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Constructivism in education
... The right edge of the epistemological spectrum is occupied by the theories of idealism, according to which knowledge is subjective and is built by humans (Hein, 1998). The most extreme position of idealism is expressed by personal or radical constructivism, which does not deny the existence of absolute reality but only the possibility of knowing it (von Glasersfeld, 1989). Between the two extremes of realism and idealism are several intermediate epistemological positions, such as Dewey's (Hein, 1998), who is considered to be the main representative of instrumentalism and pragmatism, and considers that knowledge derives from experience through reflection (Dewey, 1938b(Dewey, /1969. ...
... Additionally, the critical review of the literature, through the grounded theory method, has led to the creation of an operating model of PCK. The operating model, starting from the model by Cochran et al. (1993) is theoretically founded on the combination of radical (Von Glasersfeld, 1989) and socio-cultural constructivism (Vygotsky, 1978). According to the operating model, the teacher knowledge categories participate in PCK mainly through the integration process without rejecting the transformation process. ...
... In addition, the proposed model is theoretically based on the radical (Von Glasersfeld, 1989) and socio-cultural constructivism (Vygotsky, 1978) as opposed to most theoretical models of PCK which do not include theoretical foundation or are based on objectivist epistemology. ...
The aim of this work was the study of theoretical models of PCK on the representational and investigative capacity. For this reason, the concept of PCK was initially investigated at bibliographic level through a critical review of the literature. The results indicated the existence of disagreement as to the nature and characteristics of PCK as well as to the way of its investigation. According to the results, the need to clarify the concept arose so that it can be investigated in light of its conceptualizations. An operating model of PCK which stemmed from the critical review of the literature was proposed. The model was theoretically based on the combination of radical and socio-cultural constructivism. In order to identify the components of PCK, a synthesis of various models of PCK was held. Additionally the inquiring differentiation of the aspects of PCK (knowledge, perceptions and practice) was proposed. The operating model was applied to the empirical field so as to investigate its ability to recognize and detect primary teachers' science PCK. So we used two case studies with kindergarten teachers who taught the phenomenon of melting and coagulation. The application showed that the model can recognize and detect primary teachers' science PCK in the empirical field through its components and its aspects. The investigation of PCK in bibliographic and empirical level showed that the operating model can represent the science PCK of teachers in primary education in order to investigate it properly.
... Some other researchers (e.g. Glasersfeld 1989;Ismat, 1998;Maclellan & Soden 2004;Richardson, 1997) argued that the concept of constructivism evolved from dissatisfaction with traditional Western theories of knowledge. As such, it contrasts sharply with objectivist epistemology and positivism. ...
... Constructivism suggests that knowledge is constructed by learners as a result of their own activities and interaction with the environment (Chen, 2003;Glasersfeld, 1989;Khalid & Azeem, 2012). Unlike the objectivist approach, constructivist approach suggests that learning is the learner"s construction of his/her own reality (knowledge) in his/her mind concerning an object, event or a conception or at least it is the process of interpretation of the reality (Khalid &Azeem, 2012 andRedden et al., 2007). ...
... Constructivism postulates that knowledge cannot exist outside our minds; truth is not absolute; and knowledge is not discovered but constructed by individuals based on previous experiences (Chen, 2003;Fosnot & Perry, 2005;Richardson, 2003). Likewise, Glasersfeld (1989) pointed out that constructivism replaces the traditional conception of truth i.e. the correct representation of an external world with the concept of viability, meaning that descriptions of states or events of the world are relative to the observer. ...
The purpose of this study was to examine teacher-educators’ instructional beliefs and practice and its influence on student-teachers’ future teaching approach preference. To this end, a concurrent mixed research design was employed. More specifically pre-experimental one group pretest posttest design was employed in order to examine student-teachers’ entry behaviors and changes, if any, at the end of the program. Descriptive Survey method was also used to examine teacher-educators’ beliefs about teaching and learning and their classroom practice. Data were collected using different questionnaires (i.e. Approaches to Teaching Inventory (ATI), Conception of Teaching and Learning Questionnaire (CTLQ), and Revised Two-factor Study Process Questionnaire (R-SPQ-2F), interview, and classroom observation. Whereas two public universities were selected using convenient sampling, 350 student-teachers in Post-Graduate Diploma in Teaching (PGDT) program in the 2016/2017 academic year were selected using stratified and simple random sampling. Thirty-three teacher-educators offering courses in the PGDT program were also participated in the study. The data from the interview and classroom observation were analyzed using qualitative content analysis techniques. The data from the questionnaire were analyzed using means, Pearson correlation coefficient, independent and paired samples t-tests, and structural equation modeling. The quantitative data revealed that teacher-educators’ beliefs and practice found to be compatible with the reform initiatives. Though they demonstrated strong commitments to constructivism in the interview and self-reported questionnaire, their actual teaching practice reflected a strong reliance over teacher-centered approach. Regarding student-teachers, the results indicated that they have joined the PGDT program with behaviorist orientation. Significant relationships were also found between likewise conceptions and teaching approach preference. The posttest results also indicated that student-teachers’ entry characteristics remained unchanged. The predominantly teacher-centered approach observed in the PGDT classrooms has influenced the student-teachers to retain their entry characteristics. Based on these findings, it was concluded that teacher educators have absorbed, rather than being reformed, elements of constructivism and continue echoing the old adage “do as I say, not as I do” principle which has been proved to bring about “no change” on student-teachers’ teaching approach preferences. Based on the conclusion made, implications are discussed.
... Unfortunately, there appears to be a lack of tools developed for adults with autism spectrum disorder (ASD), creating a gap in resource availability. Additionally, tools that have been developed often use behaviourism as their primary approach to learning, which can lead to a stimulus response pattern, as opposed to the creation of new understandings (von Glasersfeld, 1989a). This paper focuses on the development of an iOS transportation app that makes use of situated learning, augmented reality, and communities of practice. ...
... Additionally, this knowledge is acquired actively by the learner and is gathered through their experiences within their authentic environment (von Glasersfeld, 1989b). When learners have an active role in their education, when they are responsible for what they learn, they are able to maintain a sense of ownership and control of their education (von Glasersfeld, 1989a). To achieve an authentic environment where learning can occur, it must be situated within a highly contextualized setting (Brown, Collins, & Duguid, 1989). ...
... The aim of this paper is to highlight the design and development of an augmented reality app that uses situated learning and communities of practice to promote authentic learning in young adults and adults with autism spectrum disorder. This app promotes learning as knowledge construction through a social constructivist perspective (von Glasersfeld, 1989a). The design and pedagogy of this app provide practical applications that extend to other developmental and intellectual disorders, which provide future areas of research. ...
