Dissertations / Theses on the topic 'Constructivist'
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1
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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2
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&rsquoperception 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.
3
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.
4
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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5
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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6
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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7
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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8
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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9
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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10
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.
11
Löbler, Helge. "Learning entrepreneurship from a constructivist perspective." Routledge, Taylor & Francis, 2006. https://ul.qucosa.de/id/qucosa%3A16321.
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The aim of this article is to present a learning theory (constructivist theory) that supports and explains a lot of the requested changes in entrepreneurship education. It also explains how entrepreneurs learn and serves as a basis for designing entrepreneurship programs. If we look at the ‘skills’ and competencies of entrepreneurs from a constructivist’s perspective we find most of them by observing children under the age of five or six: they are motivated to learn, they are interested in a variety of different topics, they ask excellent questions, they try many things to get insights, they are creative, they are impatient. In short, they create and govern their own learning process, which is open for any content, style, goal, experience, etc., and allows them to take every opportunity to answer the question in concern. In this sense it is similar to the entrepreneurial process where the entrepreneur tries everything and is ready to learn what is needed to be successful.
12
Greek, Lorelee Ann. "Integrating fractions into a constructivist classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1312.
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13
Ulusoy, Hasan. "A Constructivist Analysis Of Turkey'." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606664/index.pdf.
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ABSTRACT
A CONSTRUCTIVIST ANALYSIS OF
TURKEY&rsquoS FOREIGN AND SECURITY POLICY IN THE POST-COLD WAR ERA Ulusoy, Hasan Ph.D. , Department of International Relations Supervisor : Prof. Dr. Hü
seyin Bagci October 2005, 388 pages The thesis is about how the foreign and security policy of Turkey is constructed in a realist world where states follow rationalist policies according to how they see and perceive this world. The main argument is that Turkey&rsquo
s foreign and security policy has shown an unbroken continuity of a pragmatic and consistent nature guided by rationality that functions in conformity with how the state perceives the outside material world, through the lenses forming its own identity. As the focus is on the identity analysis, the thesis has utilized the constructivist approach in its conventional form. Conventional constructivism, which provides not alternative but complementary explanations to the world run by political realism without rejecting the realist-dominated mainstream scholarship, serves to understand how the material world where realist parameters dominate through rationalistic behavior of states is constructed and thus how the foreign polices of states are formulated. It focuses on the examination of the lenses through which states perceive and construct the world outside. These lenses simply shape the identity of the state in question. Building on this theoretical tool, the thesis seeks to provide alternative explanations to the consistency and continuity of Turkish foreign and security policy, in the post-Cold war era till the Iraqi crisis in 2002. It is based on the examination of the lenses forming the identity of the state that has governed the foreign and security policy in general and in respect to the collective identity-building of the state as regards (collective) security in particular. The assertions of the thesis are as follows: contrary to the arguments of mostly critical studies, in the Turkish foreign and security policy there exists no identity crisis despite the plurality of identities stemming from the multi-dimensionalism in this policy. These identities (sub-identities) may differ depending on the composition of ideational and material factors therein. Yet, they exist in harmony with each other under the guidance of the state (upper) identity. Furthermore, in respect of collective security efforts, arguments regarding Turkey as a security consumer causing instability are also related to identity: that is, the lack of sufficient collective identity which leads to such perceptions about Turkey. As to the methodology, the thesis is mainly based on the discourse analysis of the official documents, debates, policy papers on the foreign and security policy, as well as speeches/interviews and articles of state personalities who play roles in this policy. This is because such sources reflect the understanding of both the state organs and state personalities (civil and military officials, statesmen and politicians) about the outside world that shapes the lenses (identities), through which Turkey perceives the world in its foreign and security policy.
14
Pitsoe, Victor Justice. "A conceptual analysis of constructivist classroom management." Thesis, Pretoria : [s. n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-171501.
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15
Howard, Gerard David. "Constructivist and spiking neural learning classifier systems." Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573442.
