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1
CHO, YOUNG CHUL. "State Identity Formation in Constructivist Security Studies: A Suggestive Essay." Japanese Journal of Political Science 13, no. 3 (August 9, 2012): 299–316. http://dx.doi.org/10.1017/s1468109912000114.
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AbstractAlthough any typology of constructivism might be arbitrary, there are, broadly speaking, two distinctive constructivist approaches in security studies as well as International Relations (IR) according to their different meta-theoretical stances: conventional constructivism, on the one hand, and critical constructivism on the other. Indeed, regarding how to understand state identity which is integral to national security, there has meta-theoretically been fierce contention between conventional and critical constructivist security studies. In not ignoring but slightly toning down this contention operating at the abstract level, this article aims to present a pragmatic application of the two different (or conflicting) constructivisms to capturing a more complete picture of state identity formation in substantive empirical research of constructivist security studies. The pragmatic approach is that, without being immersed heavily in the meta-theoretical strife between the two seemingly conflicting constructivist camps, both constructivisms should be treated as different analytical frameworks for examining different (internal and external) faces of state identity formation: the external construction of state identity can be well addressed by conventional constructivism, while the internal one by critical constructivism. In this sense, the relationship between conventional and critical constructivism can be understood as not conflicting but complementary in empirical research, as both constructivisms enrich and deepen our understanding of state identity formation in different ways.
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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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Urbanek, Andrzej. "A CONSTRUCTIVIST VISION OF SECURITY." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (December 31, 2018): 256–72. http://dx.doi.org/10.5604/01.3001.0012.8104.
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In the article its author has attempted to systematize various concepts and ways of approaching the issue of security by representatives of political constructivism. Constructivism is a relatively young concept, which emerged as an alternative to liberalism and political realism. The article presents the main assumptions of the constructivist vision of security, the approach to security by representatives of conventional and critical constructivism, as well as the concept of ontological security developed by constructivists.
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Lodder, Christina. "Constructivism: Pragmatic Utopianism." Koinon 3, no. 2 (2022): 119–46. http://dx.doi.org/10.15826/koinon.2022.03.2.020.
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This article provides an overview of the history of Constructivism and its essential theory and practice in Soviet Russia of the 1920s and early 1930s, focusing particularly on various areas of design activity, including architecture and furniture, graphic design and photography, sculpture and textiles. Consequently, it analyses in detail several designs that embody most clearly the Constructivist approach. Some of these were produced by the original members of the Working Group of Constructivists (Aleksandr Rodchenko, Varvara Stepanova, Aleksei Gan, etc.), while others were devised by artists who never officially joined the group but embraced Constructivist ideas (The Vesnin brothers, Gustavs Klucis [Gustav Klutsis], Lyubov Popova, Vladimir Tatlin, etc). The author acknowledges that the Constructivists’ aspiration to transform the Soviet material environment could be considered utopian in the conditions of Russia’s social, economic, and industrial circumstances of the early 1920s, but she stresses that there was also a very strong element of pragmatism in Constructivist theory and practice, which is evident in the way they tackled real problems and offered eminently practical solutions to everyday difficulties. This argument is supported by detailed analyzes of certain Constructivist objects.
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Havrancsik, Dániel. "A Schutzian Bridge to Radical Constructivism." Schutzian Research 15 (2023): 27–56. http://dx.doi.org/10.5840/schutz2023153.
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It is well known that the movement of social constructionism rests on foundations laid by Alfred Schutz, but the relationship between his thought and epistemological constructivism has scarcely been addressed. Scholars devoted to the investigation of Schutz’s oeuvre paid little systematic attention to the specific constructivist character of his epistemological position, and proponents of the modern form of epistemological constructivism, second order cyberneticians and radical constructivists have failed to recognize Schutz’s relevance for their project. This paper attempts to show that Schutz’s epistemologically oriented phenomenological-pragmatic theory is compatible with the core tenets of epistemological constructivism and proposes to erect a bridge between Schutzian minded interpretive sociology and constructivism, where arguments could travel both ways. After a brief introduction to Schutz’s theory and Ernst von Glasersfeld’s radical constructivism, I try to point out some topics, where intellectual transfer would be beneficial for both camps.
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Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (January 2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.
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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have engaged in social construction but how social construction should be defined. As this article shows, constructivism is at best a run-of-the-mill theoretical approach – perfectly respectable, but no different from any other theoretical approach in the social sciences. It is only when social constructivism makes outlandishly radical claims – that all of reality or all of social reality is constructed – that it is unusual, exciting, and wrong.
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Jackson, Patrick Thaddeus, and Daniel H. Nexon. "Constructivist Realism or Realist-Constructivism?" International Studies Review 6, no. 2 (June 2004): 337–41. http://dx.doi.org/10.1111/j.1521-9488.2004.419_2.x.
