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Constructivism/Constructivist Learning Theory
... Teori konstruktivisme merupakan teori pengetahuan dan pembelajaran yang menyatakan individu menjana pengetahuannya sendiri (Narayan et al., 2013;Ültanir, 2012) dan membina pengetahuan dalam proses menangani masalah (Ültanir, 2012) secara individu atau berkumpulan (Narayan et al., 2013). Pembelajaran berasaskan teori konstruktivisme adalah mencabar dan melibatkan pelajar secara aktif di mana pelajar perlu berdikari mencari maklumat yang diperlukan, mengadakan perbincangan dengan rakan dan membuat olahan sendiri untuk menjana pengetahuan dan menjadikannya lebih bermakna dan kekal (Mohaiadi, 1999). ...
... Teori konstruktivisme merupakan teori pengetahuan dan pembelajaran yang menyatakan individu menjana pengetahuannya sendiri (Narayan et al., 2013;Ültanir, 2012) dan membina pengetahuan dalam proses menangani masalah (Ültanir, 2012) secara individu atau berkumpulan (Narayan et al., 2013). Pembelajaran berasaskan teori konstruktivisme adalah mencabar dan melibatkan pelajar secara aktif di mana pelajar perlu berdikari mencari maklumat yang diperlukan, mengadakan perbincangan dengan rakan dan membuat olahan sendiri untuk menjana pengetahuan dan menjadikannya lebih bermakna dan kekal (Mohaiadi, 1999). ...
... Pembelajaran berasaskan teori konstruktivisme adalah mencabar dan melibatkan pelajar secara aktif di mana pelajar perlu berdikari mencari maklumat yang diperlukan, mengadakan perbincangan dengan rakan dan membuat olahan sendiri untuk menjana pengetahuan dan menjadikannya lebih bermakna dan kekal (Mohaiadi, 1999). Oleh yang demikian, pembelajaran yang dilalui merupakan hasil usaha pelajar itu sendiri menggunakan pengalaman atau pengetahuan sedia ada mereka dan bukan dipindahkan daripada guru kepada pelajar (Narayan et al., 2013;Zainuddin & Suardi, 2008). ...
Pendidikan tahfiz di Malaysia semakin berkembang dengan pengenalan Kurikulum Bersepadu Tahfiz (KBT). Mutakhir ini terdapat usaha untuk mengintegrasikan hafazan al-Qur’an dengan subjek-subjek akademik yang dipelajari pelajar. Namun, model integrasi ayat hafazan dengan ilmu aqli berlandaskan disiplin ilmu tafsir bagi kegunaan pelajar peringkat menengah belum diketengahkan. Kertas konsep ini bertujuan membangunkan model pengintegrasian ayat hafazan Al-Quran dengan ilmu aqli di Kolej GENIUS Insan. Kajian ini menggunakan pendekatan Design and Developmental Research (DDR) yang diasaskan oleh Richey dan Klein (2007) yang mempunyai tiga fasa iaitu analisis keperluan, reka bentuk dan pembangunan, dan penilaian kebolehgunaan. Bagi analisis keperluan, tinjauan menggunakan temu bual dilakukan dalam kalangan guru, alumni, dan pelajar Kolej GENIUS Insan untuk melihat bagaimana pengintegrasian ayat hafazan Al-Quran dengan ilmu aqli diimplementasikan. Fasa kedua ialah mereka bentuk model menggunakan kaedah Focus Group Discussion (FGD) melibatkan 7 orang pakar dan membangunkan model menggunakan pendekatan Fuzzy Delphi Method melibatkan 12 pakar. Model prototaip untuk integrasi ayat hafazan Al-Quran dengan ilmu aqli akan menjadi hasil fasa ini. Pada fasa ketiga, Nominal Group Technique (NGT) melibatkan 9 panel pakar akan digunakan untuk menilai kebolehgunaan model. Tahfiz education in Malaysia is growing with the introduction of the Tahfiz Integrated Curriculum (KBT). Recently, there have been efforts to integrate Quranic memorisation with academic subjects. However, the model of integrating Quranic memorised verses with aqli knowledge based on the discipline of tafsir for the use of secondary level students has not been highlighted. Therefore, this concept paper presents research proposals to develop a model of integrating the Quranic memorised verse with the aqli knowledge in the Kolej GENIUS Insan using Design and Development Research (DDR) approach. Through this conceptual paper, the theory of the Quran as a source of knowledge, constructivism theory, Adnan integration of naqli and aqli knowledge model, and Pedaste inquiry-based learning model will be the basis theory and model in the development of the model.
... This assumption holds primarily true with those unfamiliar with the complex and essential theory that creates the conditions for teaching and learning in a PBL unit: constructivism. Constructivism is a learning theory based on the premise that learners generate meaning triggered by interactions with the world around them (Brooks, 2013;Narayan, Rodriguez, Araujo, Shaqlaih, & Moss, 2013;Woolfolk, 2013). Project Based Learning is a pedagogical approach to instruction that combines the theoretical principles of how children learn best (knowledge construction) with the premises of learnercentered practices. ...
... However, when we fail to teach skills and competencies as they apply to our world outside the classroom walls, we risk robbing children of their natural capacities to make meaning of the world around them. An appropriately complex learning environment invites students to engage in authentic experiences that require them to solve challenging problems in collaboration with others (Narayan et al., 2013). Project Based Learning asks students to learn through the investigation of a challenging problem or question which consists of many different and connected parts. ...
... Project Based Learning asks students to learn through the investigation of a challenging problem or question which consists of many different and connected parts. It provides opportunities for students to construct their own understanding of the content by engaging in creative thinking, critical thinking, and problem-solving (Brooks, 2013;Narayan et al., 2013). ...
... Integration of this interaction with learners' existing knowledge allows them to construct new meaning and understanding. 15,16 Our systematic review aimed to investigate current literature to identify which tools or teaching pedagogy are designed to improve students understanding of 3D models and how these tools affect students' spatial performance. Our specific research questions are as follows: ...
... 3D printing is expected to revolutionize health care and health science education. 15 It is a manufacturing method in which any imaginable 3D shape can be created by depositing materials such as plastic or metal in layers. 20,21 To print a 3D object, users need to design and define the object's structure in a computeraided design (CAD) file. ...
Background: The concept of spatial orientation is integral to health education. Students studying to be healthcare professionals use their visual intelligence to develop 3D mental models from 2D images, like X-rays, MRI, and CT scans, which exerts a heavy cognitive load on them. Innovative teaching tools and technologies are being developed to improve students’ learning experiences. However, the impact of these teaching modalities on spatial understanding is not often evaluated. This systematic review aims to investigate current literature to identify which teaching tools and techniques are intended to improve the 3D sense of students and how these tools impact learners’ spatial understanding. Methods: The preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines were followed for the systematic review. Four databases were searched with multiple search terms. The articles were screened based on inclusion and exclusion criteria and assessed for quality. Results: Nineteen articles were eligible for our systematic review. Teaching tools focused on improving spatial concepts can be grouped into five categories. The review findings reveal that the experimental groups have performed equally well or significantly better in tests and tasks with access to the teaching tool than the control groups. Conclusion: Our review investigated the current literature to identify and categorize teaching tools shown to improve spatial understanding in healthcare professionals. The teaching tools identified in our review showed improvement in measured, and perceived spatial intelligence. However, a wide variation exists among the teaching tools and assessment techniques. We also identified knowledge gaps and future research opportunities.