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This thesis investigates the use of self-adaptation and neural constructivism within a neural Learning Classifier System framework. The system uses a classifier structure whereby each classifier condition is represented by an artificial neural network, which is used to compute an action in response to an environmental stimulus. We implement this neural representation in two modem Learning Classifier Systems, XCS and XCSF. A classic problem in neural networks revolves around network topology considerations; how many neurons should the network consist of? How should we configure their topological arrangement and inter-neural connectivity patterns to ensure high performance? Similarly in Learning Classifier Systems, hand-tuning of parameters is sometimes necessary to achieve acceptable system performance. We employ a number of mechanisms to address these potential deficiencies. Neural Constructivism is utilised to automatically alter network topology to reflect the complexity of the environment. It is shown that appropriate internal classifier complexity emerges during learning at a rate controlled by the learner. The resulting systems are applied to real-valued, noisy simulated maze environments and a simulated robotics platform. The main areas of novelty include the first use of self-adaptive constructivism within XCSF, the first implementation of temporally-sensitive spiking classifier representations within this constructive XC SF, and the demonstration of temporal functionality of such representations in noisy continuous-valued and robotic environments.
16
Ramstad, Robert Matthew. "A constructivist approach to artificial intelligence reexamined." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12932.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1992.Includes bibliographical references (p. 289).
by Robert Matthew Ramstad.
M.S.
17
Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.
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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development.
The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.
18
Westermann, Gert. "Constructivist neural network models of cognitive development." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22733.
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In this thesis I investigate the modelling of cognitive development with Constructivist neural networks. I argue that the constructivist nature of development, that is, the building of a cognitive system through active interactions with its environment, is an essential property of human development and should be considered in models of cognitive development. I evaluate this claim on the basis of evidence from cortical development, cognitive development, and learning theory. In an empirical evaluation of this claim, I then present a constructivist neural network model of the acquisition of the English past tense and of impaired inflectional processing in German agrammatic aphasics. The model displays a realistic course of acquisition, closely modelling the U-shaped learning curve and more detailed effects such as frequency and family effects. Further, the model develops double dissociations between regular and irregular verbs. I argue that the ability of the model to account for the human data is based on its constructivist nature, and this claim is backed by an analogous, but non-constructivist model that does not display many aspects of the human behaviour. Based on these results I develop a taxonomy for cognitive models that incorporates architectural and developmental aspects besides the traditional distinction between symbolic and subsymbolic processing. When the model is trained on the German participle and is then lesioned by removing connections, the breakdown in performance reflects the profiles of German aggrammatic aphasics. Irregular inflections are selectively impaired and are often overregularised. Further, frequency effects and the regularity-continuum effect that are observed in aphasic subjects can also be modelled. The model predicts that an aphasic profile with selectively impaired regular inflections would be evidence for a locally distinct processing of regular and irregular infections.
19
Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.
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20
Walters, Randi Maines. "Treating the abusive man: A constructivist inquiry." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1233.
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21
Little, Jamie Osborne. "The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29909.
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Recent studies indicate that American high school students are not performing adequately on standardized tests in the area of science. In response, there has been a call to reform science education in the United States. These reform efforts coincide with advances in electronic communication and information technology that have revolutionized knowledge sharing. This study describes an effort to assess the effects of inter-school electronic collaboration on the quality of student final written products. In this study, students ranging in grade levels from 9-12 completed a problem-based earth science module delivered via the Internet.
The module presented students with an ill-structured problem, problem-solving model, resources, and recommendations for further inquiry, all related to an authentic environmental issue. Students were also given a set of guidelines for a final written product and a minimum of 4 weeks to complete the project. While all students worked in cooperative groups within their classrooms, selected cooperative groups worked with cooperative groups of students in other schools via e-mail. These groups were collectively referred to as parallel groups. Cooperative groups of students who did not work via e-mail with other groups were collectively referred to as nonparallel groups.
A team of evaluators scored the written products of parallel and nonparallel groups. The results were unexpected: The nonparallel groups scored significantly higher than the parallel groups on the final written product.Ph. D.
22
Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.
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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.
23
Ozgur, Birikim. "Perceptions Of 4th And 5th Grade Primary School Students And Their Teachers On Constructivist Learning Environments In Science And Technology Courses." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610067/index.pdf.
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The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE.
Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers.
Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques.
The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquoperceptions on CLE and their perceptions on administrative support they received. The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.
24
Williamson, William Davis O'Sullivan Rita G. "Assessing constructivist elements in the online learning environment." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2948.
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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
25
Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.
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The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students�
understanding of chemical bonding concepts. In addition, the effect of instruction on students&
#65533
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&
#65533
attitudes toward chemistry as a school subject was found.
26
Apar, Altan. "A Constructivist Criticism Of Neo-realist Conception Of." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611013/index.pdf.
