Relevant bibliographies by topics / Constructivism (education)

Academic literature on the topic 'Constructivism (education)'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Constructivism (education)"

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Macías Ibarra, Jorge Eduardo, and Oscar Barzaga Sablón. "FUNDAMENTOS TEÓRICOS DEL CONSTRUCTIVISMO PARA LA ENSEÑANZA DE LA EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 4, no. 1 (March 29, 2019): 99. http://dx.doi.org/10.33936/cognosis.v4i1.1578.

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El presente trabajo tiene la finalidad resaltar la importancia teórica del constructivismo como modelo de desarrollo que permita al docente de Educación Física reconocer y propiciar una práctica activa y significativa de la asignatura desde la visión global de mejorar la experiencia del aprendizaje. Para ello, la metodología aplicada consistió en un conjunto de métodos teóricos como: el método comparativo, que permitió comparar las diferentes teorías entorno al constructivismo, estableciendo similitudes y diferencias, la modelación científica favoreció el análisis estructural y funcional del constructivismo desde la enseñanza de la cultura física, la abstracción científica desempeñó un rol importante en la determinación de los aspectos esenciales del constructivismo a través del análisis y la síntesis y con el análisis de documentos aplicando el análisis de temas y de dominio se establecieron los aspectos esenciales en relación con la bibliografía empleada en el estudio, propiciando la reflexión de los contextos que atañen a la aplicación de la práctica constructivista en el sistema educativo actual. La investigación fue concluyente en recalcar que el dominio del docente en la aplicación del constructivismo conlleva a la diversificación de estrategias pertinentes y actividades prácticas que permiten dinamizar el proceso de enseñanza aprendizaje, propiciando un aprendizaje significativo y funcional en el educando. PALABRAS CLAVE: Constructivismo; Educación Física; Enseñanza. THEORETICAL FUNDAMENTALS OF CONSTRUCTIVISM FOR THE TEACHING OF PHYSICAL EDUCATION ABSTRACT The purpose of this paper is to highlight the theoretical importance of constructivism as a development model that allows the Physical Education teacher to recognize and encourage an active and meaningful practice of the subject from a global perspective of improving the learning experience. For this, the applied methodology consisted of a set of theoretical methods such as: the comparative method, which allowed to compare the different theories around constructivism, establishing similarities and differences, the scientific modeling favored the structural and functional analysis of constructivism from the teaching of the physical culture, scientific abstraction played an important role in determining the essential aspects of constructivism through analysis and synthesis and with the analysis of documents applying the analysis of topics and domain were established the essential aspects in relation to the bibliography used in the study, encouraging the reflection of the contexts that concern the application of constructivist practice in the current educational system. The research was conclusive in emphasizing that the teacher's mastery in the application of constructivism leads to the diversification of pertinent strategies and practical activities that allow to dynamize the teaching-learning process, promoting a meaningful and functional learning in the learner. KEYWORDS: Constructivism, Physical Education, Teaching.
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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7.1.36.61-70.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7i1.36.

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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
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Jovanović, Aleksa. "Konstruktivizam u obrazovanju odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 31–48. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.31.

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Constructivism is a term that takes up more space in social sciences since the second half of the 20th century, although the term itself was coines earlier, specifically in the 1920s when it signified an artistic and architectural movement in the Soviet Union. One assumption of this paper is that the activity is a central function and it is implanted in the concept of constructivism since its creation. This paper offers a brief overview of the development of term constructivism and later explains the basic epistemological assumptions on which constructivist theories are based. What is common to all constructivist theories is proactive cognition, that is, the already mentioned activity, in this case, in the process of making a meaning. Theories of adult education zhat rely on constructivist epistemology are also presented. Finally, the paper explanis the understanding of activity in teaching and the application of the constructivist principle in teaching.
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Suárez Valdés-Ayala, Zuleyka. "CONSTRUCTIVISMO EN EDUCACIÓN: ILUSIONES Y DILEMAS. CONSTRUCTIVISM IN EDUCATION: ILLUSIONS AND DILEMMAS." Revista Electrónica Calidad en la Educación Superior 3, no. 1 (May 4, 2012): 24–42. http://dx.doi.org/10.22458/caes.v3i1.432.