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Barkin, J. Samuel. "Realist Constructivism and Realist-Constructivisms." International Studies Review 6, no. 2 (June 2004): 348–52. http://dx.doi.org/10.1111/j.1521-9488.2004.419_6.x.
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Brosig, Malte. "Three Roads to Europe or the Social Construction of European Affairs." Politikon: The IAPSS Journal of Political Science 5 (May 1, 2003): 14–19. http://dx.doi.org/10.22151/politikon.5.2.
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The paper draws on social constructivism with regard to European politics. Even so, there are many constructivist approaches, which claim to have the greatest explanatory power, with three of these approaches being considered as especially important in recent research. Therefore, Checkel’s concept of social learning, Risse’s notion of argumentative action, and Schimmelfennig’s approach of rhetorical action are at the center of the paper. All three scientists favor a constructivist ontology. Moreover, they all depart from a common ground, the ”middle ground”, which constructivists claim to seize. This, via media, puts constructivism between reflectivism and rationalism. In the first section I elaborate on Adler’s notion of the ”middle ground.” I then outline the above mentioned three social constructivist approaches. The point, however, is to compare these approaches and to demonstrate their explanatory power as well as to show their inherent weaknesses.
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Setiyaningsih, Dewi. "Difference of Conventional Constructivism and Critical Constructivism Approach in International Relations Theory." Jurnal PIR : Power in International Relations 6, no. 1 (October 18, 2021): 33. http://dx.doi.org/10.22303/pir.6.1.2021.33-46.
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<p><em>This paper argues that Constructivism as the approach in International Relations are still debat</em><em>ed</em><em>. The debate is on Conventional (modern) and Critical (post-modern) constructivsm. Although both are claimed as critical approach (s</em><em>imilar</em><em> in the</em><em>ir</em><em> epistemological aspect) and emerged in the same context and same culture of school in IR, they are different in adopting the methodological aspect. It may cause</em><em>d</em><em> by the constructivist itself grow along the growing of critical studies and the legacy of IR’s behavoralism</em><em> which</em><em> still remains dominantly</em><em>. Thus, it</em><em> makes one constructivist hold on to reflectivism too much and another constructivist engaged to positivism in order to prove that constructivism is scientific enough</em><em> </em><em>theoretically. Outlining the historical background both context and academic text, this paper analyze this issue in a path.</em></p>
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LeBar, Mark. "ARISTOTELIAN CONSTRUCTIVISM." Social Philosophy and Policy 25, no. 1 (December 20, 2007): 182–213. http://dx.doi.org/10.1017/s0265052508080072.
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Constructivism about practical judgments, as I understand it, is the notion that our true normative judgments represent a normative reality, while denying that that reality is independent of our exer-cise of moral and practical judgment. The Kantian strain of practical constructivism (through Kant himself, John Rawls, Christine Korsgaard, and others) has been so influential that it is tempting to identify the constructivist approach in practical domains with the Kantian development of the out-look. In this essay I explore a somewhat different variety of practical constructivism, which I call Aristotelian Constructivism. My aim is to establish conceptual space for this form of constructivism by indicating both in what ways it agrees with its Kantian counterparts and in what ways it differs. I argue that Aristotelian Constructivism is on one sense more faithful to the constructivist enterprise than the Kantian varieties, in that its understanding of both the establishment of practical truth and the vindication of the theory itself is constructivist.
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Checkel, Jeffrey T. "Social constructivisms in global and European politics: a review essay." Review of International Studies 30, no. 2 (March 17, 2004): 229–44. http://dx.doi.org/10.1017/s0260210504006023.
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Social constructivism has come of age in contemporary international relations (IR) theory. Indeed, more and more submissions to presses and journals in both Europe and America characterise themselves as constructivist or situate their arguments vis à vis those of constructivists. In substantive terms and as the three books under review attest, constructivists also now offer detailed empirical studies that amplify and enrich their earlier conceptual and meta-theoretical critiques of mainstream approaches. Yet, as with any maturing research programme, there are gaps to be filled and challenges to be met. These include a better appreciation and theorisation of domestic politics; more explicit attention to research methods; further work on the linguistic turn so central to much of constructivism; and, finally, a rethink of attempts to build bridges.
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Ardiansyah, Welly, and Murwani Ujihanti. "Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework." Tarbawy : Jurnal Pendidikan Islam 4, no. 1 (June 1, 2017): 117–43. http://dx.doi.org/10.32923/tarbawy.v4i1.815.
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Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.
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Charskykh, Igor. "Versions of Social Constructivism and Perspectives of Neo-Constructivism in the Theory of International Relations." Mediaforum : Analytics, Forecasts, Information Management, no. 12 (July 21, 2023): 65–83. http://dx.doi.org/10.31861/mediaforum.2023.12.65-83.