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The thesis makes a constructivist criticism of neo-realism&rsquos particular conceptualization of state through a comparative analysis of Turkey&rsquo
s five motions (2003-2007) on military involvement in Iraq. Firstly, neo-realism and constructivism with regards to the concept of state are explored. Then, through the lights of the theoretical discussion, Turkey&rsquo
s five military motions are examined. In the case study, parliamentary minutes are used as the primary historical evidences. In the parliamentary discussions, three themes appeared significant-&ldquo
institutional identity&rdquo
, &ldquo
legitimacy&rdquo
and &ldquo
interest&rdquo
- which provided the ground for a constructivist criticism of neo-realist understanding of state. These three themes obtained from the discussions are tapped under four major topics which have been the main issues for the constructivists: &ldquo
agency&rdquo
, &ldquo
norms&rdquo
, &ldquo
identity&rdquo
and &ldquo
interest&rdquo
. Thesis argues that foreign policy behavior is a political product and &ldquo
state&rdquo
is a social actor whose behavior can only be understood from the social, cultural and historical context in which the state-society relations are embedded. Hence, for the purpose of making a structural analysis, separation of the domestic and the international realm of state is a fallacy with which neo-realism is badly plagued. Constructivism, on the other hand, has the potential to bridge this gap and understand the foreign policy behavior of states more accurately since it gives credence to the inner diversity of states through problematizing the ideational elements in foreign policy making and in international politics.
27
MacKinnon, Allan Murray. "Conceptualizing a "reflective practicum" in constructivist science teaching." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29365.
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This study addresses the problem of conceptualizing the dynamic processes of the practicum in learning how to teach science. It is concerned with the character of the dialogue and relationship between a supervisory teacher and a student teacher, as they inquire into the ways in which pupils conceptualize science concepts and classroom events. Of particular importance is the capacity, or disposition, of a science teacher for appreciating the ways in which pupils make sense of the phenomena that are studied in science classrooms. Thus, the study focusses on the ways in which a student teacher can be encouraged to inquire into the matter of teaching science.
The investigator draws from two perspectives in formulating the theoretical framework for the study. A "constructivist" perspective on the acquisition of knowledge is utilized to inform the events of science teaching. Briefly, this perspective is organized about the variety of ways events can be perceived by different individuals, according to the concepts and conceptual frameworks they use to organize and represent experiences. In science teaching, there is frequently a tension between perceptions derived from the concepts of "ordinary language" and those concepts emanating from "scientific language." A constructivist view of science teaching is developed to characterize this tension, and to point out important implications for science teaching.
The other perspective that has been useful in formulating the theoretical framework for the study is a view of practicum events emanating from Donald Schon's analysis of "reflective teaching." This view focusses on the practicum supervisor's demonstration and description of pedagogical knowledge, as well as the student teacher's imitation and construction of this knowledge. This view of the practicum considers how a student teacher learns to "see" the practice setting as the supervisor does, and how the meaning of the supervisor's model is derived from the student teacher's experiences in the practice setting.
The combined "Schonean-constructivist" perspective results in the derivation of an "analytic scheme" used to interpret two case studies of a "reflective practicum in constructivist science teaching." The database for these case studies consists of verbatim transcriptions of science lessons and supervisory conferences collected from the practica of two student teachers—Rosie and Kevin. Their supervising teachers, Colin and Gary, were experienced science teachers who subscribed to a constructivist perspective in guiding and making sense of their own practice. The analysis focusses on Colin and Gary's style of supervision, specifically in terms of Schon's three "models of coaching reflective practice." These models are referred to as "Follow Me," "Joint Experimentation," and "Hall of Mirrors." A set of "clues" for identifying the attributes of these models is derived from the analysis and illustrated by examining particularly informative excerpts of their supervisory conferences with Rosie and Kevin.
The contribution of the study is the analytic scheme and its associated "clue structure" for identifying patterns of events in a reflective practicum in which the focus is on constructivist science teaching approaches. The general conclusion is that the analytic scheme and clue structure for identifying the three models of coaching reflective practice are both relevant and useful for thinking about events in a practicum in science teaching.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
28
Stewart, Barbara. "Grading the General Chemistry Laboratory: A Constructivist Approach." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/StewartB2001.pdf.
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29
Halligan, Avery Erin M. "Valuing Experience| Assessing Constructivist Approaches to Counselor Supervision." Thesis, University of Rochester, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703229.
