Relevant bibliographies by topics / Constructivist

Academic literature on the topic 'Constructivist'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Constructivist"

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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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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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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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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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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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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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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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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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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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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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Dissertations / Theses on the topic "Constructivist"

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Wackers, Gerardus Lambertus. "Constructivist medicine." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6748.

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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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Davey, Jon Daniel. "A THEORETICAL MODEL OF LEARNING EMPLOYING CONSTRUCTIVISM, NEUROSCIENCE, AND PHENOMENOLOGY: CONSTRUCTIVIST NEUROPHENOMENOLOGY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/445.

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The purpose of this research study was to propose a new learning theory for career and technical education with a foundation in philosophy and neuroscience. It purports to combine constructivism, phenomenology and neuroscience into a proposed learning theory entitled ‘constructivist neurophenomenology embedded in embodied cognition, that is, the formative role that the environment plays in the development of cognitive processes. The theory represents a trinity of constructivism’s genetic epistemology manifesting itself in (a) accommodation, (b) phenomenology’ intentionality, that is there is always something there for consciousness, and (c) neuroscience cell assembly. These three actions of the brain construct consciousness, memory, and learning via metaphorical thinking.
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Miller, Jacqueline B. "The quest for the constructivist statistics classroom : viewing practice through constructivist theory /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623490799.

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Cromie, Pamela, and Deborah K. Harley-McClaskey. "Association for Constructivist Teaching." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4069.

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Pavlo, Anthony John. "Experiential Constructivist Diagnosis: A Comparison of Therapist Experiences of DSM and Experiential Constructivist Diagnoses." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1396977802.

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Rafael, Jill Sarah. "Calculus reform from a constructivist perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24694.pdf.

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Char, Kalyani Govinda. "Constructivist artificial intelligence with genetic programming." Thesis, University of Glasgow, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265641.

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Fowler, Alan. "Constructivist art in Britain, 1913-2005." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433954.

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Lyons, Susan. "Dance in education : a constructivist analysis." Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/848398/.

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This thesis presents a constructivist analysis of dance in the secondary school and reports the 'intervention' of the researcher in the educational practice of a small group of teachers. Short-term and long-term staff development is a central concern of the research. In the introduction to the thesis there is an identification of the autobiographical context of the research which provides the basis for the discussion of general and particular issues in Chapter Two. There follows, in the next chapter, an extended review of the dance in education literature which generates a number of themes. These themes provide the backcloth to the empirical evidence presented in the thesis. Chapter Four provides a detailed account of the methodological basis of the thesis. Chapters Five, Six and Seven present empirical evidence in the form of two main case studies and summary case study material. The final chapter of the thesis provides a comparison of the empirical evidence and the themes identified in the literature. The thesis concludes with a consideration of the importance of a socially-situated account of dance in education and the significance of the contribution of interventionist approaches to qualitative improvements in the teaching of dance.
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Books on the topic "Constructivist"

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Peavy, R. Vance. Constructivist career counseling. [Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Fromm, Nicolas. Constructivist Niche Diplomacy. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-22519-3.

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1939-, Lambert Linda, ed. The constructivist leader. 2nd ed. New York: Teachers College Press, Columbia University, 2002.

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Ingberman, Sima. ABC: International constructivist architecture, 1922-1939. Cambridge, Mass: MIT Press, 1994.

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Ekelöf, Gunnar. Gunnar Ekelöf: Dadaist-constructivist. Stockholm: Cinclus Press, 1986.

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Social work, constructivist research. New York: Garland Pub., 1998.

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Constructivist psychotherapy: Distinctive features. Hove, East Sussex: Routledge, 2009.

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Rodwell, Mary. Social work constructivist research. New York: Garland Publishing, 1998.

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J, Neimeyer Greg, ed. Constructivist assessment: A casebook. Newbury Park, Calif: Sage Publications, 1992.

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SocioDynamic counselling: A constructivist perspective. Victoria, B.C: Trafford, 1998.