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En este artículo se plantean problemas actuales que presenta el sistema educativo y que impiden implementar la concepción constructivista, quedando la misma como una ilusión que muchos proclaman pero pocos entienden y aplican. Se recuerda además el rol que como docentes debemos tener claros y el papel que debemos asignarle al error dentro de esta corriente. Por último se sugieren mejoras que deben implementarse, sin las cuales es imposible seguir avanzando y mejorando nuestra educación. Palabras clave: Educación, constructivismo, error, problemas, soluciones, alumno, docente. Abstract This article exposes current problems present in the educational system that do not allow the implementation of the constructivist concept, thus; leaving it as an illusion that many proclaim but few understand and apply. Furthermore, it recalls the teacher´s role, which we must be clear of; and the role that must be assigned to the error in this current of thinking. Finally, it suggests the implementation of certain improvements, without which it is impossible to keep on moving forward and improving our education. Keywords: Education, constructivism, mistake, problems, solutions, student, teacher.
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Mattar, João. "Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 2 (January 29, 2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

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The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education._________________________________________________________Este artículo teórico pretende comparar algunas teorías de aprendizaje relacionadas con el constructivismo y explorar cómo pueden usarse adecuadamente en el campo de la tecnología educativa y la educación a distancia. Después de una breve introducción, el constructivismo queda definido como una filosofía general de la educación que abarca varias teorías de aprendizaje diferentes. El artículo presenta y analiza las siguientes teorías: cognición situada, teoría de la actividad, aprendizaje experiencial, instrucción anclada y aprendizaje auténtico. El conectivismo o aprendizaje distribuido también se presenta como una nueva e importante teoría, que incluye su visión pedagógica y práctica en cursos masivos y abiertos en línea (MOOCs). Organizamos estas teorías de manera coherente bajo el paraguas constructivista e indicamos las principales similitudes y diferencias entre ellas. El conectivismo se posiciona como una nueva filosofía de la educación para la era digital, flexibilizando y ampliando el concepto de Zona de Desarrollo Próximo (ZDP) de Vygotsky para incluir el aprendizaje que se encuentra fuera del alumno, en redes sociales y herramientas tecnológicas. El texto finalmente propone un trabajo adicional sobre cómo estas teorías pueden combinarse y utilizarse adecuadamente como marcos para proyectos y actividades constructivistas en los campos de la tecnología educativa y la educación a distancia. El artículo se basa en la investigación y revisión de artículos revisados por pares sobre el constructivismo, el conectivismo, las otras teorías mencionadas y la tecnología educativa y la educación a distancia.
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Zhu, Xiaoyue. "Innovation of Digital Piano Collective Class Teaching Mode under the Theory of Constructivism." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6049741.

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Constructivist learning theory and instructional design theory serve as the foundation for the design of the teaching process. According to constructivists, learning occurs when students are in a particular situation, such as a social or cultural setting, with the assistance of others, using the appropriate learning resources, and creating their own meaning. A scientific theoretical foundation and a philosophical methodology are provided for the classroom instruction of fundamental music by modern constructivism theory, which adapts to the advancement of the times and the demands of the new educational environment. This paper, guided by constructivism theory, conducts extensive research on constructivism theory from two perspectives, theory and practice, proposes a general teaching mode for music under the auspices of constructivism theory, and attempts to apply it to music education. Through the comparison experiment, it was determined that the experimental class’s final grade was 69.87 and its piano level index was 0.0824, while the control class’s grade was 64.69 and its piano level index was 0.0741. In terms of piano proficiency and test results, the experimental class outperforms the control class. Contrary to the traditional teaching approach, constructivist music education has been shown to be more effective at raising the musical proficiency of regular students, as well as improving students’ motivation for learning music, their methods of instruction, their initiative, and the environment in which they learn.
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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (April 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.
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Miranda, Jr., OP, Jesus. "Constructivism in the Non-Traditional System of Education." Philippiniana Sacra 46, no. 137 (2011): 313–44. http://dx.doi.org/10.55997/ps2004xlvi137a3.

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Researches attest that Constructivism is the most efficient alternative to the present practice and notion of education. It maybe the road less traveled but it yields desirable results that cannot be found in the traditional school. Constructivist schools has relied much on the foundational philosophy and psychological researches primarily of John Dewey, Jerome Bruner, Lev Vygotsky and Jean Piaget. In the Philippines, the non-graded system of Angelicum College in Quezon City is close to practicing constructivism in education, found in its institutional non-traditional philosophy and practice. Constructivist practices in Angelicum College are found in their Twelve-Point basic principles. Though Constructivism as a practice has not yet been popularized and the positive result it offers are not yet readily accepted by many schools, the observations and practices of Angelicum College will justify its reliability.
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Alsulami, Sumayyah. "Toward a Constructivist Approach in Saudi Education." English Language Teaching 9, no. 12 (November 21, 2016): 104. http://dx.doi.org/10.5539/elt.v9n12p104.