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Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models in mind, are examined, and the author claims that a combination of postmodern approaches to counselor supervision (narrative, systemic, reflective, and IPR strategies), referred to as constructivist approaches, are worthy of additional consideration and assessment. However, no instrument currently exists that validates constructivist approaches to counselor supervision. The purpose of this dissertation was to explore constructivist themes and characteristics associated with constructivist supervisors and supervisees' preference for each of the constructivist supervisor characteristics. The author sent a peer-reviewed and pilot-tested Constructivist Supervisor Scale to multiple counselor supervises. A principal components analysis was used to determine how many components are representative of constructivist supervision. Three components were revealed during the exploratory process: Warm and non-directive relationship, past and present experiences, and acceptance of various styles. Results also revealed that supervisees preferred constructivist supervisor characteristics. Future supervisors can use the Constructivist Supervisor Scale to determine whether constructivist methods are being used during supervision. The Constructivist Supervisor Scale can also be used to assess supervisees' preference for constructivist supervisor characteristics.
30
Leung, Chong Ngai-ngor Anita, and 梁莊麗雅. "Emancipating parents: facilitating growth through a constructivist program." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238841.
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31
Brown, Wilson Christine R. "Exploring relationships in care homes : a constructivist inquiry." Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/14909/.
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Relationships are an integral part of living, working and visiting in care homes. However, few studies have considered relationships as their main focus of enquiry, and there has been a relative dearth of work that has included the perspectives of residents, staff and families. This study sought to redress this imbalance. Using a constructivist approach the nature and types of relationships between residents, staff and families were explored in three homes through a combination of methods including participation, observation, interviews and focus groups. Data collection and analysis occurred concurrently and three types of relationships were identified: pragmatic relationships, which had as their primary focus the instrumental aspects of care; personal and responsive relationships that engaged more fully with the wider needs of individual residents; and reciprocal relationships that sought to recognise the contribution of residents, staff and families to creating a sense of community within the homes. More detailed analysis revealed a number of factors that helped to shape the relationships with each home including: the personal motivations and values of staff; leadership style; teamwork, and the input of residents and families. Findings from the thesis enhance our understanding of the importance of, and dynamics contributing to, relationships within a care home setting. These insights are considered with reference to current notions of person centred and relationship centred care and a framework for promoting a relationship centred approach is ii presented. Implications for policy, practice and education are considered and recommendations made.
32
Thomaz, Marita Duarte Canhao da Silva Pereira Fernandes. "Towards a constructivist model for science teacher education." Thesis, University of Surrey, 1986. http://epubs.surrey.ac.uk/848116/.
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The study reported in this thesis is of an attempt to get some insight into two under-explored areas - the practice of a constructivist approach in science teacher education and in the teaching of science. An overview of the Portuguese Educational System is presented with the purpose of identifying the context within which this study was conducted. A preliminary study aimed at investigating reasons accounting for pupils' attitudes towards "physics" and "physics teaching and learning" is reported. From it, evidence is obtained supporting the view that a "cultural transmission" perspective underlies current physics teaching. A constructivist approach to physics education is proposed as a fruitful alternative to the prevalent practice. It is argued that the approach is compatible with current philosophies of science as those of Popper, Kuhn, Lakatos and Feyerabend. Aims for physics teaching in general education were derived within the psychological perspective of George Kelly and his constructivist view of knowledge. Rogers' developmental model of the adoption process of an innovation was used as a framework for designing a scheme to promote change in student teacher's perspectives in the direction of constructivism and for developing teaching skills appropriate for teaching within this latter perspective. The choice of a research methodology compatible with the assumptions underlying this study was justified by analysing the two main methodological approaches used in educational research. The main study reported in the thesis was aimed at investigating the applicability and effectiveness of the scheme designed within three contexts: i) the course of "Physics Didactics" given by the author to thirteen student teachers in two consecutive years at the university of Aveiro (Part A); ii) the year of teaching practice of five of these student teachers (Part B); iii) the first year of professional life of three of the student teachers, (Part C). In Part A of the main study an investigation is reported into the implementation of the four stages (awareness, interest, trial and evaluation) of the adoption process of the innovation with thirteen student teachers. In Part B, five case studies are presented based on the implementation of the adoption stage by student teachers in their teaching practice. The implementation of the adoption stage in the first year of professional life of three of the student teachers is presented in Part C of the main study. Despite different institutional contexts during their teaching practice and first year of professional life, the three novice teachers were able to maintain a constructivist perspective in their schools. Difficulties encountered in the implementation of the scheme in the three contexts are reported as well as some possible ways for overcoming these difficulties. In the last chapter of the thesis conclusions are drawn concerning the effectiveness of the scheme designed, the research methodology followed and the adoption of a constructivist approach to Science Teacher Education. Recommendations and suggestions for further research are also presented in this last chapter.