Recent research has shown that educational games positively motivate learning. However, there is a little evidence that they can trigger learning to a large extent if the game-play is supported by additional activities. We aim to support educational games development with an Agent-Based Technology (ABT) by using intelligent pedagogical agents that can intervene to offer hints, assistance and suggestions when the learner is lacking knowledge, but does not intervene otherwise, so as not to interrupt game flow. In this paper we describe the possibilities of using pedagogical agents to infer learner’s motivation and emotional state as they allow communication and interaction in a digital learning environment. Our approach emphasizes on improving pedagogical agent interactivity: from pedagogical agent techniques to Tutor and Tutee Agents’ techniques to create a high social and collaborative Digital Educational Game (DEG) environment.
... The new mathematics curriculum document mentions several theoretical principles related to pedagogy, assessment, and resources that are vital in achieving the curriculum goal of developing a Filipino learner who is a "mathematically proficient and critical problem solver" (DepEd, 2023, p. 5). Theoretical principles based on constructivist perspectives that include Piaget's (1977) theory of cognitive development, Vygotsky's (1978) social constructivism, and von Glasersfeld's (1987) radical constructivism open up curriculum opportunities for problem posing. These theories all support the idea that conceptual learning begins with active engagement. ...
Problem posing has always been elusive in the Philippines, especially now that there is no articulation of it either as a teaching strategy or as a learning competency in the new national mathematics curriculum rolled out during the 2024–2025 school year for Grades 1, 4, and 7. This poses a dilemma because school mathematics teachers will have no motivation to incorporate problem posing in the classroom; without its explicit mention in the curriculum, they will not think about it for their own classes regardless of its importance in mathematics. However, efforts have been underway in recent years to promulgate the practice of and research on problem posing. This article capitalizes on a renewed interest in problem posing among mathematics educators and mathematicians in the country. In this article, we present opportunities for problem posing that we have found in the new national mathematics curriculum. We discuss potential tensions and struggles related to these curriculum opportunities for problem posing and briefly conclude with our thoughts for the future.
... assumindo um papel de destaque, e o professor é incumbido de ser um mediador ou auxiliar, ajudando na construção do debate e de questionamentos acerca dos conteúdos.Os educandos desenvolvem um raciocínio lógico, através das discussões em grupo, observações e experimentações das práticas(Carvalho, 2018).Ademais, estas práticas coincidem com as ideias da educação construtivista, onde o conhecimento é resultado do desenvolvimento pessoal do aluno. SegundoGlasersfeld (1989), o conhecimento não deve ser apenas recebido de forma passiva, deve ser ativamente construído pelo sujeito cognoscente e a função da cognição é adaptativa e serve à organização do mundo experiencial e não à descoberta da realidade ontológica.Posto isso, nossas atividades possuem embasamento teórico, que é aplicado nas práticas pedagógicas semanais, aliado à ludicidade, demonstrou potencial no que diz respeito à participação e efetivação da aprendizagem.As estratégias metodológicas utilizadas de lúdicas associadas a experimentos em aulas e a experimentação promoveram novas perspectivas pedagógicas para ensino fundamental e valorizaram o bem estar das crianças frente ao processo educacional em um momento de volta ao presencial num contexto pós pandêmico. Tornar o ambiente mais descontraído, proporcionando não só liberdade e mais também autonomia e segurança para trabalhar em equipe com os colegas tornou as atividades menos enfadonha, sendo constatado uma melhora do aproveitamento das aulas de ciências.No contexto do espaço de promoção da aprendizagem, utilizamos ambientes diferentes da sala de aula, como o espaço ao redor da escola para aumentar a participação e o envolvimento dos alunos nas aulas, bem como demonstrar para os educandos que qualquer lugar é palco para aprendizagem. ...
O modelo de ensino tradicional que perdurou por muitas décadas ainda é muito recorrente, principalmente em escolas de regiões rurais. Práticas inovadoras, contextualizadas e metodologias ativas rompem com esse padrão antigo e tradicional. Objetivo: Este trabalho discute de forma crítica metodologias utilizadas e experiências vivenciadas com a aplicação de métodos e práticas educacionais em ascensão no ensino de ciências nas turmas dos anos finais do ensino fundamental no ensino de escola rural e posteriormente compará-las. Métodos: Na escola foram executadas aulas práticas e experimentos de ciências baseados no conteúdo do ano letivo, a partir da elaboração prévia de planos de aulas. Nestes, os assuntos foram abordados relacionando teoria e prática aliando-os à ludicidade. Resultados: Nossos dados demonstram que as atividades propostas propiciaram um ativo envolvimento dos alunos nas práticas e discussões finais. Este processo de inclusão, advindo das metodologias ativas, permite maior autonomia aos estudantes no seu processo educacional. Considerações Finais: Tem-se que as práticas pedagógicas que aliam ludicidade e interdisciplinaridade aos conhecimentos prévios dos conteúdos programáticos são mais eficientes, aproximando-os e facilitando a aquisição dos saberes científicos.
... Education researchers in this area of study concentrated on three major areas-problem solving (e.g., Simon, D. and Simon, H. 1978), problem solving combined with conceptual knowledge (e.g., Stewart & Dale, 1981, Abimbola, 1984, Nkpa, 1987, Okeke, 1976, & Taiwo, 1976, and conceptual change (Glasersfeld, 1989). ...
... Constructivism sees knowledge as built through active engagement with their environment rather than passive reception of transmitted information (von Glasersfeld, 1989). The implications for instruction are that it should establish learning contexts and facilitate learners making sense of their experienced world rather than being given a predefined set of responses (Duffy & Jonassen, 1992). ...
This paper is the proposal for the initial phase of a research project that aims to explore student engagement and feedback on a personalised, digital academic phrase library resource – MAPLE (My Academic Phrase Library on Evernote). This resource offers learners a digital, assignment focused, template where they can record generic academic phrases from their discipline specific readings to build a personalised, discipline specific, academic phrase library. This project aims to advance the use of academic phrase libraries from pre-selected examples to individual student / teacher co-constructed resources. This resource situates the learner and the learning within the discipline specific academic reading and writing contexts required to develop academic reading and writing skills. The context is a diverse cohort of first year health students from 14 disciplines enrolled in a compulsory academic skills paper. Some preliminary findings will be presented.