... This is that learner centered approach is based on the philosophy that the learner is at the heart of the learning process. This is a conception that motivates all attempts at applying the learner-centered approach (Hein, 1991). At the same time as this means that the learner is the focal point of the process, the role of the teacher remains supreme, particularly when one considers that Learners are not all the same. ...
... Discovery Learning is an active, hands-on style of learning where the learners participate actively in the learning process rather than passively receiving knowledge as if they were empty vessels to be filled by the instructor. It is an approach to instruction through which learners interact with their environment by exploring and manipulating objects, struggling with questions and arguments, or performing experiments and is supported by the theories of learning and understanding from cognitive psychology and constructivist ideologies (Hein, 1991). Learners are encouraged to think, ask questions, hypothesize, speculate, cooperate and collaborate with others and develop confidence in problem solving and in using what is in their own minds. ...
... Within the School of Nursing, Midwifery and Social Work at the University of Queensland (UQ), Australia, the curricular conceptual framework utilises the constructivist theory of learning and teaching (Narayan et al. 2013). This theory informs both the educational and philosophical frameworks for course content within the school programs and advocates that students engage with information to construct knowledge. ...
... This theory informs both the educational and philosophical frameworks for course content within the school programs and advocates that students engage with information to construct knowledge. An imperative component of the theory is to critically reflect on past and recent experiences and actively use these reflections to construct new meaning and knowledge (Narayan et al. 2013). ...
Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings: The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues.
... Research studies have indicated that applicability in 'real life' is what motivates students and what they deem important in assessing the relevance of school subjects (Brophy, 1999;Eccles, 2004;Frymier & Shulman, 1995;Martin, 2003;Muddiman & Frymier, 2009;Pintrich, 2003;Tileston, 2004). Active construction of knowledge by relating new information to prior knowledge, which is a core activity in casecomparison learning, nurtures meaningful learning (Bransford et al., 2000;Narayan, Rodriguez, Araujo, Shaqlaih, & Moss, 2013;Novak, 2002). These learning principles are consistent with history education literature claiming that learning activities aiming at source-based interpretation promote student engagement and provide greater opportunities for meaning making than activities targeting at memorization and factual recall (Barton, 2008;Barton & Levstik, 2011;Lévesque, 2008;Seixas, 2000). ...
... These students were seemingly preoccupied with 'learning the facts' to comply with curriculum demands and to perform well on history tests. They perceived connectedness with the known as a more profitable learning method than reading historical texts, which complies with cognitive learning principles emphasizing the integration of new knowledge with prior knowledge and experiences outside school (Narayan et al., 2013;Novak, 2002). Age and educational track may also explain why some students believed that history should be about the past only and not about the present. ...
History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the past and the present by means of comparing cases of an enduring human issue. To examine the feasibility and desirability of this case-comparison teaching approach, students (n = 444) and teachers (n = 15) who participated in an implementation study conducted in the Netherlands were questioned about their experiences and views. Results show that both students and teachers felt that case-comparison in the context of an enduring human issue is feasible and not more complex than the usual history teaching in which topics are studied separately without explicitly making comparisons between past and present, even if some students thought that taking account of episodes from different historical periods concurrently required an extra learning effort. Both students and teachers believed that connecting past and present in history teaching enhances engagement and meaning making. They suggested a curriculum combining the case-comparison approach with the type of history teaching they were accustomed to. Mixed methods were used for data collection. Implications for further research on case-comparison learning in history are being discussed.
... Across various health care education, constructivist learning theory (Aliakbari, Parvin, Heidari, & Haghani, 2015;Brandon & All, 2010), social cognitive theory (Aliakbari et al., 2015;Bandura, 1986;Bastable, Gramet, Jacobs, & Sopczyk, 2010), and situated learning (Bastable et al., 2010;Rogoff, Matusov, & White, 1996) are examples of theoretical approaches that carry implications for workplace learning in a clinical setting. For instance, the concept of constructivist learning theory is that learning should be an active process whereby new information is constructed from the environment on the basis of students' preexisting knowledge and experiences (Brandon & All, 2010;Narayan, Rodriguez, Araujo, Shaqlaih, & Moss, 2013). The multifaceted nature of learning is highlighted in the principles of social cognitive theory in which learning is constructed through a continuous interaction between student factors, the clinical tasks, and the setting of the learning environment (Bandura, 1986). ...
... It is important to highlight that students shared mixed views on their preferences and perceived effectiveness of different teaching methods for clinical communication. From a constructivist learning perspective, students are not blank slates when it comes to learning clinical communication (Benbassat & Baumal, 2009;Narayan et al., 2013). Students' perception of the questionable usefulness of clinical communication lectures, for instance, may stem from their preexisting beliefs, experiences, and knowledge of communication. ...
Purpose:
Effective clinical communication is pivotal to the provision of quality hearing health care. To date, audiology students reportedly felt ill-prepared when counseling patients about their hearing impairment, yet there is a paucity of studies exploring how clinical communication is taught and learned in audiology programs. Thus, the aims of the study were (a) to explore final year audiology students' perspectives of their own clinical communication skills during an in-house university clinical placement and (b) to explore students' perceptions of their clinical communication education.
Method:
Using a qualitative description approach, students were asked to coview their filmed clinical encounter using video reflexivity during a semistructured interview on clinical communication education. Fifteen final year graduate audiology students from The University of Melbourne, Australia, participated in the study. The interviews were audio-recorded and analyzed thematically.
Results:
The overarching themes of striving to be patient-centered, assessment shapes behavior, and power relations emerged from students' reflection of their own clinical encounter. In addition, the theme what students want described the perceived teaching methods that assisted students' clinical communication practices.
Conclusions:
The findings of this study highlight the challenges that students perceived during their clinical placement as they strive to enact a patient-centered interaction. An assessment rubric that incorporates communication skills can provide greater opportunities for feedback and self-reflection. Additionally, clinical communication education that adopts experiential learning and is longitudinally integrated into the curriculum can further reinforce students' communication learning needs.
... construct knowledge and make meaning based on their experiences'' (Narayan, Rodriguez, Araujo, Shaqlaih, & Moss, 2013, p. 169). Commonly occurring in authentic environments, constructivist learning challenges students to uncover facts for themselves, often leading to better retention of material (Narayan et al., 2013). ...
... There are several possible reasons why the museum experience appeared beneficial for students' learning about play. First, consistent with constructivist theory, which emphasizes applied learning through active discovery (Narayan et al., 2013), students were engaged in the learning process. Many students commented that the museum trip allowed them to see course concepts ''in action'' and learn in a way that may not have been possible through lecture and reading alone. ...
