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Artigos de revistas sobre o tema "Constructivism"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

CHO, YOUNG CHUL. "State Identity Formation in Constructivist Security Studies: A Suggestive Essay." Japanese Journal of Political Science 13, no. 3 (2012): 299–316. http://dx.doi.org/10.1017/s1468109912000114.

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AbstractAlthough any typology of constructivism might be arbitrary, there are, broadly speaking, two distinctive constructivist approaches in security studies as well as International Relations (IR) according to their different meta-theoretical stances: conventional constructivism, on the one hand, and critical constructivism on the other. Indeed, regarding how to understand state identity which is integral to national security, there has meta-theoretically been fierce contention between conventional and critical constructivist security studies. In not ignoring but slightly toning down this co

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

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

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Urbanek, Andrzej. "A CONSTRUCTIVIST VISION OF SECURITY." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (2018): 256–72. http://dx.doi.org/10.5604/01.3001.0012.8104.

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In the article its author has attempted to systematize various concepts and ways of approaching the issue of security by representatives of political constructivism. Constructivism is a relatively young concept, which emerged as an alternative to liberalism and political realism. The article presents the main assumptions of the constructivist vision of security, the approach to security by representatives of conventional and critical constructivism, as well as the concept of ontological security developed by constructivists.

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Macías Ibarra, Jorge Eduardo, and Oscar Barzaga Sablón. "FUNDAMENTOS TEÓRICOS DEL CONSTRUCTIVISMO PARA LA ENSEÑANZA DE LA EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 4, no. 1 (2019): 99. http://dx.doi.org/10.33936/cognosis.v4i1.1578.

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El presente trabajo tiene la finalidad resaltar la importancia teórica del constructivismo como modelo de desarrollo que permita al docente de Educación Física reconocer y propiciar una práctica activa y significativa de la asignatura desde la visión global de mejorar la experiencia del aprendizaje. Para ello, la metodología aplicada consistió en un conjunto de métodos teóricos como: el método comparativo, que permitió comparar las diferentes teorías entorno al constructivismo, estableciendo similitudes y diferencias, la modelación científica favoreció el análisis estructural y funcional del c

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

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

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

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

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

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

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

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

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Jackson, Patrick Thaddeus, and Daniel H. Nexon. "Constructivist Realism or Realist-Constructivism?" International Studies Review 6, no. 2 (2004): 337–41. http://dx.doi.org/10.1111/j.1521-9488.2004.419_2.x.

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Barkin, J. Samuel. "Realist Constructivism and Realist-Constructivisms." International Studies Review 6, no. 2 (2004): 348–52. http://dx.doi.org/10.1111/j.1521-9488.2004.419_6.x.

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

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

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

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

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

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

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Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (2017): 117–43. http://dx.doi.org/10.32923/tarbawy.v4i1.815.

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Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn thro

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

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

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LeBar, Mark. "ARISTOTELIAN CONSTRUCTIVISM." Social Philosophy and Policy 25, no. 1 (2007): 182–213. http://dx.doi.org/10.1017/s0265052508080072.

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Constructivism about practical judgments, as I understand it, is the notion that our true normative judgments represent a normative reality, while denying that that reality is independent of our exer-cise of moral and practical judgment. The Kantian strain of practical constructivism (through Kant himself, John Rawls, Christine Korsgaard, and others) has been so influential that it is tempting to identify the constructivist approach in practical domains with the Kantian development of the out-look. In this essay I explore a somewhat different variety of practical constructivism, which I call A

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Setiyaningsih, Dewi. "Difference of Conventional Constructivism and Critical Constructivism Approach in International Relations Theory." Jurnal PIR : Power in International Relations 6, no. 1 (2021): 33. http://dx.doi.org/10.22303/pir.6.1.2021.33-46.

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<p><em>This paper argues that Constructivism as the approach in International Relations are still debat</em><em>ed</em><em>. The debate is on Conventional (modern) and Critical (post-modern) constructivsm. Although both are claimed as critical approach (s</em><em>imilar</em><em> in the</em><em>ir</em><em> epistemological aspect) and emerged in the same context and same culture of school in IR, they are different in adopting the methodological aspect. It may cause</em><em>d</em><em> by th

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Charskykh, Igor. "Versions of Social Constructivism and Perspectives of Neo-Constructivism in the Theory of International Relations." Mediaforum : Analytics, Forecasts, Information Management, no. 12 (July 21, 2023): 65–83. http://dx.doi.org/10.31861/mediaforum.2023.12.65-83.