... Under the first profile, the learner-centred approach typical of the constructivist model, according to which: "1. Knowledge is not passively received but actively built up by the cognizing subject; and (2) the function of cognition is adaptive and serves the organization of the experiential world, not the discovery of ontological reality" (Glasersfeld, 1989). Learning, therefore, is not conceived as an act of transmitting knowledge from the educator to the learner, but rather as an active process of acquiring the principles and strategies best suited to achieving one's goals (Bozzo, 2012). ...
This book explores the profound impact of the COVID-19 pandemic and digital transformation on higher education. It examines the swift transition to remote and hybrid learning models, the challenges of integrating digital platforms, and the evolution of traditional teaching methodologies. The book highlights the importance of technological integration, the digital divide among students, and the reimagined student experience through virtual interactions.
Key issues discussed include the need for a comprehensive definition of digital literacy across all disciplines, equitable access to technology, dynamic curriculum development, and prioritizing teacher training. The importance of maintaining educational quality, data privacy, and ethics in digital learning environments is also emphasized.
The book addresses innovative assessment methods, the creation of collaborative and immersive learning environments using technologies like Virtual and Augmented Reality, and the necessity for career preparedness. It underscores the role of lifelong learning and inclusion in digital endeavors and promotes building a community through partnerships with industry, government, and other educational institutions.
Chapters cover a range of topics such as the integration of digital skills in higher education, the challenges and opportunities of e-learning, the societal impacts of digital transformation, the use of Virtual Reality in entrepreneurship education, the evolution of sales education in the digital era, and innovative educational models like Movie Education.
The book concludes with a report on inclusive digital education, emphasizing the need for higher education institutions to adapt to diverse learning needs and support inclusive practices. This comprehensive overview offers insights into establishing an efficient educational system capable of addressing current and future challenges.
... Under the first profile, the learner-centred approach typical of the constructivist model, according to which: "1. Knowledge is not passively received but actively built up by the cognizing subject; and (2) the function of cognition is adaptive and serves the organization of the experiential world, not the discovery of ontological reality" (Glasersfeld, 1989). Learning, therefore, is not conceived as an act of transmitting knowledge from the educator to the learner, but rather as an active process of acquiring the principles and strategies best suited to achieving one's goals (Bozzo, 2012). ...
... It is a meaningful process that strives to educate learners with the ability to establish independent thinking and understanding (Wilson, 1996). In student-centred pedagogy, students regard themselves as active, self-governing and inspired mediators in constructing, reflecting and questioning a series of their desired instruction pedagogy and content for curriculum (Von Glasersfeld, 1989;Orr, Yorke & Blair, 2014). ...
The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.
... During the recent decade, specific attention has been paid to the use of constructivist teaching and learning techniques. Constructivism is a noticeable theory, and its main ideas come from philosophy, psychology and cybernetics with its main aim and efforts to indicate how people come to know the world (Von Glasersfeld, 1989). According to the constructivist theory, people construct knowledge, and understanding is the process that gives meaning to people's experiential world (Mayer, 1992;Hendry, 1996). ...
... Constructivism, as a pedagogical framework, has garnered significant attention for its potential to promote deep learning and conceptual understanding [5]. Grounded in the works of influential theorists Piaget and Vygotsky, constructivism asserts that learners actively construct knowledge through interactions with their environment, collaboration with others, and reflection on experiences [6][7][8]. In a constructivist classroom, learners are encouraged to question, explore, and connect their existing knowledge with new information, fostering deeper engagement and cognitive development. ...
The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.
... Radical constructivist teachers may adapt different teachings based on a student's cognitive, emotional, and developmental stages. Teachers use creative and constructive situations to present, discuss, test, decide and apply problem-solving models to draw students' attention to the topic and its context (von Glasersfeld, 2001). Students develop ideas about what they learn through active and adaptive cognitive processes. ...
The purpose of this study is to examine the theory and practice of constructivism in learning mathematics. This research is qualitative research using library research methods. Data was obtained by collecting various literature sources such as books, journals, and online research articles that are appropriate to the research problem. Data analysis in this study was carried out by content analysis. The research results show that teachers need to give students the freedom to experiment and provide relevant contexts for their theory development. In practice, teachers must consider that each student is unique and different in the way they understand and construct their knowledge. Therefore, teachers need to facilitate the learning process by considering the individual differences of students, ensuring that they have useful experiences and gain a deep understanding of the topics being taught.
... As such it is framed by a radical constructivist epistemology that makes two main claims: "(a) knowledge is not passively received but actively built up by the cognizing subject; (b) the function of cognition is adaptive and serves the organization of the experiential world, not the discovery of ontological reality" (Glasersfeld, 1989). My work focuses on the development of the designer's awareness through designing and contributes to an area of design thinking (Brown, 2008(Brown, & 2009Martin, 2009;Lockwood, 2009) concerned with reflective framing for creativity and innovation. ...
The focus of the research concerns the use of problem and opportunity framing approaches in design innovation. The work acknowledges the designer as an integral part of the design space and is based on the proposition that our capacity to innovate is dependent on the way we are able to see (perceive) problems and opportunities. The development of our awareness of design situations through flexible but deliberate ways of seeing is investigated and described as a key factor in innovation.
... Constructivism, a learning theory emphasizing learners' active involvement in constructing their knowledge, has been incorporated into our curriculum development process [3], [4]. The aim is to facilitate meaningful learning experiences by encouraging learners to actively engage with the material, particularly in teaching the core concepts of MapReduce on Apache Spark. ...
Distributed Systems are widely used in industrial projects and scientific research. The Apache Hadoop environment, which works on the MapReduce paradigm, lost popularity because new, modern tools were developed. For example, Apache Spark is preferred in some cases since it uses RAM resources to hold intermediate calculations; therefore, it works faster and is easier to use. In order to take full advantage of it, users must think about the MapReduce concept. In this paper, a usual solution and MapReduce solution of ten problems were compared by their pseudocodes and categorized into five groups. According to these groups’ descriptions and pseudocodes, readers can get a concept of MapReduce without taking specific courses. This paper proposes a five-category classification methodology to help distributed-system users learn the MapReduce paradigm fast. The proposed methodology is illustrated with ten tasks. Furthermore, statistical analysis is carried out to test if the proposed classification methodology affects learner performance. The results of this study indicate that the proposed model outperforms the traditional approach with statistical significance, as evidenced by a p-value of less than 0.05. The policy implication is that educational institutions and organizations could adopt the proposed classification methodology to help learners and employees acquire the necessary knowledge and skills to use distributed systems effectively.
... Volume I, May 26 th , 2023. 541-552 543 (Glasersfeld, 1989) -šis princips ir konstruktīvisma domas pamatā. Skolēns netiek uztverts kā balta lapa, bet savas mācīšanās konstruētājs, kam nepieciešamas aktīva iesaiste, piepūle. ...