The primary goal of this paper is to describe an innovative active learning experience (i.e., class trip to a children’s museum) aimed at expanding child psychology students’ knowledge of the developmental benefits of play. A secondary goal is to present preliminary data about the impact of this experience on students’ learning by examining scores of a pre /post knowledge assessment for students who went to the museum (N = 30; 27 female) and a comparison group who did not (N = 31; 29 female). Students who visited the museum demonstrated significantly greater improvement on the knowledge assessment relative to the comparison group. In response to an open-ended question, trip group students indicated that the museum experience helped them to better understand the role of play in children’s development and ways in which play behavior varies by age. Limitations of the empirical results related to the sample characteristics, scope of the knowledge assessment, and the nature of the museum trip are highlighted, along with a call for more rigorous future research on this topic.
... Constructivism, the theory preferred the most in education, has influenced teaching and learning practices observed in many education systems. This theory suggests that because knowledge is individually and socially constructed by a learner, teaching and learning should view and engage learners as learning partners in the creation of knowledge (Bay et al., 2012;Narayan et al., 2013). ...
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... Regarding academic success, cognitive learning theory (CGLT) states that learning practices should be designed as a function of the learner's thinking style [41]. Constructivist learning theory (CNLT) assumes that knowledge is constructed by steps departing from previous knowledge and recent additional experiences [42]. In a more psychological approach, behavioural learning theory (BLT) suggests that learners usually act based on their interactions with their environment and community necessities [43]. ...
The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in
the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, this context could have promoted different types of competencies, until recently not explored, as a function of students’ personalities or academic profiles. Physics teaching is among those areas which have changed from its traditional methods during this period. The return to school during the ‘New Normal’ has resulted in certain concerns about students’ adaptability due to their possible lack of learning over this time. We analyse, in the current research, the transitions of three generations crossing several pandemic stages during their time participating in university physics courses during the first year, a common entry point for engineering programs. In addition, we analyse several academic traits as causal factors of academic success in order to understand how performance could be affected during online education and during the ‘New Normal’. The results highlight a general high level of adaptation for the most of the students, but still, some of them were affected in terms of the functioning of their learning styles or regarding their personality profiles. Notably, no meaningful losses were detected among the last transition; instead, several interesting aspects were found relating to academic profile appearing to have an effect on the students’ performance during the first transition to online education, and then during the second transition back to face-to-face education in the ‘New Normal’.
... Second, the obtained findings could be justified in the light of the theory of social constructivism as a sociological theory of knowledge. One of the main principles outlining this theory posits that learners construct their knowledge through their interaction with other individuals (Narayan et al., 2013). The better performance of WML and EVBL groups could be attributed to the development of a sense of learning community and high-quality interactions among learners. ...
In the era of web-based technology, the conventional instructions seem archaic and need to be replaced or improved with more novel technology-enhanced instructions (TEIs) that have been reported to enrich the instructional settings by providing further innovative teaching and learning opportunities. As a result, the present study aimed at not only examining but also comparing the effectiveness of web-mediated, blended, and purely online learning instructions on EFL learners’ writing achievement in the Iranian context. Therefore, 49 homogenous participants were randomly assigned into the web-mediated leaning (WML) group that attended the workshop physically at predetermined times, the enriched virtual blended learning (EVBL) group that not only was provided with online sessions but also received compulsory in-person instructional sessions, and the purely online leaning (POL) group that merely received an online instruction. All learners delivered four argumentative essay writing pre-tests, performed the WebQuest tasks, engaged in pair/group works, completed all the sub-tasks, and finally wrote four essays as post-tests. The results of paired-samples t-tests revealed that EFL learners’ achievement in writing skill as a whole and writing sub-skills improved significantly from pre-tests to post-tests in all the WML, EVBL, and POL groups. The mentioned finding was vindicated considering the peculiar characteristic of EFL learners and the distinctive nature of TEIs. In addition, the results of one-way between-groups ANOVA indicated that WML and EVBL groups outperformed the POL group in the overall writing achievement, which was explained in the light of technology-related dimension, the interaction dimension, and the conventional perspective of education dimension. The presented findings can provide insights for stakeholders to incorporate more TEIs in developing EFL contexts.
... Constructivism, the theory preferred the most in education, has influenced teaching and learning practices observed in many education systems. This theory suggests that because knowledge is individually and socially constructed by a learner, teaching and learning should view and engage learners as learning partners in the creation of knowledge (Bay et al., 2012;Narayan et al., 2013). ...
A learning portfolio entered the Lesotho classrooms between 2010 and 2012 as part of the reforms that were introduced by the 2009 Curriculum and Assessment Policy Framework. Before they were rolled out countrywide, the reforms were piloted in some schools some of which were in the districts of Maseru and Berea. About 45 primary school teachers who participated in this study were purposely sampled from these schools. A questionnaire was distributed among these teachers to collect their perceptions about a learning portfolio as a teaching strategy in Lesotho primary schools. All the questionnaires were filled out and returned. The results show that teachers’ perceptions are that a learning portfolio is not successful in Lesotho primary schools. These teachers identified their limited knowledge and experience and low confidence as factors responsible for the unsuccessful use of this strategy. Even the training they received in preparation for the reforms has not been effective because it has failed to equip them with the knowledge, skills, and confidence they need for this strategy. Knowledge, skills, and confidence appear in many studies as the key factors influencing unsuccessful reforms in Lesotho. There is a need for a study that investigates the practices that are used to prepare teachers for the reforms in Lesotho.
... Unlike behaviourism, constructivism views teaching and learning as a process that supports the construction of knowledge. Therefore, the students are active participants in a learning process, scaffolding knowledge based on their experience (Narayan et al., 2013). Furthermore, social constructivism extends constructivism by emphasising social factors and cultural artefacts at developmental stages in order to reconstruct knowledge (Vygotsky, 1978). ...
Digital pedagogy was used as a contingency plan to achieve teaching and learning during the COVID-19 pandemic. This study aimed to observe digital pedagogy in lecturers’ online teaching practices and instructional supervisors’ evaluations of teaching outcomes. A sample of 32 lecturers and instructional supervisors from three Chinese universities participated in the in-depth interviews. The thematic analysis approach of grounded theory was used in data analysis. The results show that pedagogical dimensions were extended. Besides technology, innovative pedagogy, and learning environments, this study added two constructs: sustained support and cyber safety. Collaboration is required at different levels; meanwhile, cyber safety is highlighted to ensure healthy digital learning environments.
... Constructivism focuses on students constructing their own knowledge while building upon previous learning and experience (Hein, 1991). In practice, constructivism means that in order to learn students cannot be the focus of passive transmission of content, but must actively revise their existing knowledge, based on their experiences, with novel information (Narayan et al., 2013). So while disseminating content is an important part of any college course, the book separates that goal from the objective of students constructing their knowledge of that content. ...
Book review of Gooblar, D. (2019). The missing course: Everything they never taught you about college teaching. Harvard University Press.
... The constructivism theory was used in this study. Constructivism is a learning theory that posits that learners actively construct knowledge and make meaning, based on their experiences, individually or socially (Narayan et al., 2013). The theory suggests that humans construct knowledge and meaning from their experiences. ...