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Social constructivism in the international relations theory (IRT) is the youngest paradigm, which, together with neorealism and neoliberalism, is one of the three most popular theoretical patterns among international specialists. This paradigm explains global transformations and regional noticeable changes by studying the social construction of international reality. Key concepts in constructivism are identity, which shapes the interests of international actors, and intersubjectivity in cross-border relations. Constructivism in IRT considers norms as a factor that constitutes the role and standards of behavior that influence the identity and choice of participants in the global political process. The understanding of norms changes over time, which causes the instability of international relations. However, anarchy in international relations for constructivists is not inevitable; instead it depends on different cultures and practices. The main variants of the classification of social constructivism in IRT are considered. Leading reviewers, as a rule, divide the constructivists into three conditional groups, separately mentioning the Copenhagen School. The first group, “neoclassical constructivism”, according to John Ruggie, included followers of Durkheim and Weber. The second group, “postmodern constructivism”, had roots in Nietzsche’s irrationalism and Foucault’s poststructuralism. The third group, “naturalistic constructivism”, rejected necessity of choosing between internal and external interpretations of social action and social order. Emanuel Adler identified groups of “neoclassicists”, “linguistic modernists” and “supporters of compromise synthesis” among the constructivists. Branching out in several directions, constructivism was very popular in IRT in the first decade of the 20th century, but in the last decade it lost a significant part of its supporters in the struggle with other theories for influence in the discipline. That is why the supporters of the development of the science of international relations at the expense of its further sociologization intensified attempts to renew constructivism. Efforts are being made to develop social constructivism due to the introduction of IRT based on relationalism, practice theory and actor-network theory, which David McCourt tries to use in the book “The New Constructivism in International Relations Theory”. The supporters of a new constructivism in IRT prefer to see the improvements in the appearance of a number of practical constructivist empirical studies tangential to the practice theory, among which the most recent books by Mark Raymond, Mark Shirk and Ayşe Zarakol, working mainly in the genre of historical sociology. The work of neoconstructivist enthusiasts deserves the attention of IRT specialists and the subsequent restrained demand of the public, because it needs the elimination of methodological inconsistencies and reinforcement with serious empirical data from related disciplines.
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Ермилова, Дарья, and Darya Ermilova. "Soviet constructivism as a creative design concept of the XX century." Servis Plus 11, no. 3 (September 19, 2017): 54–70. http://dx.doi.org/10.22412/1993-7768-11-3-7.
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The article is devoted to the theory and practice of Soviet constructivism as a creative concept in the design of the XX century in the context of the theory of "production art". Subject of research considers to be theoretical propositions, which were implemented in particular design methods and projects of industrial clothes and constructivist fabrics as an example of practical implementation of the ideas of constructivism. The aim of the study is the examination of constructivism as a creative concept in the design from the point of view of formation peculiarities of its theoretical bases and design methodologies. The hypothesis of the study is the constructivism, which arose under the influence of "industrial art" concept, among other things, suggested the active use of the graphical method of forming and methods of combinatorial programmed forming, which were due to the creative experience in the field of non-objective painting. The study uses the cultural studies approach, which considers design activity of constructivists in close connection with the realities of the era, a systematic approach that allows revealing the relationship of aesthetic theories with the concrete practice of design-design, art analysis in the description of projects of the constructivists. The article proves the influence of the theory of "industrial art" on the formation of the concept of constructivism, analyzes the origins and features of the method of constructivism, especially the graphics method of forming and methods of programmed forming. The article compares the concepts of constructivism with the trends of costume design of the XX century. There are identified the "weak points" of the concept and method of constructivism, which became one of the reasons for failing to fully implement projects in practice. For the first time there were identified the causes of failures in the design of the costume, not associated with ideological attitudes, and with the very creative method. The results of the study fill the insufficiently developed areas in the history of constructivism. Because the constructivism methods remain relevant for modern design, the results of the study can be applied in teaching of "Design" profes-sional disciplines.
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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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Garcia, Ernesto V. "Three Rival Versions of Kantian Constructivism." Kant Yearbook 14, no. 1 (September 28, 2022): 23–43. http://dx.doi.org/10.1515/kantyb-2022-0002.
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Abstract In order to make headway on the debate about whether Kant was a constructivist, nonconstructivist, or instead defends a hybrid view that somehow entirely sidesteps these categories, I attempt to clarify the terms of the debate more carefully than is usually done. First, I discuss the overall relationship between realism and constructivism. Second, I identify four main features of Kantian constructivism in general. Third, I examine three rival versions of metanormative Kantian constructivism, what I’ll call axiological, constitutivist, and rationalist constructivist. I argue that Kant is best seen as a rationalist constructivist. I conclude by arguing that although it’s a constructivist view, this reading avoids the main pitfalls of traditional Kantian constructivism. In doing so, it helps us to achieve a satisfying rapprochement between constructivist and non-constructivist (that is, so-called ‘realist’) readings of Kant.