The goal of mathematics teaching in primary school is not just to acquire knowledge of mathematical ideas and procedures, but also to learn mathematical reasoning. While this is common knowledge, the reality in everyday primary math classrooms in Latvia is an open question. The results from recent national diagnostics give reason to re-examine common teaching practices. The aim of this study is to clarify what is happening in primary math classrooms and to understand the needs and gaps in mathematics teaching. This will serve as the basis for designing appropriate professional development for teaching mathematical reasoning. In this study researchers observed and transcribed primary math lessons. Teacher performance was appraised using “Framework for teacher performance assessment to support teaching 21st century skills”. The criteria used to assess teacher techniques were lesson design and clarity of learning content as well as student cognitive activation. The results of this preliminary study show that separate elements of student reasoning are present in lessons.
... Most of us cannot draw a €5 bill from memory, but we recognize one immediately if we see one. Therefore, none of us see the "truth" as it is, but we see everything colored through our personal constructed worldviews (GLASERSFELD 1989, MATURANA 2015, EPSTEIN 2016, BARRETT 2017, FRACKOWIAK 2004. ...
SocioMotion examines the discrepancy between scientific findings and public opinion, concerning mobility of the future. For example, scientific studies on the climate potential of synthetic fuels (e-fuels) often are invisible or dismissed in the public debate because internal combustion engines have gained a negative reputation as outdated polluters. Irrational, premature misconceptions can happen to many promising and scientifically sound technologies. SocioMotion researched causes and solution strategies for this problem. Ideally, the most effective climate and mobility solutions should receive the most attention. Blind hype or a premature exclusion of effective solutions would waste great potential for environmental protection, mobility and the economy. The SocioMotion project identified three obstacles that cause rational, scientific arguments to receive little attention and leave no impact on public opinion-forming: attention crisis, distorted worldviews, and difficult "truth"-finding. We conclude that an effective science communication strategy must achieve three fundamental goals: get attention, change minds, and build trust. As climate solutions like e-fuels have become polarized topics, the public perception of scientific findings and drive-train technologies can only be changed if bridges are built between the polarized camps and the undecided are also reached. This requires a communicator or communicator institution that is seen as neutral, credible and trustworthy by both sides. We found that combustion-engine focused organizations , such as the FVV, are fundamentally at a disadvantage in terms of their perceived trustworthiness towards non-experts and opponents of combustion engines. Although this distrust is not rationally justified and based on distorted stereotypes, it would be very difficult for the FVV as a science communicator to overcome. To accelerate the bridge-building between both sides and to make the general public more aware of effective climate solutions, like e-fuels, we propose the creation of a neutral institution as a communicator. Combustion-engine focused organizations should be key partners of such an institution but not its sole sponsors. Rather, it should be founded on partnerships between several players, who are either perceived as neutral or represent complementary viewpoints on mobility. We propose to build a neutral science communication platform focusing on the vision of "Effective Climate Solutions" for sustainable future mobility concepts. The aim is to break down irrational perceptions about technologies and science. This should reduce misinterpretation in society about technologies and build bridges between ideological camps-e.g., between combustion engine and e-mobility supporters. In doing so, the most effective climate and mobility solutions would become the focus of interest. To quickly realize and test out communication formats, we propose setting up a YouTube channel around the vision of "Effective Climate Solutions". The objective of the research project was achieved.
... This position has been formulated mainly by 'radical constructivism' (for example, in the version ofGlasersfeld, 1989). An overview and a discussion of its consequences for biographical research is laid out inJost (2001).5 ...
... C'est cependant à partir du milieu des années 1980 que se fait sentir de manière plus marquée dans le domaine du design pédagogique l'influence de la « révolution cognitive » ayant donné lieu au développement des sciences cognitives, de même que l'intérêt grandissant pour le paradigme constructiviste de l'apprentissage en éducation (Glasersfeld, 1989). Les équipes de recherche commencent alors à déterminer les changements qui devraient être apportés au domaine compte tenu du développement de nouvelles théories sur la cognition humaine et sur l'apprentissage (Nelson et Orey, 1991). ...
Depuis le début des années 1960, de nombreuses méthodes de design ou d’ingénierie pédagogique ont été proposées par des chercheurs œuvrant principalement dans la discipline de la technologie éducative, puis de plus en plus dans d’autres disciplines. Avant les années 1970 et encore aujourd’hui, bon nombre d’entre elles reprennent avec quelques variantes la démarche proposée dans ce que plusieurs appellent le modèle ADDIE (Analyse-Design-Développement-Implantation-Évaluation). À partir des années 1980, ce modèle a fait l’objet de nombreuses critiques provenant tant de chercheurs que de praticiens. S’appuyant sur des travaux dans diverses disciplines et sous l’impulsion de l’évolution technologique, de nouvelles méthodes ont été développées au fil des années. Nous en faisons un tour d’horizon dans ce chapitre et jaugeons dans quelle mesure leur développement reflète une évolution ou une révolution dans le domaine de l’ingénierie pédagogique.
... My interpretation of L97 in constructivist terms is underpinned by Confrey (1990) who emphasises that according to a constructivist epistemology pupils themselves can be seen to construct their understanding through a process of reflection, by von Glasersfeld (1985) who explains how teachers should be more interested in children's misconceptions, and by Davis, Maher, and Noddings (1990) who say that learning mathematics requires constructions and that mathematical activity in a mathematical community is a common thread in what a constructivist view implies. From a constructivist view on teaching and learning mathematics, an important consideration within a teaching situation is that there is a closeness in perspectives between the participants in a discussion . ...
This paper refers to a project where the preconditions for a subject based and reflective approach in the context of practice teaching in teacher education are investigated. The project is linked to a compulsory 30 ect credits study of mathematics education. Five second-year student teachers and three tutors were invited to participate in the investigation. This paper focuses on how the preliminary analysis provides a basis to inquire further into the didactical conditions for including a subject based discussion within the conversation in practice teaching. More specifically it discusses contradictions implied by the findings that practice teaching communication is imprinted by an evaluative approach that can restrain the development of a subject based, reflective approach.
... There are multiple ways for designing learning that facilitates the attainment of the resources, skills and awareness for understanding and acting upon the SDGs. Based on constructivist assumptions (Von Glasersfeld, 1989), EEPBL is a student-centred concept, founded on the premise that learning is context specific, with learners dynamically engaged in the learning process via the investigation of legitimate real-life issues (Al-Balushi & Al-Aamri, 2014;Birdman et al., 2020;Blumenfeld et al., 1991). EEPBL approaches to university teaching have generally been acknowledged as successful pedagogical methods for enhancing student learning (de Los Rios et al., 2010;Hunt & Chalmers, 2021). ...