This study was conducted to test the effect of the augmented reality‐based program on the motivation, attention and conceptual skills of preschool children. The research was conducted according to the pretest‐posttest control group quasi‐experimental design: 13 participants (6 girls, 7 boys) in the experimental group and 13 (5 girls, 8 boys) in the control group, a total of 26 children (4–5 age group) were included in the study. While the children in the experimental group participated in the applications prepared with augmented reality, the children in the control group were practised upon with the traditional teaching method. In the research, measurement tools were applied to the working groups (experiment‐control) both before and after the application. As a result, it was determined that the motivation, attention and concept skills of the children in the experimental group increased significantly compared to the children in the control group. The results show that augmented reality applications can be used in learning activities in preschool education. Practitioner notes What is already known about this topic Augmented reality applications can be adapted for preschool children. Augmented reality applications are new in pre‐school education. Augmented reality applications are interesting for preschool children. What this paper adds Augmented reality applications improve the motivational skills of preschool children. Augmented reality applications improve the attention skills of preschool children. Augmented reality applications improve the concept skills of preschool children. Implications for practice and/or policy Technology‐based classroom environments should be created in pre‐school education institutions. Augmented reality applications in pre‐school education should be expanded in line with the gains. Teachers should receive training on augmented reality applications. What is already known about this topic Augmented reality applications can be adapted for preschool children. Augmented reality applications are new in pre‐school education. Augmented reality applications are interesting for preschool children. What this paper adds Augmented reality applications improve the motivational skills of preschool children. Augmented reality applications improve the attention skills of preschool children. Augmented reality applications improve the concept skills of preschool children. Implications for practice and/or policy Technology‐based classroom environments should be created in pre‐school education institutions. Augmented reality applications in pre‐school education should be expanded in line with the gains. Teachers should receive training on augmented reality applications.
... Collaborative testing is described as relying on constructivist learning theory [5] in order to engage students in their own learning. Constructivist learning theory posits that learners actively construct knowledge and make meaning based on their experiences, individually or socially [11,12]. Collaborative testing can be a one-stage (single group exam) or two-stage process (individual exam followed by group exam) [5]. ...
Background
Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation.
Methods
Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format.
The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team.
Results
The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed).
The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’ . ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students.
The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively.
Conclusions
The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.
... Constructivist believes that learning is influenced by the context in which an idea is taught from the beliefs and attitudes of students [20]. In other words, constructivist in the process is student-oriented itself [21]. ...
This research aims to reveal the implementation of digital learning media training for teachers at Wahid Hasyim Junior High School, Malang. This training was held based on the results of needs analysis in the form of interviews with pamong teachers accompanied by observation results during mentoring activities with teachers. The training method uses ADDIE consisting of analysis, design, development, implementation, and evaluation. Meanwhile, the research method used in data retrieval is quantitative by measuring and comparation between pre-test and post test results. The result of the research is an increase in the value of teachers after the post test at the end of the training activity. Hopefully, after the training, in general teachers can master the skills in the development of digital learning media. In addition, this article will also explain the competence of educational technology, especially in facilitating learning in schools based on reflection after training.
... The other limitation of the study is the influence of language barrier that exists between students and lecturers from a multicultural background as this reduces the flow of information and affect pedagogical practices, curriculum development. [15] Narayan et al., [16] noted that without communication barriers, learners can interact and perform functions better online. It is worth to screen the data and verify whether that affected the times students spent online. ...
... Central to this exploration is investigating the contentious issue of whether certain instructional practices should be adopted in preference to others. Two theoretical frameworks are examined; Constructivist Learning Theory (Narayan et al., 2013;Yilmaz, 2008) and Cognitive Load Theory Sweller, Ayers, & Kalyuga, 2011), both grounded, respectively, in non-direct and direct instructions are critiqued against recent evidence-based research, which has been verified by a corpus of literature. An argument is put forward that rather than non-direct and direct instruction be considered as oppositional to each other, if carefully implemented, each may complement the other to create a more efficient and effective method of learning. ...
There are many evaluation frameworks for blended teaching; however, there are few suitable frameworks for Blended Learning (BL). This chapter presents an evaluation framework that was designed to span school and university BL, including Initial Teacher Eduction (ITE). An appropriate evaluation framework must show how effective each BL design and implementation is, at the level of a term or semester of study, and at the larger scale, such as across primary, middle, or secondary school, or programmes of study such as an ITE bachelor or master’s. This chapter first identifies eight features from the literature that are necessary for a BL evaluation framework, and shows that existing models do not satisfy these requirements. Next, the chapter introduces the Blended and Engaged Learning Zones (BELZ), designed specifically for BL across schooling and university studies, and that satisfies these eight features. An example follows of a version of BELZ used to evaluate BL in the years prior to a substantial three-term long inquiry task. BELZ addresses the imbalance in the literature, as well as the needs in teaching practice, for an evaluation framework for BL across schooling and university study.
... The nutrition lessons were integrated in Health education, Mathematics and English as the sample subjects from 8 learning areas. Many learning theories were reviewed and applied for using as learning approaches to deliver nutrition content; for example, multimedia learning [11] and graphic organizers [12] based on cognitive theory [13], problem-based learning approach [14] and collaborative learning [15] based on constructivist theory [16], and fun theory [17]. Analyze the information on the labels of food and health products to make consumption choices 5 th Analyze the advertising media to inform decision making when buying food and health products 6 th Analyze nutrients and discuss body requirements for nutrients in proportions with gender and age ...
Introduction: The prevalence of childhood obesity is increasing over time in Thailand. In addition, this problem now appears in younger children. Furthermore, it is reported that obese children are more likely to become obese adults with more severe health conditions. Consequently, the health system burden of non-communicable diseases (NCDs) also increases. Unhealthy eating behaviors are crucial factors for development of childhood obesity. Nutrition education is a very important part of all strategies aimed at combating unhealthy eating behaviors. Objectives: This study aimed to develop and validate the integrated nutrition learning tool that teachers can handle to provide nutrition knowledge and raise consciousness of healthy food consumption among primary school students in grade 1-3. Methodology: This research was the tool development and validation research work. The integrated nutrition learning tool, which consists of curriculum and lesson plan, computer-assisted instruction (CAI), worksheet and knowledge sheet, and teaching manual, was constructed by applying integrated learning of STEM (Science, Technology, Engineering and Mathematics). The tool was designed based on MOOC (Massive Open Online Courses) instructional design model as learning process cooperates with different learning approaches. The questionnaires that were developed for data collection included questionnaires in general information, nutrition knowledge, attitude and behavior toward food consumption. The content validity index (CVI) of tool and questionnaires was calculated by rating the score from three experts. Results: The duration of integrated nutrition learning curriculum was four months. The curriculum was divided into three modules, which integrated into three subjects that are Health education, Mathematics and English. Nutrition content in module 1 contained food-based dietary guidelines, nutrition flag, and five food groups. Module 2 was about eating less sweet, fat and salt. The content in module 3 covered nutrition labeling, Guideline Daily Amount (GDA), and healthier choice logo. Each module covered four weeks. One lesson spent 15 minutes per week on each subject. The well-known fairy tales were presented in cartoon animation in CAI, worksheet and knowledge sheet. The CVI value of the tool was acceptable with the score 0.98, while that of questionnaires on nutrition knowledge, attitude and behavior toward food consumption was acceptable with the score 0.97. Conclusion: The current study successfully developed the integrated nutrition learning tool and questionnaires, and validated them for content validity. The validity of the tool and questionnaires were acceptable. The validated learning tool and questionnaires can provide more accurate outcome evaluation of implementation program in further study.