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Social constructivism in the international relations theory (IRT) is the youngest paradigm, which, together with neorealism and neoliberalism, is one of the three most popular theoretical patterns among international specialists. This paradigm explains global transformations and regional noticeable changes by studying the social construction of international reality. Key concepts in constructivism are identity, which shapes the interests of international actors, and intersubjectivity in cross-border relations. Constructivism in IRT considers norms as a factor that constitutes the role and stan

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Ермилова, Дарья, and Darya Ermilova. "Soviet constructivism as a creative design concept of the XX century." Servis Plus 11, no. 3 (2017): 54–70. http://dx.doi.org/10.22412/1993-7768-11-3-7.

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The article is devoted to the theory and practice of Soviet constructivism as a creative concept in the design of the XX century in the context of the theory of "production art". Subject of research considers to be theoretical propositions, which were implemented in particular design methods and projects of industrial clothes and constructivist fabrics as an example of practical implementation of the ideas of constructivism. The aim of the study is the examination of constructivism as a creative concept in the design from the point of view of formation peculiarities of its theoretical bases an

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Garcia, Ernesto V. "Three Rival Versions of Kantian Constructivism." Kant Yearbook 14, no. 1 (2022): 23–43. http://dx.doi.org/10.1515/kantyb-2022-0002.

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Abstract In order to make headway on the debate about whether Kant was a constructivist, nonconstructivist, or instead defends a hybrid view that somehow entirely sidesteps these categories, I attempt to clarify the terms of the debate more carefully than is usually done. First, I discuss the overall relationship between realism and constructivism. Second, I identify four main features of Kantian constructivism in general. Third, I examine three rival versions of metanormative Kantian constructivism, what I’ll call axiological, constitutivist, and rationalist constructivist. I argue that Kant

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Zhu, Xiaoyue. "Innovation of Digital Piano Collective Class Teaching Mode under the Theory of Constructivism." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6049741.

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Constructivist learning theory and instructional design theory serve as the foundation for the design of the teaching process. According to constructivists, learning occurs when students are in a particular situation, such as a social or cultural setting, with the assistance of others, using the appropriate learning resources, and creating their own meaning. A scientific theoretical foundation and a philosophical methodology are provided for the classroom instruction of fundamental music by modern constructivism theory, which adapts to the advancement of the times and the demands of the new ed

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Štěpáník, Stanislav. "A Truly Constructivist Conference on Constructivism." ORBIS SCHOLAE 9, no. 2 (2018): 145–47. http://dx.doi.org/10.14712/23363177.2018.16.

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Argarini, Dian Fitri, Nok Izatul Yazidah, and Anik Kurniawati. "THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY." Infinity Journal 9, no. 1 (2020): 1. http://dx.doi.org/10.22460/infinity.v9i1.p1-14.

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This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang

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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (2017): 61. http://dx.doi.org/10.32616/tdb.v7.1.36.61-70.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose

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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (2017): 61. http://dx.doi.org/10.32616/tdb.v7i1.36.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose

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Galkina, Marina V. "Unrealized Architectural Projects of the 1920s: The Value of Constructivism Ideas." Observatory of Culture 16, no. 1 (2019): 50–61. http://dx.doi.org/10.25281/2072-3156-2019-16-1-50-61.

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The article is devoted to one of the most interesting topics: the ideological heritage of constructivism and evaluation of its value. The novelty of the research is determined by the choice of its subject: unrealized projects of Soviet architects of the 1920s (I.I. Leonidov, K.S. Melnikov, V.A. Vesnin, A.A. Vesnin, L.A. Vesnin and N.A. Ladovsky) as a source of promising ideas for the architecture and design of the late 20th—early 21st century. The paper aims to assess the creative and artistic value of the unrealized projects of Soviet constructivists for the modern architectural design. The

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DiGiuseppe, Raymond, and Jean Linscott. "Philosophical Differences Among Cognitive Behavioral Therapists: Rationalism, Constructivism, or Both ?" Journal of Cognitive Psychotherapy 7, no. 2 (1993): 117–30. http://dx.doi.org/10.1891/0889-8391.7.2.117.