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Argarini, Dian Fitri, Nok Izatul Yazidah, and Anik Kurniawati. "THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY." Infinity Journal 9, no. 1 (January 27, 2020): 1. http://dx.doi.org/10.22460/infinity.v9i1.p1-14.
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This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication
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Štěpáník, Stanislav. "A Truly Constructivist Conference on Constructivism." ORBIS SCHOLAE 9, no. 2 (February 1, 2018): 145–47. http://dx.doi.org/10.14712/23363177.2018.16.
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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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Galkina, Marina V. "Unrealized Architectural Projects of the 1920s: The Value of Constructivism Ideas." Observatory of Culture 16, no. 1 (March 26, 2019): 50–61. http://dx.doi.org/10.25281/2072-3156-2019-16-1-50-61.
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The article is devoted to one of the most interesting topics: the ideological heritage of constructivism and evaluation of its value. The novelty of the research is determined by the choice of its subject: unrealized projects of Soviet architects of the 1920s (I.I. Leonidov, K.S. Melnikov, V.A. Vesnin, A.A. Vesnin, L.A. Vesnin and N.A. Ladovsky) as a source of promising ideas for the architecture and design of the late 20th—early 21st century. The paper aims to assess the creative and artistic value of the unrealized projects of Soviet constructivists for the modern architectural design. The main result is the attempt to present a historical and conceptual overview of the origin and features of constructivism and rationalism as trends in urban planning. The 1920s, when the principles and trends in constructivist architecture were formed, became the time of development of a new production and architectural model. The combination of rationalist approach with utopian functionality of most of these projects was the reason for rejection of a truly constructivist trend in Soviet architecture in favor of the “Stalin Empire Style”, and later — deconstructivism. The problematics of constructivist solutions of the 1920s in the field of urban planning and environmental management largely determined the methodology of architectural space organization of the USSR cities in the 1930s, when the standard of “industry oriented” socialist society became a priority. The author considers theoretical studies and scientific publications about the works of Soviet constructivist architects, gives examples of explicit translation of the principles of constructivism in the 21st century architecture, and makes an assumption about the relationship between the ideological heritage of Soviet constructivists and the artistic and creative process of modern architects and designers (founders of high-tech style R. Piano, N. Foster; deconstructivists F. Gehry, Z. Hadid, D. Libeskind).The article concludes that the constructivist images and stylistics of the analyzed period, though not translated by modern designers and architects “directly”, become the basis for implementation of new conceptual solutions.
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DiGiuseppe, Raymond, and Jean Linscott. "Philosophical Differences Among Cognitive Behavioral Therapists: Rationalism, Constructivism, or Both ?" Journal of Cognitive Psychotherapy 7, no. 2 (January 1993): 117–30. http://dx.doi.org/10.1891/0889-8391.7.2.117.
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This study attempted to validate Mahoney’s classification of cognitive behavioral therapists into rationalists or constructivists and to verify his hypothesis that Rational-Emotive therapists hold more rationalist attitudes than do other cognitive behavioral therapists. It was also hypothesized that the preference for disputing irrational thoughts early in therapy would also serve to distinguish between general cognitive behavioral and RE therapists. Cognitive behavioral (CB) and RE therapists completed a questionnaire representing Mahoney’s categorization of rationalist and constructivist philosophies and the preference for disputing irrational beliefs early in therapy. Factor analysis yielded three distinct consistent factors named “rationalism,” “constructivism,” and “early disputing.” Each demonstrating adequate internal consistency. Analysis of variance indicated that RE therapists endorsed significantly more rationalist items than cognitive behavioral therapists. There were no significant group differences in the endorsement of constructivist items or disputing irrational beliefs early in therapy. General CB therapists significantly endorsed more constructivist than rationalist philosophies. Results of the study provide empirical support for Mahoney’s two-factor designation, but provide evidence indicating that rationalism and constructivism are not bipolar philosophies. Therapists can hold beliefs on each separately.
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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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Reath, Andrews. "Kantian Constructivism and Kantian Constitutivism: Some Reflections." Kant Yearbook 14, no. 1 (September 28, 2022): 45–69. http://dx.doi.org/10.1515/kantyb-2022-0003.
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Abstract Is moral constructivism an account of the basis of the content of morality or of its authority? In fact, different writers have understood constructivism to be addressing different issues. In this paper I argue that Kant should be understood as a constructivist about the content of morality – or better about a limited set of general substantive principles – and as a constititutivist about its authority. After some general remarks in Section 1 about contemporary discussions of constructivism, in Section 2 I discuss Rawls’s understanding of Kant’s constructivism; Rawls takes Kantian constructivism to be a view about the content of morality. In Section 3, I give an overview of Kant’s moral conception as constructivist about the content of morality and as constitutivist about its authority. In Section 4 I address a worry whether certain features of Kant’s constitutivism rest his constructivism on a realist foundation, arguing that they do not.