... 9. Rely on information that is appropriate to what is known at a given time. Constructivism emphasizes the active role that learners play in making sense of information by drawing on their prior knowledge and experiences (Narayan, Rodriguez, Araujo, Shaqlaih, & Moss, 2013). Sense making and interpretation are triggered by individuals and during social contexts such as discussions, interactions, or group work in a classroom. ...
Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution’s grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues’ research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.
... • Constructivist learning theory. Building on Vygotsky's social development theory, constructivist learning states that individuals create knowledge by integrating previous knowledge with new information and experiences (Hein, 2016). ...
Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.
... A aprendizagem é um processo ativo, de construção de novas ideias, conceitos, atitudes e sua própria identidade, com base em seu conhecimento prévio e experiências (HEIN, 1991;HOOPER-GREENHILL, 2004). Esses são geralmente organizados em estruturas cognitivas específicas, que dão significado a novas experiências. ...
Resumo: Esta pesquisa explora os resultados de atenção e meditação em estudos teste realizados com leituras de texto e com experimentos em um museu de realidade virtual que emprega diversas tecnologias, como imagens, vídeos, reconstruções 3D etc. São apresentados os critérios de imageabilidade, interatividade, navegabilidade, personalização e comunicação com o chatterbot. Os resultados das análises estatísticas do estado de atenção do estudante são investigados e o impacto da realidade virtual analisado. Evidencia-se vantagem no potencial educacional incorporando complexas construções 3D em um Mundo Virtual imersivo. Este artigo contribui para a compreensão dos estímulos de atenção no impacto educacional com realidade virtual. Assim sendo, conclusões têm um impacto mais amplo e podem ser generalizadas para serem relevantes após as investigações concluídas. Palavras-chave: Realidade virtual. Estados de atenção. Impacto Educacional.
... One of the purposes of transformative learning is to change the way we see ourselves and the world we live in Mezirow (2003). Transformative learning relies on a constructivist view of knowledge and learning, in which learning is conceived as an active rather than passive process: learners have an active role in constructing knowledge and meaning based on their experiences (Narayan et al., 2013). ...
How far have higher education institutions progressed towards integrating sustainable development at an institutional level and are they responding to the societal need for transformation? Can the pace of transformation be accelerated, given the urgency of the issues our world is facing? As a practice-oriented contribution to this broader debate — still open despite progress achieved during the Decade of Education for Sustainable Development (2005–2014) — this article discusses a mainstreaming strategy applied to teaching at a higher education institution in Switzerland, the University of Bern. We analyse the traps of institutionalizing sustainable development (SD) in a higher education institution and clarify the policies and approach to change management needed to navigate these traps, based on an analysis of our experience as an education for sustainable development team. We propose (1) using a combined top-down and bottom-up policy to increase motivation, (2) prioritizing and sequencing target groups and helping them to find the link between their discipline and SD, and (3) offering tools, support, and professional development to help lecturers to move towards a more competence-oriented form of teaching. Concrete support needs to take place at four levels: the level of formulating competences for SD; the level of shifting towards a learner-centred approach; the level of designing their learning environments; and the level of becoming a community of practice. An impact chain explains the logic from concrete activities (tools, courses, workshops, etc.) to the desired impact of helping lecturers and graduates to become agents of change capable of playing a key role in society and helping to shape our future.
... Constructivist learning theory dissuades rote learning and focuses on active construction of knowledge and knowledge transfer to extracurricular contexts (Narayan, Rodriguez, Araujo, Shaqlaih, & Moss 2013). Meaningful learning is nurtured if students are emotionally engaged and relate new information to prior knowledge, personal needs, interests and goals (Novak, 2002). ...
This study explores the psychometric qualities of the Relevance of History Measurement Scale (RHMS), a questionnaire designed to measure students’ beliefs about the relevance of history. Participants were 1459 Dutch secondary school students aged between 12 and 18. Data analysis revealed three reliable factors, compliant with our theoretical framework which defines three strands of relevance of history: relevance for building a personal identity, for citizenship, and for insight into the ‘human condition’. The convergent and known-groups validity of the RHMS was demonstrated. The collected data show that students find history more relevant as they grow older, with most progress taking place between 14 and 16. Out of the three strands of relevance, building a personal identity scores lowest in students’ appraisals. This study shows that the RHMS is psychometrically sound and can be used to evaluate effects of lesson interventions directed at enhancing the relevance of history to students.
... Learning about energy can clearly take multiple forms, as can teaching about it. The pedagogic foundations to teaching energy literacy are discussed in van der Horst et al. (2016), with attention for constructivist learning, i.e. through application of knowledge to real life (Hein 1991); transformative learning, i.e. through reflecting on particular perspectives (Mezirow 2009); and experiential learning, i.e. through direct experience. One way to encourage all three forms of learning is through fieldwork, i.e. direct engagement with or experience of an issue in the 'real world' and explicit reflection on this to various academic perspectives. ...
Engagement with students about social and environmental dilemmas can be an important pathway to help to transform attitudes and behaviours in society over time. This paper seeks to further the links between research on energy behaviour and demand-side management in the home with educational research about learning processes. We analyse ‘free-form’ energy diaries written by 33 masters students, identify the different types of knowledge and insights that students have sought to obtain during this self-led exercise and find that we can link that back to different types of learning recognised in education studies literature, namely situated learning, social learning, reflective learning and experimental/action learning. We argue that these different forms of learning are interlinked and can be relevant for the development of both environmental citizenship and ‘living lab’ approaches. Embedding all these different forms of learning in both research and teaching on energy demand management has the potential to yield rapid, co-produced research insights as well as useful points for action for students, building managers and other relevant actors in college towns and student service provision. It could also help the next generation of graduate professionals to become more energy aware through their own personal experiences and thus potentially more open towards lower energy choices in material investment and daily practices in subsequent stages of their lives.
... Hein [6] indicated that the constructivism derived from Aristotle identifies with a view of knowledge as not existing independently of the meaning attributed to it by the experience (constructed) by the learner, or community of learners [7]. Plato approaches learning not from experience but from theory, and is therefore on the opposite end of the didactic spectrum whereby a theoretical framework is constructed to facilitate learning [8]. ...
As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.
Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.
... Effective learning activities are those that enable students to learn "actively". The idea is rooted in a constructivist view of learning (Hein, 1991;Tam, 2000): learning is attained when learners actively construct their own set of meanings or understandings. ...