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McLeod, Duncan. "Re-conceptualising India Pakistan relations : a constructivist approach." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/4dadd2a2-b040-432f-aedf-b2f726d1fa66.
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Löbler, Helge, Markus Maier, and Daniel Markgraf. "Analysing commercials' success from a social constructivist perspective." Paper as presented at the ICRM 2005, St. John's / Canada, 2005. https://ul.qucosa.de/id/qucosa%3A17060.
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From a social constructivist perspective (SCP) we analyse TV-commercials’ success. We address the following questions: Does the customer co-create meaning, and, more specific, is a commercial more successful if a customer plays a co-creating role? If so, both the customer and her experience, as well as the commercial, play a significant part in explaining the commercial’s success. As independent constructs to explain commercials’ success we used storytelling, indicating the commercial’s part, and experiential conclusiveness, indicating the customer’s part. We found support that the customer and seller via the commercial co-create meaning and coordinate their activities.
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Jones, John V. (John Victor). "A Constructivist Approach to the Thematic Apperception Test." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279008/.
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The purpose of this study is to explore the possibility of interpreting the Thematic Apperception Test (TAT) in constructivist terms. This research project involved a qualitative approach, focusing on abductive discovery and phenomenological critique. From constructivist theory, the core ordering processes of reality, identity, power, value, and relatedness were used to interpret a subject's TAT narratives. The author of the study chose one subject from the three with which he worked to present a case study. Chapter One of the research project reviews the literature of both TAT studies and constructivist theory. The author first discussed reliability and validity studies involving the TAT. Second, the author discussed constructivist theory, focusing on its philosophical antecedents and its theoretical framework. Chapter Two of the project establishes the methods and procedures utilized during the project. The core ordering processes as taken from constructivist theory are defined and discussed in detail. Chapter Three represents the bulk of the study, presenting the results and discussion of the results. Following a discussion of the results, the author critiqued the results, and based on the critique discussed procedural changes and implications for future research.
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Curlin, Caroline. "Prediction of Verbal Dominance Behaviors using Constructivist Theory." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500956/.
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This study assessed how Constructivist theory accounts for verbal dominance. Conversations of rotating dyads were tape recorded, then coded for measures of dominance. Subjects completed a trait dominance scale and a constructivist personality test. Interpersonal rankings of dominance were found to be more consistent with observed behavior than trait dominance scores. Extreme trait dominance scores were associated with a constructivist measure indicating maladjustment. Dyads identified as more resistant to change were found to use fewer verbal control strategies; male/male dyads were characterized by direct, functional interactions. Dyads that were highly comfortable with one another utilized fewer verbal control methods. Lastly, interactions in which participants reported unfamiliar self-experiencing utilized higher levels of verbal control. Implications for group processing, assessment of dominance and sex differences are discussed.
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Jovanovic, Radmila. "Hintikka's defence of realism and the constructivist challenge." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30002/document.