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Srebnik, Anita. "Theo van Doesburg, Vladimir Tatlin en de constructivistische reis naar de vierde dimensie." Neerlandica Wratislaviensia 28 (June 26, 2019): 183–202. http://dx.doi.org/10.19195/0860-0716.28.14.
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Theo van Doesburg, Vladimir Tatlin and the constructivist journey to the fourth dimension The magazine De Stijl is considered a constructivist magazine with Theo van Doesburg at its centre, especially among writers. This article tries to find an answer to the question: which characteristics in van Doesburg’s poetry make him a literary constructivist, taking into account the premises of the original constructivism as it emerged in pre-revolutionary Russia at the beginning of the 20th century. This is done by analysing his poem entitled X-Beelden 1920 which could come close to constructivism. First, there follows a brief outline of some essential features of a constructivist work of art, explained by presenting an example from architecture, which at the time was considered the most important art also for literary constructivists. This idea was inspired by the non-Euclidean geometry and the theory of relativity. The new concept of time and space developed at the beginning of the 20th century was adopted by many artists, among them van Doesburg. Although he often reflected upon it in his programmatic essays, not enough evidence was found to prove the thesis that his poem X-Beelden 1920 could be constructivist and that the fourth dimension would find its way into his literary practice.
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BUSH, STEPHEN S. "Concepts and religious experiences: Wayne Proudfoot on the cultural construction of experiences." Religious Studies 48, no. 1 (July 18, 2011): 101–17. http://dx.doi.org/10.1017/s0034412511000102.
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AbstractThe constructivist position, that mystical experiences are determined by the experiencer's cultural context, is now more prevalent among scholars of religion than the perennialist position, which maintains that mystical experiences have a common core that is cross-culturally universal. In large part, this is due to the efforts of Wayne Proudfoot in his widely accepted book,Religious Experience. In this article, I identify some significant unresolved issues in Proudfoot's defence of constructivism. My aim is not to defend perennialism, but to specify some objections to the constructivist thesis that constructivists need to address more adequately.
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Clements, Douglas H. "In My Opinion: (Mis?)Constructing Constructivism." Teaching Children Mathematics 4, no. 4 (December 1997): 198–200. http://dx.doi.org/10.5951/tcm.4.4.0198.
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Many educators base recommendations for teaching mathematics on “constructivist” thinking. However, they often misunderstand constructivism, so their recommendations may be incorrect or inappropriate. We need to examine what constructivism is and is not, what myths have grown up around constructivism, and what characteristics define it.
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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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Charskykh, Ihor. "Incorporated by the Mainstream: Constructivism in the Theory of International Relations." Mediaforum : Analytics, Forecasts, Information Management, no. 11 (December 14, 2022): 57–76. http://dx.doi.org/10.31861/mediaforum.2022.11.57-76.
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he article contains a critical surveying of social constructivism in the theory of international relations with the aim of clarifying the essence, peculiarities and contradictions of the constructivist approach to the analysis of world politics, to find out how social constructivism copes with the main functions of social science theory, to evaluate the productivity and further prospects of the sociologization of theorizing in the science of international relations. It is substantiated that the popularity of social constructivism in Western political science at the beginning of the 21st century is not so much related to the convinced reinterpretation of the dominant theoretical doctrines by its representatives, as to the sharp changes in world politics after the end of the Cold War, which were not predicted and convincingly explained by mainstream paradigms. The main concepts used by social constructivism are considered. Accor-ding to constructivists, the way to understanding changes, actions and behavior of actors in the international arena lies through understanding the intersubjectivity of key elements of global politics, as well as state identities and social norms, the combination of which forms interests. The main contribution of constructivism to international analysis is the theorizing around the structure–agency dichotomy, which leads to the conclusion that international anarchy is not inevitable or immutable. The practical development of the military-political doctrines of the leading actors of global politics takes into account those aspects of international relations that social constructivism is concerned with. In particular, traditional strategic deterrence is tried to reducing a competitor’s perception of the benefits of aggression relative to restraint, as well as to forming the opponent’s proper perception of the combat reliability of the actor and partners; their perceptions of their own ability to control the risk of escalation. Having managed to assert itself, social constructivism, for the sake of re-cognition among researchers and practitioners of international relations, was forced to somewhat moderate its original ontological radicalism. It is emphasized that after abandoning its own epistemology, the set of basic theses of canonical constructivism lacks originality, and it usually fails as a basis for an empirical research program. Concrete examples show that the conclusions of constructivists, as a rule, confirm or duplicate the conclusions of representatives of other paradigms, mostly (neo)liberalistic by origin. This refers to state-centrism, the conceptualization of international reality not as a system, but as a society, the analogy of state behavior with the behavior of an individual, making common cause in fact with soft power concept etc. Social constructivism with an emphasis on the sociologization of analysis has considerable heuristic potential, which the initiators of the renewal of constructivism hope for, but it is too early to talk about constructivism as an independent theory and one of the three main pillars of the science of international relations.