Universities have an important role in ensuring that business school graduates can address issues regarding sustainable development and the achievement of the UN Sustainable Development Goals (SDGs) by 2030. While business schools have been progressively growing understanding of the SDGs, many have an unclear conception of their importance to business or how to effectively embed them into their curriculum. This paper explores the outcomes of one university in applying the SDGs as a learning framework for understanding global sustainability. Qualitative methodology was used to explore student perceptions regarding the efficacy of industry collaboration and Experiential Education Project-based Learning (EEPBL) methods, to integrate learning of SDGs into a university course. Through thematic analysis of 375 reflective essays and 18 semi-structured interviews, students reported an enhanced awareness and knowledge of SDGs, acquisition of key employability skills and development of new global perspectives. They found value in industry collaboration and EEPBL for acquiring a comprehensive understanding of the SDGs in a business context, and many developed an appreciation of their own agency for sustainability action in the future. This research can be presented as an example of one approach to both teaching students about the SDGs and embedding sustainability into their business curriculum.
... The teachers must be open-minded to understand methods in which students build viable knowledge through the process of active involvement based on their own experiences to comprehend something (Matanluk et al., 2013;Jazim et al., 2017;Nik Pa, 2018). The process of teaching and composing knowledge by memorising facts and procedures is believed to deter students from thinking (Von Glasersfeld, 1989). This theory is supported by Van de Walle et al. (2010) in terms of teaching strategies from the perspective of the radical constructivism theory. ...
Abstract
Recently, Malaysian researchers revealed numerous concerns regarding students' struggles in number sense. Nevertheless, in a contemporary Malaysian classroom atmosphere, pencil-and-paper computation, and the application of a calculator that results in the generation of an exact answer are becoming more prevalent. Mental computation and computation estimation were long introduced in the Malaysian education practice; yet, students are incompetent in both skills. They still regard that mathematics is all about getting a specific answer. This article aimed to suggest a theoretical framework in promoting a learning strategy to support student's number sense. The intention of developing a learning strategy is to enhance mental computation and computation estimation skills as a tool in number sense without the use of written computation by developing the MC-COMET3 learning strategy (learning mental computation and computation estimation strategies mentally). One of the components in the learning strategy is the employment of the comparison approach to promote students thinking.
Keywords:
number sense, mental computation, learning strategy, comparison approach, computation estimation
... Do đó trong xu hướng dạy học mới theo định hướng của lý thuyết kiến tạo, là kiểu lý thuyết được xây dựng dựa trên hai nguyên tắc cơ bản: "Tri thức được kiến tạo một cách tích cực bởi chủ thể nhận thức, chứ không phải được tiếp thu một cách thụ động từ môi trường bên ngoài; Nhận thức là quá trình thích nghi và tổ chức lại thế giới quan của chính mỗi người. Nhận thức không phải là khám phá một thế giới độc lập đang tồn tại bên ngoài ý thức của chủ thể" [8], thì việc tìm kiếm những biểu diễn toán trực quan làm cầu nối cho các biểu diễn toán thực tế mà học sinh quen thuộc với các biểu diễn ký hiệu trừu tượng giúp các em hiểu ý tưởng toán học và tự kiến tạo tri thức toán cho mình một cách tích cực càng trở nên có ý nghĩa. ...
Tạo ra những hình ảnh trực quan để minh họa cho các kết quả toán học là vấn đề được nhiều nhà toán học quan tâm, khai thác trong xu hướng dạy học hiện nay. Bài viết giới thiệu một số cách sử dụng diện tích hình phẳng để minh họa cho các tính chất số học là một hướng tiếp cận mới và khá thú vị, có thể xem đó như là những “chứng minh không từ ngữ (proof without words)” [6] cho các tính chất toán học. Từ đó giáo viên đưa ra các nhận xét, bình luận để vận dụng vào dạy học theo định hướng của lý thuyết kiến tạo, nhằm tích cực hóa hoạt động khám phá và kiến tạo tri thức của học sinh, nâng cao năng lực tư duy sáng tạo, đáp ứng yêu cầu đổi mới giáo dục trong giai đoạn mới.
... A DLE foster the establishment and expansion of a community by offering a "real" context for interaction and support virtual communities, with no physical walls defining the borders of the place where the community resides and works (Ligorio and Van Veen, 2006). From the didactic and pedagogical point of view, DLEs should be designed to support and foster constructivist learning, thus enabling students to actively build their knowledge with the mediation of experiences and relationships with the environment and community (von Glasersfeld, 1989), stimulating motivation and autonomous investigation and, and redefining the role of teachers as facilitators rather than sources of knowledge. A central factor in the learning environment is feedback: frequent and well-structured feedback helps learners understand where they are, where they are going and what they should do in order to reach their goal, giving information not only about how the task was performed, but also about the process to be mastered, and enabling self-regulation and self-monitoring of actions (Hattie and Timperley, 2007). ...
According to the annual report of the EF EPI (Education First - English Proficiency Index), the level of fluency in English by Italians is among the lowest in Europe. It is important that young people acquire language skills at school, especially during secondary schools, so as not to be penalized at university or when looking for work. However, English is one of the most difficult subjects for students and remedial work interventions are often necessary. In this, but also in general in teaching and learning English, technologies can offer important support. The University of Turin has designed and implemented innovative methodologies for remedial work, based on the use of an integrated Digital Learning Environment.
The context of this research is an interactive online course for the remedial work of English which involved 11 classes of a secondary school for a total of 265 students. Our research questions concerning the design and implementation of activities and resources to involve students and what utility and interest they have induced in students. To answer the research questions, the paths on the platform and the activities and resources created by the tutors were analyzed. To understand if students and teachers appreciated the remedial work path and if they considered it useful, their answers to the final questionnaire, completed at the end of the remedial work path, were analyzed.
... Hence, knowledge in this sense cannot be understood as a static object, but is a continuous process of construction, i.e., a permanent learning process . Although RC emphasizes the subjectivity of knowledge creation processes, Glasersfeld also points out the importance of 'the others'; the social dimension as a source of perturbation (Glasersfeld, 1995;1989). Hence, knowledge creation cannot be seen only as an individual task. ...