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<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>
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Dissertations / Theses on the topic "Constructivism (education)"

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Gill, Lonni Anne. "Personal narratives and constructivism in teacher education." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167273.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2005.
Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0877. Chair: Ellen Brantlinger.
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Henry, Brenda. "Constructivism and the developing science curriculum in Further Education." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342436.

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Kesal, Fusun. "An Investigation On Constructivist Classroom Characteristics In Elt Methodology Ii Course." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/541417/index.pdf.

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The purpose of this study was to investigate to what extent constructivist classroom characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the aim was to explore the extent to which constructivist learning activities and evaluation strategies were perceived to be useful by the students and the instructors. Thirdly, the study also attempted to find out the extent to which the students and the instructors in ELT departments had constructivist conceptions of learning and teaching. Finally, it was aimed to find out whether students&rsquo
perception of constructivist classroom characteristics differed according to certain variables such as university, sex, type of high school the students graduated from, expected average score in the course and perceived competency in English. Subjects of the study involved 410 students taking ELT Methodology II course (Ö
zel Ö
sretim Yö
ntemleri II) during 2001-2002 academic year in ELT departments of four universities (Middle East Technical University, Gazi University, Ç
ukurova University and Dicle University) and 15 instructors teaching this course at these universities. Data were collected between May &ndash
July 2002 through administration of a questionnaire (Constructivist Classroom Characteristics Questionnaire) to the students, interviews with the students and the instructors and observation of students&rsquo
microteaching practices in ELT Methodology II classes. Data analysis was carried out through both quantitative (frequencies, means, standard deviations, one-way ANOVA) and qualitative analysis techniques. The results of the study indicated that majority of the students and the instructors perceived the classroom characteristics to be constructivist although there were a few differences in their perceptions. Observations of microteaching also showed that classroom characteristics were constructivist with respect to the variety of the learning activities used by the students, feedback procedures in the classroom and negotiation and cooperation among the students. Secondly, both the students and the instructors perceived constructivist learning activities and evaluation strategies to be more useful compared to the traditional ones. Thirdly, majority of the students and the instructors held either cognitivist or constructivist conceptions of learning. On the other hand, the students were behaviorist in their conceptions of teaching while the instructors were constructivist. Finally, the results indicated that perception of constructivist classroom characteristics differed according to universities, expected average score and perceived competency in English whereas it did not differ according to student sex and the type of high schools the students graduated from. The results revealed that the learning activities, evaluation strategies, students&rsquo
learning experiences and instructors&rsquo
roles in the classroom should be reconsidered and improved in order to make ELT Methodology II classes more constructivist in nature.
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Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.

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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.
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Baroway, Cynthia A. "Adult learning, continuing professional education, and constructivism applied to an insurance education program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CBaroway2007.pdf.

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Freed, Andrea B. "Constructing constructivism : the voyage of elementary science teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7568.

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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
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Power, Stephen Patrick. "Folio paper one: Constructivism defined and implications for the classroom. Folio paper two: Constructivism in mathematics education as exemplified by the NCTM Standards. Folio paper three: Problem-solving in technology education as a model of constructivism /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/MQ36166.pdf.

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Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.

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Books on the topic "Constructivism (education)"

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1951-, Larochelle Marie, Bednarz Nadine, and Garrison James W. 1949-, eds. Constructivism and education. Cambridge: Cambridge University Press, 1998.

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P, Steffe Leslie, Gale Jerry Edward, and Alternative Epistemologies in Education Conference (1992 : University of Georgia), eds. Constructivism in education. Hillsdale, N.J: Lawrence Erlbaum, 1995.

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Matthews, Michael R., ed. Constructivism in Science Education. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5032-3.

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Von Glasersfeld, Ernst, ed. Radical Constructivism in Mathematics Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47201-5.

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von, Glasersfeld Ernst, ed. Radical constructivism in mathematics education. Dordrecht, The Netherlands: Kluwer Academic, 1991.

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Underhill, Robert G. Constructivism and mathematics education: A discussion. Milton Keynes: Centre for Mathematics, Open University, 1991.

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Haan, Gerhard de. Der Konstruktivismus als Grundlage für die Pädagogik. Frankfurt am Main: Peter Lang, 2009.

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Diesbergen, Clemens. Radikal-konstruktivistische Pädagogik als problematische Konstruktion: Eine Studie zum radikalen Konstruktivismus und seiner Anwendung in der Pädagogik. Bern: New York, 1998.