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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (October 2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.
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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.
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Cottone, R. "Paradigms of Counseling and Psychotherapy, Revisited: Is Social Constructivism a Paradigm?" Journal of Mental Health Counseling 29, no. 3 (June 28, 2007): 189–203. http://dx.doi.org/10.17744/mehc.29.3.2125224257006473.
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This article revisits the criteria outlined for definition of "paradigms" of counseling and psychotherapy. It defines the emergence of social constructivism as a philosophy with implications for counseling and psychotherapy. It delimits social constructivism by proposing several social constructivist tenets. Social constructivism is assessed against paradigm criteria, and an opinion is offered as to whether social constructivism represents a paradigm of counseling and psychotherapy. Implications of the paradigm analysis for the practice of mental health counseling are outlined.
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Zaplavnaya, Alesya E., and Alexander S. Tankeev. "THE EVOLUTION OF THE ARCHITECTURAL STYLE OF CONSTRUCTIVISM IN THE CITY OF VORONEZH IN THE 1920s-1950s." Architecton: Proceedings of Higher Education, no. 4(72) (December 28, 2020): 15. http://dx.doi.org/10.47055/1990-4126-2020-4(72)-15.
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The article reviews the architectural stylistics of the built environment that formed in the city of Voronezh in the 1920–1950s under the influence of Constructivism. The historical genetic method was applied to identify the main phases in the evolution of the Constructivist stylistics and Post-Constructivism. Consideration is given to the post-war practice whereby buildings destroyed during the Great Patriotic War of 1941-1945 were restored in the styles of Constructivism, Post-Constructivism and Soviet Neoclassicism.
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Brower, Aaron M. "Group Development as Constructed Social Reality Revisited: The Constructivism of Small Groups." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 336–44. http://dx.doi.org/10.1606/1044-3894.931.
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Constructivism can be used in small groups as specific techniques are applied for behavior changes in a group setting. Constructivism can also be used to describe group processes. The author presents a constructivist reexamination of group development, that is, how individuals come together to form a shared reality of their group experience. The study and treatment use of small groups present an especially good venue from which to view how constructivism and social constructionism meet. Several practice implications of the group-development model are identified and discussed, along with two constructivist techniques particularly well suited to the group modality.
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Ullah, Hafeez, Muzammila Akram, and Qurat-ul-ain Shams. "Emerging Role of Constructivism for Developing English Speaking Skills." Global Language Review V, no. III (September 30, 2020): 142–50. http://dx.doi.org/10.31703/glr.2020(v-iii).15.
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This research paper draws attention to the literature for developing English speaking skills through instructional approaches of constructivism. It provides guideline for the teachers of Pakistan in teaching speaking skills. This research paper first analyzes constructivists model and then validates the implementation of the creative teacher teaching model in the speaking skills. Expectantly this model can contribute meaningfully to educate students in speaking English language. The five-point rating scale was utilized as research device for data collection. The three hundred and fifty-Eight (358) second language learners of Government and Private college students of District Muzaffargarh were selected randomly. The collected data was analyzed through SPSS. It was founded that constructivism paves the way for the learners in learning English as a second Language. Therefore, this research study suggested that the teachers should use constructivist approach in classroom rather than traditional approach
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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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Shaminezhad, Manouchehr. "Reading "Moral Constructivism" from Mulla Sadra's Philosophy." Khazar Journal of Humanities and Social Sciences 25, no. 3 (November 2022): 5–19. http://dx.doi.org/10.5782/2223-2621.2022.25.3.5.
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Moral constructivism is a metaethical view of the nature of truth and moral truths and characteristics. From the constructivist point of view, morality is subjective and dependent on human beliefs. In the view of constructivists, moral truths exist, but the existence of these truths arises from human existence and depends on human attitudes and conventions. In their view, moral values are not the product of discovery but the product of creation. By Analysis of Mulla Sadra's intellectual foundations, from his philosophy, the theory of constructivist ethics can be deduced. In Mulla Sadra's view, the human soul is moving towards evolution based on the substantial motion Due to the physical coming-into-being in the world, and in the hereafter, this motion is due to the movement of ardent desire. The human soul is the creator of forms, and at every moment it is placed in a rank of the existential world, and in proportion to that rank, moral possessions are issued from it in gradation. The present article aims to provide an ethical constructivist reading of Mulla Sadra's philosophy by interpreting the important foundations of Mulla Sadra's philosophy.
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Granvold, Donald K. "Constructivist Psychotherapy." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 345–59. http://dx.doi.org/10.1606/1044-3894.932.