... Some of the benefits noted included benefits to the teacher for planning and benefits to students who make connections between lesson objectives and life. If, as Piaget [9], von Glasersfeld [10], Noddings [11], and Confrey [12] have posited, we accept that knowledge is actively built by the individual through experience with the environment and the individual actively arranges that knowledge in ways that make sense, then we must accept that teachers have a very important role in helping students in that process. If we accept that information in unorganized discrete bits is of low practical value, then helping students connect the dots by taking advantage of a constructivist pedagogy will provide students opportunities to add relevance and meaning to those discrete bits of unconnected facts. ...
Successful teachers must be able to disaggregate and analyze student assessment data in order to plan for future teaching and meet the individual needs of all students. This can be a challenging task for any teacher and it is an especially challenging professional task for preservice teachers, who often have difficulty looking beyond the final outcome of an assessment to recognize the story the data illustrates about students. This paper is the result of faculty-conducted action research that explored a path toward increasing preservice teachers' attention to the story of data. The context for instruction was an integrated block of methods courses in an elementary program where preservice teachers participated in units of instruction. At the conclusion of a unit, preservice teachers were asked to put on their teacher hats and evaluate sets of hypothetical student assessment data in order to identify the learning objectives that needed to be revisited. From their analysis, they identified patterns and based on the patterns they organized small-groups for focused instruction. Once this task was completed, the preservice teachers designed and taught lessons that targeted specific student needs. After the lesson delivery, preservice teachers again addressed assessment data to see if students had met the learning goals and then they considered whether further teaching might be needed. This instructional activity provided preservice teachers with an in-depth opportunity to experience a plan-teach-assess-reflect model. In addition, it helped to promote and clarify the iterative nature of assessment. This paper will explore the process as well as discuss challenges and benefits identified in the implementation of this model with preservice teachers.
... C'est cependant à partir du milieu des années 1980 que se fait sentir de manière plus marquée dans le domaine du design pédagogique l'influence de la « révolution cognitive » ayant donné lieu au développement des sciences cognitives, de même que l'intérêt grandissant pour le paradigme constructiviste de l'apprentissage en éducation (Glasersfeld, 1989). Les équipes de recherche commencent alors à déterminer les changements qui devraient être apportés au domaine compte tenu du développement de nouvelles théories sur la cognition humaine et sur l'apprentissage (Nelson et Orey, 1991). ...
Depuis le début des années 1960, de nombreuses méthodes de design ou d'ingénierie pédagogique ont été proposées par des chercheurs oeuvrant principalement dans la discipline de la technologie éducative, puis de plus en plus dans d'autres disciplines. Avant les années 1970 et encore aujourd'hui, bon nombre d'entre elles reprennent avec quelques variantes la démarche proposée dans ce que plusieurs appellent le modèle ADDIE (Analyse-Design-Développement-Implantation-Évaluation). À partir des années 1980, ce modèle a fait l'objet de nombreuses critiques provenant tant de chercheurs que de praticiens. S'appuyant sur des travaux dans diverses disciplines et sous l'impulsion de l'évolution technologique, de nouvelles méthodes ont été développées au fil des années. Nous en faisons un tour d'horizon dans ce chapitre et jaugeons dans quelle mesure leur développement reflète une évolution ou une révolution dans le domaine de l'ingénierie pédagogique. Mots-clés. Approches et méthodes d'ingénierie pédagogique; design pédagogique; critiques du modèle ADDIE.
As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.
Kajian ini bertujuan membangunkan E-Modul Pembelajaran menggunakan Augmented Reality (AR) bagi Kursus DEB1113 Pengenalan Kepada Elektronik di Kolej Vokasional. Objektif kajian ini adalah untuk menguji kebolehfungsian e-modul dari aspek reka bentuk isi kandungan, reka bentuk interaksi, dan reka bentuk persembahan elemen multimedia dan menguji keberkesanan e-modul. Kajian ini berbentuk one group pretest-posttest di bawah kluster kuasi eksperimen dengan sample yang terdiri daripada 30 orang pelajar Diploma Vokasional Malaysia Program Teknologi Elektronik di Kolej Vokasional Batu Pahat. Instrumen kajian yang digunakan adalah borang senarai semak dan ujian pra dan pasca. Hasil dapatan kajian mendapati peratus dan skor min bagi aspek reka bentuk, kebolehfungsian dan pencapaian pelajar adalah tinggi. Terdapat perbezaan yang significant antara markah sebelum dan selepas. Ini membuktikan bahawa pencapaian pelajar meningkat dengan bantuan E-modul Pembelajaran Augmented Reality (AR) bagi topik arus terus berbanding kaedah pengajaran secara tradisional di mana, e-modul pembelajaran AR ini mampu membantu pelajar memahami dengan lebih sistematik. Berdasarkan hasil kajian, dapat disimpulkan bahawa e-modul pembelajaran menggunakan AR bagi Kursus DEB1113 Pengenalan Kepada Elektronik di Kolej Vokasional adalah sah, boleh dipercayai, dapat berfungsi dengan baik dan memberi kesan yang positif kepada pelajar. Justeru, e-modul pembelajaran AR ini mengandungi elemen inovasi sesuai diimplementasikan di dalam proses PdP sekaligus membantu guru mencapai hasil pembelajaran kursus. Kata kunci Pembangunan E-modul, AR, teori konstruktivisme, Model ADDIE
Bu araştırma kapsamında, fen bilimleri eğitimi alanında Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımı konusunda, 2010-2021 tarihleri arasında tamamlanmış yüksek lisans ve doktora tezlerinin çeşitli değişkenler bağlamında incelenmesi amaçlanmıştır. Bu araştırmada, doküman incelemesi yöntemi ile nitel araştırma yaklaşımı uygulanmıştır. İçerik analizi sözlü, yazılı ve diğer gereçlerin objektif ve sistemli biçimde irdelenmesine imkân sağlayan bilimsel bir işlemdir. Bu amaç kapsamında, fen bilimleri eğitimi alanında tamamlanmış olan yüksek lisans ve doktora tezlerinin bir listesi çıkarılmıştır. Yapılan incelemelerde, ATBÖ konusunda 27 yüksek lisans tezi ve 11 doktora tezi olmak üzere toplamda 38 dokümana ulaşılmıştır. Araştırmanın amacı bağlamında bu dokümanlar içerik analizi kapsamında, tez türleri, yayın yılları, tez yazarlarının cinsiyetleri, danışmanların unvanları, sayfa sayıları, yapıldığı kurumlar, araştırma alanları, araştırma konuları, örneklem seçim yöntemleri, örneklem düzeyleri, örneklem büyüklükleri, araştırma yöntemleri, araştırmalarda kullanılan veri toplama araçları ile veri analiz yöntemleri” bakımından incelenmiştir.