Through a qualitative study of a cohort of 15 STEM majors in a scholarship program using reflective essays and interviews, we examined the significant experiences that helped students decide to remain in a STEM major. We identified that students enter with deficiencies in knowledge of 1) the expectations of a research based science career, 2) the breadth of science careers, and 3) the path necessary to reach a career. We utilized a number of interventions to engage students with practicing scientists and saw students 1) identify/solidify a potential career path, 2) accept the uncertainty of a career path, and 3) develop and better understand how they can fit into the science community. We provide recommendations for minor steps to improve the early undergraduate student experiences to overcome some of these major challenges.
In the United States, approximately 1.9 million cancer cases will be diagnosed in 2021. The 5-year relative survival rate for all cancers increased to 67%, with an estimated 16.9 million cancer survivors as of January 2019. Physical therapists have been advocated as an integral part of the oncology team throughout the cancer survivor trajectory; therefore, student physical therapists must be prepared to provide optimal care to the ever-increasing number of oncology patients and survivors through all phases of care—prediagnosis, diagnosis, treatment, and survival. The entry-level DPT Program at Columbia University (CUDPT) offers oncology education using a unique approach. The associated curriculum and co-curriculum thread through the entire program covers all levels of Miller's pyramid and follows both the constructivist theory and the experiential learning model. This is a presentation of the CUDPT entry-level curriculum for required courses as well as specific elective opportunities that expose students to oncology. Descriptions of specific courses and electives are provided to illustrate unique design and implementation of the oncology education in CUDPT. The illustration will cover the systematic and comprehensiveness of the education, along with the diversity and customizability of the educational activities. Ideas to strengthen the curriculum are presented as well as suggestions to develop or enhance oncology education opportunities at other entry-level programs. Examples of collaboration strategies with other stakeholders within the oncology community are provided.
Previous academic research established that the integration of industry member guest speakers within the collegiate classroom may improve student learning and achievement. However, very little research has been conducted with specific regard to real estate collegiate degree programs. Using a qualitative semi-structured interview approach and constructivism educational learning theory, we interviewed students majoring in a collegiate real estate degree program and real estate industry members who exhibited a history of past participation in real estate education. Our results generated six major themes: 1) desired timeliness of examples, 2) feedback differs among academics and industry members, 3) the importance of class sizes for industry members and students, 4) diversity remains an important classroom issue, 5) industry member interaction has its limits, and 6) student misperceptions of industry member involvement. With these findings, we provided six recommendations to enhance real estate guest speaking activities and to better equip real estate educators in the classroom. Evidence suggests that improving the quality of guest speaker events may advance student learning and their motivation to pursue real estate careers.
The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual’s life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic’s intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work’s value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching.
Nationally, schools are unable to cope with the increasing demands imposed upon the teachers and students as the learning systems have not changed. On the other hand, there is an increasing need for librarians to assist curriculum needs in schools and the national education agenda of UAE, of having human talents who are knowledge creators, have sufficient 21st century skills, lifelong learning habits, positive beliefs and behaviors, and knowledge and skills related to STREAM as well as a holistic personality. The role of public libraries could be extended further to work closely with schools in a systemic way that enables both entities to reach another milestone. Schools can establish another supportive educational after-school system to empower teachers and students. A more extensive and rigorous as well as controlled system that all stakeholders, teachers, and parents could share to provide the opportunity for students to be effective knowledge-contributors is planned and shared in this chapter.
Learning in groups has been advocated to increase learning based on the social constructivist learning theory. ICT has been preferred to bridge the gap between distance learning students for possibilities to enhance the benefits of learning groups. However, although learning groups can bring about meaningful learning, learning groups in online environments are often not working.
To solve this problem, this study uses design science approaches to establish methods and factors that support effective online learning groups. Within design science three case studies were used. These case studies were used under three research areas: context of online learning groups, processes to support effective online learning groups and tools to support effective online learning groups. The study adopted mixed methods in the evaluation stage of the adopted design science.
Establishing the context of online learning groups laid a foundation for this study. This was done using a survey approach that covered the five regions in Uganda, semi-structured interviews with experienced online learning facilitators and observation of interaction logs of online courses at both the University of Agder and Makerere University. Initially, preliminary findings of effective online learning groups were established. The preliminary findings consist of the need for: study guide, trained online tutors, motivating and sustaining interaction, high levels of cognitive interactions, peer assessment based activities and ICT.
From the context of online learning groups, the Methods and Factors for Effective Online Learning Groups (FEOLG) were established. FEOLG include: supporting institutional online learning group policy; supporting institutional online learning group technology; quality of online learning group activity; quality of the online learning group; and quality of online learning group facilitation. The factors were evaluated using online learning courses based on existing Makerere University eLearning Environment (MUELE) and online learning group design.
The thesis contributes: methods for creating online learning groups, methods for structuring online learning group activities, methods for facilitating online learning groups, and the establishment of factors for supporting effective online learning groups.
The results of this thesis are published in thirteen publications, six of which are included in the thesis.
This chapter examines the contemporary understanding of instruction verified by the accumulation of generations of scientific work and looks at finding the instructional ‘Sweet Spot’ where teachers can design instruction that is fun, efficient, and rigorous. Two instructional models are interrogated, the Constructivist Learning Theory and the Cognitive Load Theory, by reviewing empirically based literature and exploring the key ideas that surround the salient variables implicated in instruction. The chapter challenges the misconceptions and benefits associated with each of the two models and an argument is put forward, based on empirical research, highlighting that instructional models that produce substantial learning effects occur when the instruction is clear, short, unelaborated, does not overload the mind, and learners are provided with a supply of worked examples. Specific empirical evidence is unpacked that asserts that students who are exposed to teachers who employ directive teaching methods increase their achievement scores, which challenges the current paradigm of some educational practices. While evidence suggests that direct instruction has many benefits, the chapter explores that, at times, non-direct instruction may have some place in teaching and that the instructional ‘Sweet Spot’ may be a blend of both direct and non-direct instruction. The chapter concludes by providing strategies, based on evidentiary research, for creating instructional tasks designed using cognitive load principles and non-direct instruction techniques to help educators find the elusive instructional ‘Sweet Spot’.
Public participation has become axiomatic in contemporary museum theory and practice. In the absence of consensus about the fundamental principles of participatory museology and what participation looks like in practice, the term is now routinely attached to a heterogenous array of museum-stakeholder interactions. This article interrogates the rhetoric of participatory museology by critically examining its intellectual roots, followed by a preliminary review of contemporary museum policy and strategic documents from international and national cultural bodies to generate a typology of participation in the museum sector. Taking the findings into account, this article questions whether New Museology’s desire to empower visitors is genuinely realised through participatory practices. It concludes by outlining future research directions that may contribute to greater understanding of the political and practical implications of audience participation in the museum context.
