotic situational communications to understand the genesis of meaning shared by a group of subjects involved (Mucchielli).The results of this original research offering, in complementing the work done elsewhere (Ferrand, Tribou, etc.), to revisit a number of concepts such as persuasion, influence, change, etc. from the perspective of the subject by the notion of communication territorialized. For management as science and STAPS, these new avenues of research are part of a "praxeology" of communication for a better understanding of the action and its context (Quéré)
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Acikalin, Mehmet. "The influence of computer-supported instruction (CSI) on the principles of constructivist pedagogy in the social studies curriculum." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155699345.
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Dozier, Dara Celeste Reed Cynthia J. "Interactivity, social constructivism, and satisfaction with distance learning among infantry soldiers." Auburn, Ala., 2004. http://repo.lib.auburn.edu/EtdRoot/2004/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/doziedc_15_Dozier_EdD.pdf.
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Kurtulmus, A. Faik. "Justice, constructivism, and the egalitarian ethos : explorations in Rawlsian political philosophy." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:2d9cde4b-a7fd-4c39-9e6b-dd10d81d6ff4.
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This thesis defends John Rawls’s constructivist theory of justice against three distinct challenges. Part one addresses G.A. Cohen’s claim that Rawls’s constructivism is committed to a mistaken thesis about the relationship between facts and principles. It argues that Rawls’s constructivist procedure embodies substantial moral commitments, and offers an intra-normative reduction rather than a metaethical account. Rawls’s claims about the role of facts in moral theorizing in A Theory of Justice should be interpreted as suggesting that some of our moral beliefs, which we are inclined to hold without reference to facts, are, in fact, true, because certain facts obtain. This thesis and the acknowledgement of the moral assumptions of Rawls’s constructivism help to show that Rawls does not, and does not need to, deny Cohen’s thesis. Part two defends the characterization of the decision problem in Rawls’s original position as a decision problem under uncertainty. Rawls stipulates that the denizens of the original position lack information that they could use to arrive at estimates of the likelihood of ending up in any given social position. It has been argued that Rawls does not have good grounds for this stipulation. I argue that given the nature of the value function we should attribute to the denizens of the original position and our cognitive limitations, which also apply to the denizens of the original position, their decision problem can be characterized as one under uncertainty even if we stipulate that they know that they have an equal chance of being in any individual’s place. Part three assesses the claim that a true commitment to Rawls’s difference principle requires a further commitment to an egalitarian ethos. This egalitarian ethos is offered as a means to bring about equality and Pareto-optimality. Accordingly, I try to undermine the case for an egalitarian ethos by challenging the desirability of the ends it is supposed to further or by showing that it is redundant. I argue that if primary goods are the metric of justice, then Pareto optimality in the space of the metric of justice is undesirable. I then argue that if the metric of justice is welfare, depending on the theory of welfare we adopt, an egalitarian ethos will either be redundant or will have objectionably paternalistic consequences.
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Licato, John. "Analogical Constructivism| The emergence of reasoning through analogy and action schemas." Thesis, Rensselaer Polytechnic Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705618.
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<p> The ability to reason analogically is a central marker of human-level cognition. Analogy involves mapping, reorganizing, and creating <i>structural knowledge,</i> a particular type of cognitive construct commonly understood as residing purely within the domain of declarative knowledge. Yet existing computational models of analogy struggle to show human-level performance on any data sets not manually constructed for the purposes of demonstration, a problem referred to as the <i>tailorability concern.</i> Solving the tailorability concern may require more investigation into the nature of cognitive structures, defined as those elements in mental representation which are referred to whenever contemporary literature on analogy discusses "structured" knowledge.</p><p> I propose to develop the theory of Analogical Constructivism. This theory builds on Piaget's constructivist epistemology, first refining its concepts by clarifying the modifications Piaget himself made in his later, less-discussed works. I reconcile Piaget's assertion that meaning is, first and foremost, rooted in the action schemas that the agent is both born with and develops throughout life, with an account of cognitive structure, concluding that cognitive structure is inseparable from action-centered/procedural knowledge.</p><p> After a defense of the claim that cognitive structure cannot exist apart from actions (a claim which I refer to as "No-semantically-empty-structure"), I introduce PAGI World, a simulation environment rich enough in possible actions to foster the growth of artificial agents capable of producing their own cognitive structures. I conclude with a brief demonstration of an agent in PAGI World, and discuss future work.</p>
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Kilis, Emils. "The ambiguity of hybridity : an encounter between constructivism and Latvian sociology." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/78603/.
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With few exceptions, science studies has neglected potential insights that could be gained by studying sociology, a discipline that has played an important role in its own development. This thesis addresses the specificities of sociology from the perspective of constructivist science studies and explores the tensions that arise as a result of this encounter. The theoretical framework is based on actor-network theory (the work of Bruno Latour in particular), and supplemented with the work of Pierre Bourdieu (his theory of sociology in particular) to examine issues specific to sociology. Via a document and interview-based study of sociology in Latvia set against the background of Soviet science, the thesis argues that an open-ended and normatively saturated conception of knowledge hampers the stability of the discipline. I suggest, however, that these qualities matter vitally to the long-term development of sociology as a form of knowledge. Applied to sociology, a science studies understanding of science illustrates what happens when the intimate connection between political representation and scientific representation is not concealed, and hybridity is acknowledged.
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Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.
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