Constructivism theory emphasizes the active role of students in the learning process to create knowledge for themselves. This initiative is reflected in the fact that students are placed in situations where they find it necessary, capable, and need to solve the given problem. Through problem-solving, students create knowledge for themselves. In this paper, we present the concept of constructivist-based teaching and types of constructivism; analyze the role of constructivist-based in teaching Math, and propose some design principles and processes of lesson design according to constructivist theory.
At the end of 2022, there were 2439 coal-fired power plants operating around the world, and over 7000 active coal mines (Global Energy Monitor, 2022). Coal burning was the largest source of greenhouse gases that impact climate change, and coal mining caused extensive environmental damage (US Energy and Information Administration, 2022). Decisions about the use of coal in energy production are made by world leaders, but everyday citizens vote for and appoint those leaders. Do everyday citizens understand the most basic science about coal? Do the teachers who are supposed to educate them in their youth? Energy literacy is so important; it leads to informed decisions about energy use at home, wise consumer choices, and to national and international energy policies (DeWaters & Powers, 2011). In this study, 56 pre-service elementary teachers were asked if they understood how coal was used to produce electricity. They were then taught using a constructivist teaching methodology including manipulatives, diagrams, videos, and group discussions (Schnittka, 2017). After the lesson, they were asked again, “How does coal keep the lights on?” Pre-test scores were very low, but gains were strong from pre to post-test. In a delayed post-test, the participants who retained the concepts the best over time had discussed it with a friend or relative. For long-term retention and the ability to potentially apply a concept to everyday life, teachers must realize that learning gains can be ethereal, and that they need to build in tools to aid in long-term retention of concepts. More importantly, teachers need to understand the science and engineering behind the technologies that impact our world so severely, so that they can pass on lessons to youth and advocate for a sustainable future.
Teaching is a complex profession; and therefore, micro-teaching is needed to scale down its complexity to train pre-service teachers for future real teaching. However, micro-teaching experiences without reflection are insufficient for building or developing professional teaching skills. Therefore, this book aims at building and developing essential teaching skills through reflective micro-teaching in which teacher trainees, individually and collectively, reflect on their own micro-teaching practices with the assistance of reflection forms in controlled teaching environments. The book consists of three chapters. The first chapter covers the conceptual and theoretical framework of reflective micro-teaching. The second chapter deals with video-mediated microteaching as a stimulus for reflection. The third chapter includes the conceptual and theoretical framework of the core teaching skills and provides reflection forms that help teacher trainees to reflect on their own and one another's micro-teaching practices, for building and developing these core skills. The book contains eight tables and a list of 256 references.
This chapter begins by describing what is unique about mathematics that has made it a central topic in the learning sciences. This research has historically been interdisciplinary, drawing on psychology, mathematics research and theory, and mathematics educators. It then describes two distinct approaches – the acquisitionist and the participationist. The acquisitionist approach considers learning to be what happens when an individual learner acquires mathematical knowledge. This part of the chapter reviews research on misconceptions and conceptual change that has been based in Piaget’s constructivist theories. The participationist approach views learning as originating in social interactions in diverse settings such as classrooms, homes and playgrounds, museums, and workplaces. This approach views learning as a collective sociocultural phenomenon, and uses methodologies such as interaction analysis and design-based research. This chapter concludes with a discussion of how teachers learn to teach mathematics.
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences, first published in 2006, is the definitive introduction to this innovative approach to teaching, learning, and educational technology. In this significantly revised third edition, leading scholars incorporate the latest research to provide seminal overviews of the field. This research is essential in developing effective innovations that enhance student learning - including how to write textbooks, design educational software, prepare effective teachers, and organize classrooms. The chapters illustrate the importance of creating productive learning environments both inside and outside school, including after school clubs, libraries, and museums. The Handbook has proven to be an essential resource for graduate students, researchers, consultants, software designers, and policy makers on a global scale.
The aim of this study is to investigate the effect of active learning on students’ achievement in the unit of magnetism. It is important to create proper teaching environments in order to ensure the active participation of students in learning processes. Many different methods and techniques may be used for active participation. Detailed information should be provided for the teachers on how these methods and techniques can be implemented. For this reason, an active learning environment was created in the present study by way of using worksheets accompanied by experiments, simulations, modelling, garden activity and games. It was explained how these activities are implemented for each of the acquisitions related with the magnetism unit topics. The study employed sequential explanatory mixed design. The subject of this study consisted of 98 eleventh grade students in a high school in Türkiye. The data were acquired via an open ended and multiple-choice conceptual achievement test, observation forms and interviews. The findings obtained illustrated that active learning applications increase academic achievements of students at a statistically significant level. In addition, it was concluded that active learning applications make a positive impact on the interest, attitude and motivations of the students towards the physics course. The results show that magnetism unit topics are effective in providing a conceptual change. It is suggested to use the applications shared in the present study for the teaching of abstract subjects such as magnetism. In this way, it may be possible to create learning environments that will enable instructors to reach the desired goals.
The teaching of literatures in English is often centred upon pedagogic models where the literary text is approached as the primary source of meaning. These pedagogies tend to foreground traditional forms of literacy whose ultimate goal is to develop learners' reading and writing skills, while fostering a respectful attitude towards the literary canon. The increasing dissemination of new digital media and their impact on how we communicate call for a pedagogy that takes account of multimodal processes of meaning making by which literary works are made to signify. Drawing on theoretical developments in such disciplines as Multiliteracies and Adaptation Studies, this article puts forward a didactic sequence for teaching Wuthering Heights to students pursuing English Language Teaching (ELT) programmes in higher education contexts where English is used as an additional language. Aimed at developing students' literary literacy, this model consists of several tasks in which both the novel and screen adaptations of it are deployed as sources of meaning. Reconfiguring traditional conceptions of literacy, the juxtaposition of literary text and film as a method to teach literary literacy promotes the development of interpretive and pedagogic skills ELT learners need to become active makers of meaning and competent teachers of English. ARTICLE HISTORY
Debate on teaching and learning in school-based orientation is becoming more concentrated. It is important to note that each study in terms of educational policy in Kosovo, requires a highlighted study because recent years have seen a struggle between the "progressive" and the "traditional" approach to teaching. Constructivist theory has to do with the construction and approval of the learning process in practice, for example constructivist approach in terms of learning requires pedagogy in "progress" or "active learning", it requires students to be engaged in practical activities and a profound thinking in search of meaning. It is also important to acknowledge that attention devoted to constructiveness in school may have served the educational curriculum, as well as the learning process of students. Constructivists put more emphasize to the knowledge that is in use rather than to the gathering of facts, concepts and solid and mechanical skills. Constructivist teaching enables students to build new ideas based on interaction with the ideas, concepts and previous knowledge they have gained from their life experience.