A key challenge for educators in business is to incorporate learning tools that mimic the uncertainty and complexity of the real business environment. However, recent advancements in technology have offered new tools that address this challenge. One such increasingly popular tool has been computer simulations. While the use of simulations has grown in business education, the research on simulations is quite nascent. This is especially true when it comes to understanding which factors lead students to perform better or worse in a business simulation environment. By integrating goal the orientation and generative learning literature, this study seeks to address this shortcoming in the existing literature. More specifically, we explore how student teams’ goal orientation affects their team’s performance in a simulation context. Results suggest Learn and Avoid Goal orientations are positively related to an objective performance metric (i.e., sales growth), while the Avoid Goal orientation is positively related to a subjective performance metric of team effectiveness. On the other hand, the Prove Goal orientation was negatively related to both metrics. The paper concludes with a discussion of the contributions and implications for both team development and pedagogical approaches to team support.
Christian educators seek to understand how each life stage influences the next. Social science has found that the childhood years are filled with experiences that contribute to spirituality in young adulthood. This article seeks to understand these possible experiences by examining the biblical and theological aspects of childhood religious education and then integrating them with social science. Conclusions reveal three findings in regards to the connection between childhood experiences and young adult spiritualty: (1) understanding God’s larger narrative, (2) enhancing Christian identity, and (3) developing godly character.
Learning theory is and can be a useful tool for teaching and learning in higher education, but there is much to challenge and problematize about many of the traditional learning theories, from the epistemological lens that frames these theories to the ways they conceptualize the ideal learner. Most of these theories were not created with social justice in mind, but even those that are critically oriented, such as conscientization and transformative learning theory, are used to maximize learning Western knowledges in the classroom setting. Altogether, there is room to do more.
Developing an understanding of the social and political basis of marginalization is an important educational task for health education guided by frameworks of social justice. With the intention of developing an evaluative framework for use in further research, the aim of this review article is to present a synthesized framework of critical consciousness development, developed from a systematic search and qualitative synthesis of empirical studies that have examined the processes by which individuals come to critically reflect upon and act on oppressive social relations. A systematic search was conducted examining English-language literature produced between January 1970 and May 2017 within databases of PsycINFO, SCOPUS and ProQuest. A total of 20 articles were selected following a two-stage screening process and an assessment of methodological quality. Thematic analysis of findings from these texts produced a framework of critical consciousness development consisting of six qualitative processes and the relationships between them, including the priming of critical reflection, information creating disequilibrium, introspection, revising frames of reference, developing agency for change and acting against oppression. This synthesized framework of critical consciousness development is presented as a useful tool for assessing learning within critical pedagogies, albeit requiring some modification to suit specific cultural contexts and epistemologies.
This chapter reviews the theoretical underpinnings of research in teacher cognition and education and highlights the contribution of sociocultural perspective in understanding what teachers know, believe and think in classroom practice. Specifically, this chapter offers an up-to-date overview of research in language teacher cognition by comparing and contrasting different theoretical perspective of teacher cognition, such as cognitive perspective, interactional perspective and discursive psychological perspective. Key constructs of sociocultural theory, such as mediation, zone of proximal development and internalisation, are briefly introduced and discussed in order to justify the appropriateness of sociocultural theoretical perspective towards teacher cognition research.
This chapter proposes to examine how rapid change occurring in all sectors of our society as they relate to education paradigms must be addressed to embrace new avenues of learning and new charters for educational change.
This study was undertaken to investigate the outcome of using the activity based learning method on the development of writing skills of students of grade 6. The study used pre-test post-test equivalent group design. 50 students were randomly selected from a government school as sample for this study. They were divided into experimental and control groups based on the scores they achieved in pre-test. Students in the experimental group received instruction through activity based method of learning. In contrast, the traditional method of teaching writing was used for teaching the control group. A comparison of pre-and post-test scores on writing measure evidenced that the experimental group performed better that the control group on writing post-test. It was concluded that activities helped enhance the writing skills of the experimental group. This finding suggests that students of elementary level should be engaged in activity based learning to enhance their writing skills.
Contemporary constructive theories on moral development and education, with their roots in the cognitive-developmental psychological work of Piaget and Kohlberg, assume that children’s moral development takes place through active reciprocal bi-directional relationships with adults and other children in their everyday lives, and emphasize the individual child’s construction of moral knowledge. However, critiques of the cognitive-developmental tradition of moral development and educa- tion may be raised. For example, these theories assume, and take for granted, a deontological perspective on morality.. This leaves out other possible normative ethical perspectives such as virtue ethics, consequentialism, social contract theory, and ethics of care, as well as other research approaches that are more descriptive and sensitive to culture, and more common among anthropologists, sociologists, and cultural psychologists. In contrast to these widespread cognitive constructivist theories, this chapter will focus on a social constructivist approach to moral development and education. In the next section I introduce the terms social constructivism and sociocultural theory, followed by a presentation of Tappan’s sociocultural perspective on moral development and learning. I will then describe moral education in teacher education from a social constructivist framework. In particular, the zone of proximal teacher development, critical pedagogy, and moral relativism are discussed. At the end, I will conclude that the zone of proximal development, guided participation, multiple voices, and dialogue are vital in a sociocultural approach to moral education in teacher education programs.
This chapter examines two quite different constructivist theories of learning--Piagetian, and Situated Social Learning--in relation to how they are used in considerations of teaching and teacher education. It also discusses the various dilemmas that teachers and teacher educators face as they attempt to bring constructivist theories in the classroom.
This article attempts to "situate" the various versions of constructivist theory by tracing their philosophical origins. Two of the constructivisms, schema and information-processing theory, represent traditional epistemologies and thus, by definition, are modernist in orientation. The remaining four constructivisms adopt a postmodern stance - which is to say they refute the assumptions that knowledge is primarily the property of individuals and that, if it is to have any claim on our allegiance, it must be the product of a foolproof inferential system. Each of these social constructivisms evidences a unique approach to the mind-world dilemma. Each also evidences a unique stance toward the ideal teaching-learning environment.
The momentum of the constructivist movement has had a profound effect on how prospective teachers are educated and on how they perceive the duties of a teacher, according to Mr. Baines and Mr. Stanley, who argue that students deserve a chance to learn at the elbow of an expert.
This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Ernie Stringer to encourage and support sustainable school reform.
Constructivism has emerged as a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning. In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.