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Book chapters on the topic "Constructivist"

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Lopes, Cristina Videira. "Constructivist." In Exercises in Programming Style, 161–65. Second edition. | Boca Raton : CRC Press, 2020.: Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9780429343216-21.

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Hassan Solórzano, Bernadette. "Constructivist Psychotherapy." In Encyclopedia of Child Behavior and Development, 410–11. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_678.

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Gibson, Donna M., and Shajuana Isom-Payne. "Constructivist Approaches." In Counseling Children and Adolescents: Connecting Theory, Development, and Diversity, 219–44. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781071801307.n10.

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Gogus, Aytac. "Constructivist Learning." In Encyclopedia of the Sciences of Learning, 783–86. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_142.

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Shapiro, Arthur. "Constructivist Leadership." In The Palgrave Handbook of Educational Leadership and Management Discourse, 1–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-39666-4_105-1.

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Reiter, Michael D., and James Hibel. "Constructivist Aesthetics." In Systems Theories for Psychotherapists, 142–61. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429444029-8.

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Reiter, Michael D., and James Hibel. "Constructivist Pragmatics." In Systems Theories for Psychotherapists, 162–80. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429444029-9.

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Guidano, Vittorio F. "Constructivist therapy." In Psychotherapy theories and techniques: A reader., 97–106. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14295-011.

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Achilles, Sabrina. "Being Constructivist." In Literature, Ethics, and Aesthetics, 17–25. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137015785_2.

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Peoples, Columba, and Nick Vaughan-Williams. "Constructivist theories." In Critical Security Studies, 16–30. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429274794-1.

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Conference papers on the topic "Constructivist"

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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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A. Triantafyllou, Serafeim. "Constructivist Learning Environments." In 5th International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2022. http://dx.doi.org/10.33422/5th.icate.2022.04.10.

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Antipina, Anna. "Constructivist Perspective of Phenomenology." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.296.

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Wingrave, Chadwick, Juliet Norton, Christopher Ross, Nathan Ochoa, Sergiu Veazanchin, Emiko Charbonneau, and Joseph LaViola. "Inspiring creative constructivist play." In the 2012 ACM annual conference extended abstracts. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2223799.

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Dezhi Wu, M. Bieber, S. R. Hiltz, and Hyo-Joo Han. "Constructivist learning with participatory examinations." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265046.

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Nesterenko, V. G., and L. M. Matvienko. "Blended learning using constructivist ideas." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-05.

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В статье приводится примеры поиска теоретической основы и условий реализации смешанного обучения. По мнению авторов, смешанная учебная среда имеет все возможности для применения принципов теории конструктивизма, а добавление социального контекста позволяет использовать идеи социального конструктивизма, цель которого – приобретение знаний и умений сквозь призму коллективной деятельности.
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Soeharto. "Constructivist Approach for Vocational Education." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.056.

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Yüksel, Sedat, and Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

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The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.
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Sileno, Giovanni, Alexander Boer, and Tom van Engers. "A Constructivist Approach to Rule Bases." In International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005280205400547.

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Perotto, Filipo Studzinski, and Luís Otávio Álvares. "Learning regularities with a constructivist agent." In the fifth international joint conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1160633.1160778.

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Reports on the topic "Constructivist"

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Andresky, Nikolai L. HAMAS through a Constructivist Lens. Fort Belvoir, VA: Defense Technical Information Center, September 2008. http://dx.doi.org/10.21236/ada510054.

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Knotts, Lester W. Productive Tension in Joint Planning: A Constructivist Model. Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada476666.

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Carpenter, Tamitha, Daniel Fu, Phillip Michalak, Laurie Spencer, and Luciano Iorizzo. A Constructivist Approach to Distance Learning for Counterterrorist Intelligence Analysis. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada439022.

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Young, Gerald. The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2064.

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Patridge, Bryan. Constructivism -- Is the United States Making China an Enemy? Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada561838.