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Constructivism represents a profound development within cognitivism, posing challenges to many traditional treatment assumptions. The author addresses the remarkable difference between traditional cognitive therapy and constructivism, including the nature of reality, the nature of knowledge, problem definition, treatment goals, assessment, treatment of emotion, and therapist style of intervention. Constructivist metatheory is briefly discussed along with the conceptual bases of the orientation. Constructivist therapy is contrasted with traditional cognitive therapy, and constructivist intervention methods are identified. The article concludes with several case examples in which constructivist methods are applied to clinical problems.
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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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Raturi, Swati. "A Social Constructivist Approach to E-Learning: Methodologies and Challenges." BSSS Journal of Education 12, no. 01 (June 30, 2023): 78–90. http://dx.doi.org/10.51767/je1206.
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The theory of social constructivism emphasizes on the fundamental idea that human learning and knowledge are created via social interaction and that they are shared rather than individual experiences. Contrary to the idea that learning is the passive transfer of information from one person to another, social constructivism sees learning as the active production of knowledge. The main aim of the present study is to appreciate the importance of social constructivist approach in the modern education. Secondly, to identify the various methods of implementing social constructivism approach for enhancing student’s learning in e-classroom. Major challenges faced during implementation & execution of social constructivist approach in e-class room instruction by the teachers is also discussed. In order to successfully implement social constructivist approach in e-classroom various ways has been suggested.
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Whitebook, Joel. "The Problem of Constructivism in Psychoanalysis: A Winnicottian Perspective." American Imago 81, no. 1 (March 2024): 39–59. http://dx.doi.org/10.1353/aim.2024.a923504.
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Abstract: While this article begins by noting the positive role that constructivism has played in the development of psychoanalytic theory over the past 50 years, it also points to the limitations of the approach and argues they must be corrected. For at the same time as constructivism’s criticisms of biologism and essentialism have provided powerful weapons for combating psychoanalytic conservatism, an exclusively constructivist approach has also made it difficult, if not impossible, to address an essential issue for psychoanalysts: namely, the normative basis of the enterprise and the goal(s) of development and treatment. The author claims that Winnicott’s theory provides a way out of this difficulty. For although Winnicott is often construed as a strict constructivist owing to his introduction of the notion of the environment, it is argued that his concept of “inherited potential” retains biological foundation for psychoanalysis while avoiding the dangers of essentialism.
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Simojoki, Henrik. "Wo „steht“ die konstruktivistische Religionsdidaktik? Versuch einer theologischen Ortsbestimmung." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 2014): 357–66. http://dx.doi.org/10.1515/zpt-2014-0408.
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Abstract Constructivist approaches have been highly influential in German discussions on Religious Education in recent years. However, the use of this theoretical framework has so far focused mainly on the didactical implications of constructivism. Building upon current concepts of constructivist learning in RE, but also with reference to the larger debate in theology and pedagogy, this article addresses the potentials and challenges of constructivism for a theological understanding of Religious Education.
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Mikusa, Michael G., and Hester Lewellen. "Discuss with Your Colleagues: Now Here Is That Authority on Mathematics Reform, Dr. Constructivist!" Mathematics Teacher 92, no. 2 (February 1999): 158–63. http://dx.doi.org/10.5951/mt.92.2.0158.
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Dr. Constructivist is a character who was “born” while we were trying to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might have to overcome in adapting a mathematics-reform and constructivist approach in the classroom. We were both working with in-service and preservice teachers at all levels and found that the ideas of constructivism were still new to them.
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Tan, See Seng. "Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security." Pacific Review 19, no. 2 (June 2006): 239–60. http://dx.doi.org/10.1080/09512740500473288.
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Varela Pequeño, Mikel. "acercamiento badiousiano a la noción de ‘puntos de vista’: del relativismo de la finitud constructivista al universalismo de la infinitud no constructible." Daímon, no. 82 (January 1, 2021): 7–20. http://dx.doi.org/10.6018/daimon.336181.
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En este artículo abordaremos la cuestión de los ‘puntos de vista’ desde la propuesta filosófica de Alain Badiou. Para ello, recurriremos especialmente a L’être et l’événement y a los últimos seminarios, destinados a elaborar el material para L’Immanence des vérités, y centraremos el interés en las orientaciones de pensamiento constructivista y genérica. De tal modo que asociaremos el constructivismo a la noción de ‘puntos de vista’ y ensayaremos una especie de alternativa a partir de los postulados de Badiou sobre la orientación genérica. In this paper we will address the question of ‘points of view’ from the philosophical proposal of Alain Badiou. In order to do this, we will especially resort to L’être et l’événement and to the last seminars, aimed at elaborating the material for L’Immanence des vérités, and we will focus on constructivist and generic orientations of thought. In such a way that we will associate constructivism with the notion of ‘points of view’ and we will try to propose an alternative based on Badiou’s generic orientation postulates.
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Robles Altamirano, Adriana Lourdes, and Zoila Barreno Salinas. "La práctica dicente-investigativa desde la tecnología educativa y el socioconstructivismo / The researching practice of learners based on educational technology and socio-constructivism." Ciencia Unemi 9, no. 17 (June 7, 2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.