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This study attempted to validate Mahoney’s classification of cognitive behavioral therapists into rationalists or constructivists and to verify his hypothesis that Rational-Emotive therapists hold more rationalist attitudes than do other cognitive behavioral therapists. It was also hypothesized that the preference for disputing irrational thoughts early in therapy would also serve to distinguish between general cognitive behavioral and RE therapists. Cognitive behavioral (CB) and RE therapists completed a questionnaire representing Mahoney’s categorization of rationalist and constructivist phi

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Suárez Valdés-Ayala, Zuleyka. "CONSTRUCTIVISMO EN EDUCACIÓN: ILUSIONES Y DILEMAS. CONSTRUCTIVISM IN EDUCATION: ILLUSIONS AND DILEMMAS." Revista Electrónica Calidad en la Educación Superior 3, no. 1 (2012): 24–42. http://dx.doi.org/10.22458/caes.v3i1.432.

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En este artículo se plantean problemas actuales que presenta el sistema educativo y que impiden implementar la concepción constructivista, quedando la misma como una ilusión que muchos proclaman pero pocos entienden y aplican. Se recuerda además el rol que como docentes debemos tener claros y el papel que debemos asignarle al error dentro de esta corriente. Por último se sugieren mejoras que deben implementarse, sin las cuales es imposible seguir avanzando y mejorando nuestra educación. Palabras clave: Educación, constructivismo, error, problemas, soluciones, alumno, docente. Abstract This art

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Reath, Andrews. "Kantian Constructivism and Kantian Constitutivism: Some Reflections." Kant Yearbook 14, no. 1 (2022): 45–69. http://dx.doi.org/10.1515/kantyb-2022-0003.

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Abstract Is moral constructivism an account of the basis of the content of morality or of its authority? In fact, different writers have understood constructivism to be addressing different issues. In this paper I argue that Kant should be understood as a constructivist about the content of morality – or better about a limited set of general substantive principles – and as a constititutivist about its authority. After some general remarks in Section 1 about contemporary discussions of constructivism, in Section 2 I discuss Rawls’s understanding of Kant’s constructivism; Rawls takes Kantian con

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

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

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Srebnik, Anita. "Theo van Doesburg, Vladimir Tatlin en de constructivistische reis naar de vierde dimensie." Neerlandica Wratislaviensia 28 (June 26, 2019): 183–202. http://dx.doi.org/10.19195/0860-0716.28.14.

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Theo van Doesburg, Vladimir Tatlin and the constructivist journey to the fourth dimension The magazine De Stijl is considered a constructivist magazine with Theo van Doesburg at its centre, especially among writers. This article tries to find an answer to the question: which characteristics in van Doesburg’s poetry make him a literary constructivist, taking into account the premises of the original constructivism as it emerged in pre-revolutionary Russia at the beginning of the 20th century. This is done by analysing his poem entitled X-Beelden 1920 which could come close to constructivism. Fi

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Clements, Douglas H. "In My Opinion: (Mis?)Constructing Constructivism." Teaching Children Mathematics 4, no. 4 (1997): 198–200. http://dx.doi.org/10.5951/tcm.4.4.0198.

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Many educators base recommendations for teaching mathematics on “constructivist” thinking. However, they often misunderstand constructivism, so their recommendations may be incorrect or inappropriate. We need to examine what constructivism is and is not, what myths have grown up around constructivism, and what characteristics define it.

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BUSH, STEPHEN S. "Concepts and religious experiences: Wayne Proudfoot on the cultural construction of experiences." Religious Studies 48, no. 1 (2011): 101–17. http://dx.doi.org/10.1017/s0034412511000102.

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AbstractThe constructivist position, that mystical experiences are determined by the experiencer's cultural context, is now more prevalent among scholars of religion than the perennialist position, which maintains that mystical experiences have a common core that is cross-culturally universal. In large part, this is due to the efforts of Wayne Proudfoot in his widely accepted book,Religious Experience. In this article, I identify some significant unresolved issues in Proudfoot's defence of constructivism. My aim is not to defend perennialism, but to specify some objections to the constructivis

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Charskykh, Ihor. "Incorporated by the Mainstream: Constructivism in the Theory of International Relations." Mediaforum : Analytics, Forecasts, Information Management, no. 11 (December 14, 2022): 57–76. http://dx.doi.org/10.31861/mediaforum.2022.11.57-76.

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he article contains a critical surveying of social constructivism in the theory of international relations with the aim of clarifying the essence, peculiarities and contradictions of the constructivist approach to the analysis of world politics, to find out how social constructivism copes with the main functions of social science theory, to evaluate the productivity and further prospects of the sociologization of theorizing in the science of international relations. It is substantiated that the popularity of social constructivism in Western political science at the beginning of the 21st centur

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

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

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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.