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Demichelis, Francisco, Pablo Curat, María Carmen Fernández, Roxana Matias Gago, Manuel Fernandini, and Christian Schneider. Políticas para el financiamiento de cadenas de valor: lecciones aprendidas para intervenciones frente al COVID-19. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003623.

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La pandemia del COVID-19 ha provocado una profunda crisis macroeconómica mundial con caídas históricas en las actividades económicas. Esto ha llevado a la necesidad de ofrecer financiamiento inmediato a empresas para asegurar su supervivencia ante la crisis y para evitar la caída del empleo y la destrucción del tejido productivo de los países. En este escenario, se debe prestar particular atención a las políticas públicas de acceso al crédito y al mercado de capitales. El Banco Interamericano de Desarrollo (BID) introdujo en los últimos años un rasgo innovador en sus programas de cadenas productivas que ha traído resultados positivos. Dicho rasgo consiste en combinar diversos instrumentos de asistencia técnica dirigidos a clusters y sectores con fondos destinados a fomentar una mayor asistencia crediticia a las micro, pequeñas y medianas empresas (mipyme). Este documento aborda la problemática del diseño de políticas de desarrollo productivo, en particular aquellas orientadas al financiamiento de mipyme, para luego analizar las lecciones aprendidas de tres programas de financiamiento de cadenas productivas ejecutados por el BID. A partir de este análisis, y tomando en cuenta el impacto de la pandemia del COVID-19 tanto a nivel macroeconómico como entre sectores, este documento propone un conjunto de intervenciones defensivas y constructivas para facilitar el acceso al financiamiento de mipyme. De igual manera, se describen los instrumentos financieros más adecuados de acuerdo con las necesidades y perfil de riesgo de las cadenas involucradas.
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Perfil de riesgo de desastres por evento sísmico de Ecuador. Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002852.

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La gestión del riesgo de desastres es una de las actividades fundamentales de los gobiernos de países que se encuentran en zonas de alta amenazas a fenómenos de la naturaleza como sismos o eventos hidro-meteorológicos. La experiencia reciente ha demostrado que es posible reducir considerablemente los impactos generados por eventos catastróficos en términos de daños a la infraestructura, pérdidas económicas y afectaciones humanas, implementando medidas de mitigación del riesgo, protección financiera y planes y acciones para las emergencias y reconstrucciones. Para esto es necesario contar con información confiable para estimar las amenazas, el inventario de activos expuestos y la vulnerabilidad de las tipologías constructivas dominantes; componentes con los cuales se llevan a cabo las evaluaciones probabilistas del riesgo. La evaluación del riesgo proporciona información sobre los eventuales impactos de desastres y la efectividad de las diferentes opciones de reducción o mitigación. Ecuador cuenta con registros históricos de sismos de gran magnitud debido a su localización, donde los procesos de subducción son predominantes y tienen el potencial de generar terremotos de altas magnitudes a cortas distancias de centros poblados, afectando drásticamente la infraestructura, la población y la economía del país . Los registros históricos indican que en los últimos 500 años se han presentado varios eventos con alto número de víctimas fatales y considerables pérdidas económicas. Sismos como el de 1797 o los de 1868 que generaron aproximadamente 40 mil y 70 mil víctimas y los sismos de 1987 y el de 2016 con pérdidas económicas estimadas en US$1.000 millones de dólares . Estos eventos han generado importantes impactos en la economía del país y en los niveles de desarrollo, con situaciones de emergencia de difícil superación y largos procesos de recuperación y reconstrucción. El Banco Interamericano de Desarrollo mediante el fondo especial japones aprobó la cooperación técnica “Apoyo para garantizar la resistencia de los sistemas de infraestructura y de servicios públicos después del terremoto en Ecuador” en el 2016, para generar un plan de acción que implementen medidas de resiliencia sísmica en la infraestructura y servicios públicos ante posibles eventos futuros.
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