Quinnipiac UniversityIn the past few decades, a constructivist discourse has emerged as a very powerfulmodel for explaining how knowledge is produced in the world, as well as howstudents learn.' For constructivists like Joe Kincheloe (2000) and Barbara Thayer-Bacon (1999), knowledge about the world does not simply exist out there, waitingto be discovered, but is rather constructed by human beings in their interaction withthe world. "The angle from which an entity is seen, the values of the researcherthat shape the questions he or she asks about it, and what the researcher considersimportant are all factors in the construction of knowledge about the phenomenonin question" (Kincheloe, 2000, 342). Thayer-Bacon (1999) invoke a quilting beemetaphor to highlight the fact that knowledge is constructed by people who aresocially and culturally embedded, rather than isolated individuals. To assert thatknowledge is constructed, rather than discovered, implies that it is neither indepen-dent of human knowing nor value free. Indeed, constructivists believe that what isdeemed knowledge is always informed by a particular perspective and shaped byvarious implicit value judgments.According to Mark Windschitl (1999), constructivism is based on the assertionthat learners actively create, interpret, and reorganize knowledge in individualways. "These fluid intellectual transformations," he maintain, "occur when stu-dents reconcile formal instructional experiences with their existing knowledge,with the cultural and social contexts in which ideas occur, and with a host ofother influences that serve to mediate understanding" (752). In this view, teach-ing should promote experiences that require students to become active, scholarlyparticipators in the learning process. Windschitl (1999) goes on to note that "suchexperiences include problem-based learning, inquiry activities, dialogues with
This paper discusses the basic philosophical assumptions of objectivism and constructivism including their implications for course design, interaction, and evaluation in distance education. First, I provide a brief overview of the construct of interaction as it is used in the field of distance education. Second, I address the major philosophical ideas of objectivism and constructivism as they relate to education. Third, I discuss how curriculum designers from each paradigm design a distance education course. Finally, I compare and contrast the two approaches to distance education course design and provide suggestions for practitioners.
Thinking, particularly reflective thinking or inquiry, is essential to both teachers' and students' learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/ inquiry as a standard toward which till teachers and students must strive. However. although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is, There are four problems associated with this Inch of definition that make achievement Of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguelyT defined. Third, without a clear picture of what reflection looks like, it has lost its abilitly to be seen and therefore has begun to lose it value. And finally, withont a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers, practice and students' learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereby evolve in definition and practice, rather than disappear.
Growing up Constructivist - Languages and Thoughtful People Unpopular Philosophical Ideas - A History in Quotations Piaget's Constructivist Theory of Knowing The Construction of Concepts Reflection and Abstraction Constructing Agents - The Self and Others On Language, Meaning and Communication The Cybernetic Connection Units, Plurality, and Number To Encourage Students' Conceptual Constructing.
This popular text, now in its third edition, 'unpackages' the various dimensions of literacy - linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system) - and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Dimensions of Literacy links theory and research to practice in an understandable, user-friendly manner; provides in-depth coverage of the various dimensions of literacy; and includes demonstrations, hands-on activities, authentic reading and writing events that reflect key concepts, and tables and figures that summarize the concepts. Changes in the third edition: provide more clearly focused discussion on the nature of language and addresses the role of various other sign systems in reading and writing cover new research on eye movements and miscue analysis (EMMA) and reading fluidity (i.e., flow) expand the discussion of bilingualism and biliteracy through the book extend the discussion of new literacies/multiliteracies/multimodal literacies include updated references throughout the entire book. © 2001, 2004 Lawrence Erlbaum Associates, Inc.
Criticisms have recently been voiced of constructivism, the leading metaphor of human learning since the 1970s. Inspired by inconsistencies in interpretations of constructivism in current literature, we examine the underlying epistemological beliefs of popular constructivist theories and their criticisms. We find that popular constructivist claims and criticisms, instead of being based on contrasting philosophical ideas, are similarly grounded on the dualist separatism of the human mind and the external world. We then present our interpretation of Vygotsky's historical-dialectical-monist philosophy, through discussions of Vygotskyan concepts including social environment of learning, the role of language, and individual consciousness. The paper concludes that confusions about Vygotsky's theory often arise from concepts taken literally and from the lack of appreciation of the general philosophical orientation underpinning his works.
The present essay specifies some problems in the Piagetian characterizations of assimilation and accommodation and offers an alternative formulation intended to resolve some conceptual anomalies. The dynamics underlying the orthogenetic principle of Werner are derived from this revised and restricted conceptualization of assimilation and accommodation as separable adaptive strategies. Piaget's views on the development of thought are then related to the domain of personality. Equilibration, according to Piaget the "motive" for cognitive growth, is argued to be a manifestation of the individual's orientation to limit anxiety by maintaining or constructing an understanding of the world that is not disconfirmed. This view of equilibrium permits the encompassment of a variety of observations that otherwise seem disparate (e. g., regarding the dynamics of anxiety, the concepts of resiliency or competence, and sex differences).
The author discusses a broad concept of leadership that is distinguished from person, role and a discrete set of individual behaviours, and that needs to be embedded in the school community as a whole, which suggests a shared responsibility for a shared purpose of community.
The author developed an evaluation instrument for elementary school administrators to promote constructivist teaching of elementary science for English learners. Classroom observations were conducted in 5th-grade classrooms of Hispanic and Filipino English learners in a multicultural school district in the Southern San Joaquin Valley of California. The repeated use of the instrument within the clinical supervision model resulted in increased frequency of ELD/SDAIE (English language development/specially designed academic instruction in English) methods and constructivist strategies in the elementary science classroom.
Students from Confucian heritage cultures (CHCs), such as China, Singapore, Hong Kong, and Japan, consistently outperform Western students in many academic subjects, under conditions, such as large class teaching, that seem counter-indicated by Western research. These results have been used to justify increases in class size on the grounds that size is irrelevant to effective teaching. Such thinking is simplistic. Children in CHCs are socialized in ways that make them amenable to work in large classes, so that management problems are minimal and teachers can focus on meaningful learning using whole-class methods. An educational system forms a working whole, each component interacting with all other components. Isolating any one component (such as class size) and transplanting it into a different system shows a deep misunderstanding of how educational systems work.
This chapter focuses on ways in which talk and culture mediate learning in large classes in China. We suggest reasons why classes are kept large and show how language teachers use pair and group work but seem to scaffold dialogue with the whole class. We argue that teaching large classes is successful in China partly because of interactive techniques in classroom dialogue, but mainly because of the underlying culture of learning. The Chinese culture of learning is elaborated using questionnaire data with both British and Chinese students and interviews with Chinese teachers. The dialogue about large classes needs to take cultures of learning into account and in the Chinese case to consider collectivist and Confucian values. Classroom events are illustrated using visual ethnography, particularly the stages in a large-class language lesson in a primary school.
In this paper I examine constructivism as a view of learning which has come to dominate educational debates about learning in the field of teacher education. The major claims of a variety of constructivist theories are considered and found to be largely wanting, in that they either differ little from common sense empiricist views, or else provide misleading and incomplete views of human learning, with consequently misleading implications for teaching in classrooms.
This article compares and contrasts 2 summer camps. Future Camp 97 is based on as- sumptions consistent with constructionism and Scientists Apprentice Camp 97 con- sistent with legitimate peripheral participation. These 2 learning environments create an opportunity to do an empirical, as opposed to a strictly theoretical, comparison of what has been frequently lumped under the term constructivism.The goal of this arti- cle is twofold: First, to move the discourse away from comparing constructivist learn- ing environments solely to traditional learning environments. The 2nd goal is to move away from talking of a single constructivist learning environment, and instead to ex - plore the nuances of learning environments based on different theoretical assump- tions. Toward these ends, we analyze 2 summer camps in terms of theoretical assump- tions, community and groups, participant roles, practices, and other evidence of learning. We conclude with a discussion of similarities and distinctions between these 2 learning environments, highlighting issues of ownership, authenticity, power, and task structure.