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Se vive una época de cambios con el actual paradigma tecno-científico y la educación no es una excepción. Desde la teoría socio-constructivista del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación, se justifica un aprendizaje más significativo y autónomo con base en la investigación dicente. El socio-constructivismo plantea la participación del estudiante dentro de un proyecto de aprendizaje colectivo, donde potenciará su capacidad para resolver problemas contextualizados, que le permitirán desarrollar un proceso de construcción social del conocimiento, apoyado claro está, en los medios y herramientas tecnológicas a su alcance. El presente trabajo pretende demostrar que el aprendizaje autónomo con el uso de la investigación es posible si se aplica un enfoque socio constructivista al aprendizaje con el apoyo de la tecnología educativa. AbstractA time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT) in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.
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Thi Thu, Huong Le, and Huong Tran Thi Thu. "APPLYING CONSTRUCTIVIST THEORY IN TEACHING MATHEMATICS AT GRADE 2." International Journal of Education and Social Science Research 06, no. 02 (2023): 213–20. http://dx.doi.org/10.37500/ijessr.2023.6219.
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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.
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Nurhidayati, Euis. "Pedagogi Konstruktivisme dalam Praksis Pendidikan Indonesia." Indonesian Journal of Educational Counseling 1, no. 1 (January 20, 2017): 1–14. http://dx.doi.org/10.30653/001.201711.2.
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Constructivism is one of philosophy of knowledge that emphasizes that our knowledge is (shapes) construction of ourselves. Knowledge is not an idea of reality. Knowledge is always a result of cognitive construction of reality by one’s activities. Some psychologists who started on constructivism approach are Piaget and Vygostky. The difference between them is where Piaget more emphasizes and discusses constructivism of learning process personally but Vygostky develops constructivism of learning process socially. Both of Individual Cognitive Constructivist and Sociocultural Constructivist dominate the constructivism concept. Constructivism learning consider that student continuously examine new information which contrast with old rule and revise the rule it is no longer appropriate. For encouraging student more active involve in learning process, it is should that: 1) learning atmosphere is democratic; 2) learning activities goes interactively and student-centered; 3) teacher encourages student to learn autonomously and responsible for their learning activities. Looking at the education practice in Indonesia, the concept constructivism is not implemented yet, although its concept is purposed, for example in KTSP (Kurikulum Tingkat Satuan Pendidikan) that clearly gives freedom to education units included teachers to build student competency that suitable with student needs and interest. One of some main problems of in learning in formal education (school) recently is lowness of student absorption. It was showed by student result learning average that still bad. This is of course a result of learning process that still conventional and far to touch student dimension, it means how actually learning is.
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Zhu, Lichao, and Sheryl M. Atompag. "The Application of the Constructivism Theory in Enhancing Classroom Teaching." Journal of Contemporary Educational Research 7, no. 12 (December 25, 2023): 209–13. http://dx.doi.org/10.26689/jcer.v7i12.5792.
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As China’s education develops, the innovation of curriculum teaching mode has been increasingly emphasized, and the theory of constructivism has become a popular topic in educational research. The purpose of this article is to elucidate the theoretical implications of constructivism by examining the psychological mechanisms involved in individual constructivist activities. From setting learning objectives, researching problems, learning to present ideas, reflecting and evaluating, etc., this paper expounds on the application of constructivism theory in curriculum teaching. Besides, strategies for implementing the constructivism theory in curriculum teaching are also proposed, so as to promote autonomous learning and the sustainable development of students.
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M. Loseñara, Jleian Mard, and Catherine P. Loseñara. "Constructivism in the Science Classroom: Assessing Students’ Perception of Constructivism." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 161–69. http://dx.doi.org/10.54476/iimrj246.
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Distinct to today's society is rapid change, exemplified in the swift demands that confront professionals and working life. As this ripple to and challenges the educational set up to mold competent individuals, changes occur as the education paradigm shifts. One such change is Constructivism which asserts learning to be an active process where learners actively build on their experiences and knowledge. Students' perceptions of the classroom learning environment are significant and should be of interest to teachers. The study employed a Constructivist Learning Environment Survey which was responded by163 first-year college students. It was intended to assess how students perceive their Science class as taught using the Constructivist approach. It utilized the Statistical Package for the Social Sciences software to analyze data. Findings revealed that students perceived their Science class as "often" taught using Constructivism. Likewise, of the five Constructivist dimensions identified and utilized for this study, four dimensions were regarded as "often" perceived by the students in their science class, the highest often perceived dimension being Student Negotiation. Contrastingly, the only dimension perceived "seldom" by the students and scored the lowest is Shared Control. Thus, it resulted that there is no relationship between the teacher's teaching experience and the teacher's use of constructivist practices.