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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it repres

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

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

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Zaplavnaya, Alesya E., and Alexander S. Tankeev. "THE EVOLUTION OF THE ARCHITECTURAL STYLE OF CONSTRUCTIVISM IN THE CITY OF VORONEZH IN THE 1920s-1950s." Architecton: Proceedings of Higher Education, no. 4(72) (December 28, 2020): 15. http://dx.doi.org/10.47055/1990-4126-2020-4(72)-15.

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The article reviews the architectural stylistics of the built environment that formed in the city of Voronezh in the 1920–1950s under the influence of Constructivism. The historical genetic method was applied to identify the main phases in the evolution of the Constructivist stylistics and Post-Constructivism. Consideration is given to the post-war practice whereby buildings destroyed during the Great Patriotic War of 1941-1945 were restored in the styles of Constructivism, Post-Constructivism and Soviet Neoclassicism.

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

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

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Ullah, Hafeez, Muzammila Akram, and Qurat-ul-ain Shams. "Emerging Role of Constructivism for Developing English Speaking Skills." Global Language Review V, no. III (2020): 142–50. http://dx.doi.org/10.31703/glr.2020(v-iii).15.

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This research paper draws attention to the literature for developing English speaking skills through instructional approaches of constructivism. It provides guideline for the teachers of Pakistan in teaching speaking skills. This research paper first analyzes constructivists model and then validates the implementation of the creative teacher teaching model in the speaking skills. Expectantly this model can contribute meaningfully to educate students in speaking English language. The five-point rating scale was utilized as research device for data collection. The three hundred and fifty-Eight (

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Persidskaya, O. A., and A. A. Izgarskaya. "Ethnicity Matters: An Apology for the Cognitive Potentials of Constructivism." Discourse 11, no. 3 (2025): 29–40. https://doi.org/10.32603/2412-8562-2025-11-3-29-40.

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Introduction. The field of ethnicity research in modern anthropology, ethnography, ethnology and ethnosociology is considered through the confrontation of the main cognitive positions, primordialism and constructivism. The purpose of the article is to generalize and to refute the criticism directed at constructivism, as well as to build a perspective for the synthesis of constructivist and primordialist research positions.Methodology and sources. This is a summary of the critique of constructivism to date. Four theses of this criticism are formulated: the faintness of its ontology, the reducti

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

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

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

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

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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and m

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

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

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

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

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Tan, See Seng. "Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security." Pacific Review 19, no. 2 (2006): 239–60. http://dx.doi.org/10.1080/09512740500473288.

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Shaminezhad, Manouchehr. "Reading "Moral Constructivism" from Mulla Sadra's Philosophy." Khazar Journal of Humanities and Social Sciences 25, no. 3 (2022): 5–19. http://dx.doi.org/10.5782/2223-2621.2022.25.3.5.

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Moral constructivism is a metaethical view of the nature of truth and moral truths and characteristics. From the constructivist point of view, morality is subjective and dependent on human beliefs. In the view of constructivists, moral truths exist, but the existence of these truths arises from human existence and depends on human attitudes and conventions. In their view, moral values are not the product of discovery but the product of creation. By Analysis of Mulla Sadra's intellectual foundations, from his philosophy, the theory of constructivist ethics can be deduced. In Mulla Sadra's view,

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Simojoki, Henrik. "Wo „steht“ die konstruktivistische Religionsdidaktik? Versuch einer theologischen Ortsbestimmung." Zeitschrift für Pädagogik und Theologie 66, no. 4 (2014): 357–66. http://dx.doi.org/10.1515/zpt-2014-0408.

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Abstract Constructivist approaches have been highly influential in German discussions on Religious Education in recent years. However, the use of this theoretical framework has so far focused mainly on the didactical implications of constructivism. Building upon current concepts of constructivist learning in RE, but also with reference to the larger debate in theology and pedagogy, this article addresses the potentials and challenges of constructivism for a theological understanding of Religious Education.

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Mikusa, Michael G., and Hester Lewellen. "Discuss with Your Colleagues: Now Here Is That Authority on Mathematics Reform, Dr. Constructivist!" Mathematics Teacher 92, no. 2 (1999): 158–63. http://dx.doi.org/10.5951/mt.92.2.0158.

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Dr. Constructivist is a character who was “born” while we were trying to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might have to overcome in adapting a mathematics-reform and constructivist approach in the classroom. We were both working with in-service and preservice teachers at all levels and found that the ideas of constructivism were still new to them.

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