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1944-, Tobin Kenneth George, ed. The Practice of constructivism in science education. Hillsdale, NJ: L. Erlbaum, 1993.

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R, Matthews Michael, ed. Constructivism in science education: A philosophical examination. Dordrecht: Kluwer Academic, 1998.

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Book chapters on the topic "Constructivism (education)"

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Taylor, Peter Charles. "Constructivism." In Encyclopedia of Science Education, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_102-2.

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Taylor, Peter Charles. "Constructivism." In Encyclopedia of Science Education, 218–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_102.

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McComas, William F. "Constructivism." In The Language of Science Education, 21–22. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_19.

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Aulls, Mark W., and Bruce M. Shore. "Constructivism." In Inquiry in Education, Volume I, 83–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003417910-5.

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Osborne, Jonathan. "Constructivism: Critiques." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_344-2.

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Osborne, Jonathan. "Constructivism: Critiques." In Encyclopedia of Science Education, 224–28. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_344.

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Suchting, W. A. "Constructivism Deconstructed." In Constructivism in Science Education, 61–92. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5032-3_4.

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Van Den Brink, Jan. "Didactic Constructivism." In Radical Constructivism in Mathematics Education, 195–227. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/0-306-47201-5_10.

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McComas, William F. "Social Constructivism." In The Language of Science Education, 99. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_89.

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Henson, Donald. "Constructivism in Archaeology Education." In Encyclopedia of Global Archaeology, 2663–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30018-0_2084.

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Conference papers on the topic "Constructivism (education)"

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Arpentieva, M. R., H. Retnawati, T. A. Akhmetova, M. N. A. Azman, and G. K. Kassymova. "Constructivist approach in pedagogical science." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.02.

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The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.
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Ben-Ari, Mordechai. "Constructivism in computer science education." In the twenty-ninth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/273133.274308.

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Smith, Julie. "Constructivism in Computer Science Education." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499203.

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Portere, Viktorija, and Vladimirs Morevs. "Constructivism in Mediation." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.031.

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Boyer, Naomi R., Sara Langevin, and Alessio Gaspar. "Self direction & constructivism in programming education." In the 9th ACM SIGITE conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1414558.1414585.

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Huang, Yue, and Yating Wu. "The Application of Constructivism in Physical Education." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.47.

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Li, Xiaoxia. "Constructivism Foreign Language Listening Teaching." In 2013 International Conference on Education, Management and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.35.

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Yahong, Hu, Wang Weihong, and Jiang Li. "Teaching discrete mathematics with the constructivism learning theory." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028762.

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Roos M. S. Tuerah, Roos, and Roos M. S. Tuerah. "Constructivism Approach in Science Learning." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.59.

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"Academic Frontier-based Approach Based on Constructivism." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004956502980300.

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Reports on the topic "Constructivism (education)"

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สิงห์จู, ธัญวรัตม์. การพัฒนาสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข้มแข็งสำหรับนักเรียนชั้นประถมศึกษา : รายงานการวิจัย. คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย, 2023. http://dx.doi.org/10.58837/chula.res.2023.5.

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ความเป็นพลเมือง (citizenship) -- แนวทางการจัดการเรียนการสอนเพื่อส่งเสริมความเป็นพลเมือง -- แนวคิดทฤษฎีคอนสตรัคติวิสต์ (Constructivist theory) และการสะท้อนคิด (reflective thinking) -- การ์ตูนดิจิทัลเพื่อการศึกษา (digital comic education) -- การสำรวจประสบการณ์ผู้ใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข้มแข็ง -- การออกแบบสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป็นพลเมืองที่เข็มแข็ง -- การทดลองใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลเพื่อส่งเสริมสมรรถนะการเป้นพลเมืองที่เข้มแข็ง -- ผลการวิเคราะห์ประสบการณ์ของนักเรียน (ผู้ใช้) ในการเรียน เรื่อง หน้าที่พลเมืองผ่านการดูการ์ตูน -- การออกแบบและพัฒนาสื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัลที่ส่งเสริมสมรรถนะการเป็นพลเมืองที่เข็มแข็ง -- ผลเปรียบเทียบผลสัมฤทธิ์ทางการเรียนเกี่ยวกับสมรรถนะการเป็นพลเมืองที่เข็มแข็ง ก่อนและหลังการใช้สื่อการเรียนรู้รูปแบบการ์ตูนดิจิทัล
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