This article discusses whether digital visual and audio feedback in learners’ own voices improves their perception and production of lexical tones in Chinese as a foreign language. Forty-four beginners participated in a four-week training focused on the pronunciation of Mandarin Chinese tones at the word level. Half received digital feedback generated by Praat, a phonetic research software, to visualize the contours of their tones while hearing corrected tones in their voices. The other half participants received visual and audio feedback given by the researcher. While both groups enhanced their tone perception and production skills during the training, the Praat-aided group made significantly larger progress than the control group. Post-training survey revealed participants’ preference for the imitation of corrected tones in their voices and the direct visual comparison between their tone contours and those of corrected tones. The findings corroborate the importance of computer-assisted multimedia learning in foreign language pedagogy, which also has implications for employing research-oriented technologies and automated tonal feedback in the instruction of Chinese as a foreign language.
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Additionally, little is known about how these abilities are connected to professional experience and content knowledge. Thus, our study investigated how (prospective) biology teachers at various points in their teaching careers diagnosed and reported dealing with alternative conceptions. Therefore, 182 preservice biology teachers, biology teachers in practical training, and in‐service biology teachers were surveyed using a questionnaire. The participants were confronted with students' explanations of evolutionary phenomena, most of them based on common student conceptions, such as anthropomorphism, teleology, and essentialism. These student conceptions are rooted in cognitive biases and are common in evolutionary and other contexts. We found that the participants diagnosed only approximately half of the alternative conceptions, with the in‐service teachers diagnosing significantly more of the alternative conceptions than the preservice teachers. Furthermore, the analyses revealed a variety of ways to deal with student conceptions. The in‐service teachers more often suggested scientifically correct approaches that address student conceptions, whereas the preservice teachers more often did not respond or responded incorrectly. Moreover, the ability to diagnose and deal with alternative conceptions correlated with teachers' content knowledge regarding the topic of evolution and their acceptance of evolution.
The level of fluency in English by Italians is among the lowest in Europe, and most of the Italian students do not reach the language skills indicated by the national guidelines at the end of secondary school. It is important that young people acquire language skills at school so as not to be penalized at university or when looking for work. At the same time, it is important for students to acquire digital skills and use technologies for educational purposes. In remedial work interventions, but also in general in teaching and learning English, technologies can offer important support. The University of Turin has designed and implemented innovative methodologies for remedial work, based on the use of an integrated digital learning environment. The context of this research is an online action for the remedial work of English, which involved 11 classes of a secondary school for 265 students. Our research questions concern the design and implementation of activities and resources within the DLE, their use by students, and their effectiveness in improving language skills. To answer these questions, the online courses, activities, resources, and students’ participation were analyzed in detail. To study the improvement in students’ performance, the average evaluation in English before and after the recovery action was analyzed. To understand if students and teachers appreciated the action and if they considered it useful, their answers to the final questionnaire, completed at the end of the remedial work action, were analyzed.KeywordsDigital learning environmentEnglish remedial workInteractive teaching materialsSecondary schoolTests with automatic formative assessment
This book explores and analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students within an Australian primary classroom. It demonstrates that, in spite of policy and educational discourses underpinning ‘Asian literacies’, Chinese teaching and learning is a fragile undertaking in Australian schooling. The politicisation of CFL education, especially in the post COVID-19 era, has exacerbated public stereotypes concerning racism and multiculturalism in Australia today. Drawing upon Bernstein’s theorisation and engagement framework, Wen
Xu sketches out CFL education as a democratic space where power and control relations can be deliberately operated to reinforce engaging learning experiences. She suggests that pedagogic interventions in the name of social justice have the potential to make consequential differences in disadvantaged students’ life trajectories, and CFL education can be envisioned as an avenue towards socioeconomic mobility instead of being criticised as a platform opposing to liberal ideas. In turn, she provides insights into teaching younger age CFL learners in the global context, in terms of the structuring of pedagogy and curriculum. Wen Xu’s research will be of interest to students and scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education, as well as pre-service teachers and practitioners who teach Chinese as a Foreign Language.
Cet article a pour objectif d’illustrer un aspect du constructivisme, l’apport des interactions entre pairs dans l’enseignement des mathématiques. L’expérimentation s’est tenue dans une classe d’accueil du deuxième cycle du primaire. Après avoir présenté la problématique de la classe d’accueil et la théorie sous-jacente à l’approche, nous verrons comment, lors d’une séquence d’enseignement sur les fractions, s’est installée une culture de classe basée sur la discussion, l’argumentation, la négociation entre les élèves permettant à ces derniers de développer le sens de la fraction tout en approfondissant leur connaissance du français. Des extraits d’échanges entre élèves viendront illustrer nos propos.
This paper aims to highlight a) the necessity of linking the educational philosophy
with practice by presenting educational philosophical theories of the reference
field, i.e., adult education, b) the prevailing educational philosophies in active
adult educators and c) the possibility of the co-existence of two or more
educational philosophies in the field of adult education, in relation to two
parameters: education/learning and teaching process. Its contribution is to highlight
the need for the trainer to be aware of the educational philosophy adopted in
different parts of education such as the learning and teaching process. The research
tool is the questionnaire by Lorraine Zinn, "Philosophy of Adult Education"
(PAEI, 1983). The PAEI questionnaire by Zinn aspires to highlight the personality
of the educator and investigate their critical awareness, the possibility of adopting
alternative approaches in the planning of educational programs and teaching
methodology and the realizability of the educator’s broader evaluative goals.
In this paper we present our journey as elementary education methods course instructors through a practical action research design refining a model thematic integrated unit for our preservice teachers in an elementary education methods course and how we revised our model unit to incorporate the assessment cycle in our model unit. We present our initial model thematic integrated unit encompassing language arts, history, mathematics, and science, our initial model unit lesson, our concerns with that unit lesson, our insight with respect to the missing component of the assessment cycle in our model unit lesson, and how that insight connects to our education of philosophy and teacher education program prerequisite courses. Successful teachers must be able to analyze student assessment data in order to meet the individual needs of all students. Our preservice teachers were asked to evaluate two sets of hypothetical student assessment data in order to identify the learning objectives that needed to be revisited. From their analysis, they broke into small-group pull-out sessions, taught the reteaching lessons based on their analysis of the hypothetical student data, and reassessed learning objective competen-cy. Thus, our preservice teachers were allowed to experience the plan-teach-assess-reflect model necessary for their own individual journey toward becoming a successful professional educator.
ResearchGate has not been able to resolve any references for this publication.