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Dans cette thèse nous étudions les sémantiques ludothéoriques, conçues comme les altérnatives à la sémantique traditionelle de Tarski, qui metent en marche le princip Meaning is in use et l’idée des jeux de language de second Wittgenstein: le sens des constantes logiques est donné par les règles qui en fixent l’usage et qui apparaissent dans les interactions social que sont les jeux de langage. Deux traditions ludotheorique sont présentées: Game Theoretical Semantics (GTS), proposé par Hintikka et Sandu en 1968 et Dialogical logic, proposé initialement par Paul Lorenzen et Kuno Lorenz en 1955 et developé à partir de 1993 par Shahid Rahman et ses collègues. En 1989 Hintikka et Sandu ont arrivé à l’idée des jeux avec des informations imparfaits qui les a emmené à Independence Friendly Logique (IF logic), logique du premiere ordre qui dépasse en expressivité la logique classique. Deux chapitres de cette thèse sont consacrés à l’axiom de choix et au traitement de l’anaphore, deux sujets choisis par Hintikka pour démontrer la fécondité de la logique IF et de GTS. Le but de cette thèse et de montrer que’il est possible de rendre compte aussi bien et à moindre frais dans le cadre dialogique. Plus précisément, la logique IF est comparée avec la théorie constructive des types dans la forme dialogique pour conclure à la supériorité de cette dernière qui a le même pouvoir explicatif qu’IF sans sacrifier pour autant la dimension inférentielle de la logiqueThis thesis studies game-theoretically oriented semantics which provide an alternative to traditional Tarski-style semantics, implementing Wittgenstein’s idea of the meaning as use. Two different game theoretical traditions are presented: Game Theoretical Semantics (GTS), developed by Jaako Hintikka and Gabriel Sandu, and Dialogical logic, first introduced by Paul Lorenzen and Kuno Lorenz and further developed by Shahid Rahman and his associates. In 1989 Hintikka and Sandu came up with games with imperfect information. Those games yielded Independence friendly first-order logic (IF logic), exceeding the expressive power of classical first-order logic. It is expressive enough to enable formulating linearly, and at the first-order level, sentences containing branching quantification. Because of this characteristic, Hintikka claims that IF logic is most suitable for at least two main purposes: to be the logic of the first-order fragment of natural language; and to be the medium for the foundation of mathematics. This thesis aims to explore the above uses of IF logic. The properties of IF logic are discussed, as well as the advantages of this approach such as the possibility of taking account of (in)dependency relations among variables; GTS-account of two different notions of scope of quantifiers; the “outside–in” direction in approaching the meaning, which turns out to be advantageous over the traditional “inside-out” approach; the usefulness of game-theoretic reasoning in mathematics; the expressiveness of IF language, which allows formulating branching quantifiers on the first-order level, as well as defining the truth predicate in the language itself. We defend Hintikka’s stance on the first-order character of IF logic against some criticisms of this point. The weak points are also discussed: first and foremost, the lack of a full axiomatization for IF logic and second, the problem of signalling, a problematic phenomenon related to the possibility of imperfect information in a game. We turn to another game-theoretically oriented semantics, that of Dialogical Logic linked with Constructive Type Theory, in which dependency relations can be accounted for, but without using more means than constructive logic and the dialogical approach to meaning have to offer. This framework is used first to analyse and confront Hintikka’s take on the axiom of choice, and second to analyse the GTS account of anaphora
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Ibbotson, Paul Joseph. "A cognitive constructivist approach to early syntax acquisition." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/a-cognitive-constructivist-approach-to-early-syntax-acquisition(66b68c89-932c-4510-8c04-6249b84d89b4).html.
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This thesis is concerned with a central question in any construction-based, usage-based theory of language acquisition: how children get from more concrete and item-based constructions to more abstract constructions. The overall approach places central importance on meaning and the role of cognition to categorise chunks of linguistic experience into conventional grammatical units. Chapter 1 outlines the historical and conceptual foundations in the field of language acquisition and justifies the usage-based approach taken in this thesis. Chapter 2 then considers what usage-based theories mean when they characterise language acquisition as 'a developing inventory of constructions that are more-or-less schematic'. By bringing together findings from categorisation and analogy, social cognition and construction grammar the aim is to show how argument-structure constructions are learnable. Chapter 3 investigates the topic of how infants construct grammatical categories by taking a cross-linguistic look at the transitive construction in the context of a prototype theory of categorisation. Chapter 4 applies the theoretical investigations of previous chapter to an empirical experiment, specifically, making developmental comparisons of the prototypical semantics of the transitive construction in English. Chapter 5 considers further the role of different cues in children understanding of argument-structure constructions by examining the role of pronoun frames in early comprehension of transitive constructions in English. Chapter 6 focuses on how infants and mothers actually use language in a corpus study. It begins by looking at the role of skewed distribution and cognitive anchoring in schematising the Subject Verb Object construction in English. It then presents a usage-based acquisition model of argument productivity in subject-verb-object constructions. Chapter 7 concludes the thesis by summarising the experimental and theoretical work; identifying some cognitive features and properties of the input that seem to be important in all the studies; providing a critique of the usage-based approach; and finally, suggesting some key issues that future work in usage-based approaches to the acquisition of grammar needs to address.
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Jaworski, Barbara. "Interpretations of a constructivist philosophy in mathematics teaching." Thesis, n.p, 1991. http://ethos.bl.uk/.
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Leung, Chong Ngai-ngor Anita. "Emancipating parents : facilitating growth through a constructivist program /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20868285.
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Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.
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Watering, Gerard van de. "Assessment in constructivist learning environments studies about perceptions and assessment in a constructivist learning environment in relation to students' study outcomes /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=5495.
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Lonoff, Julia Rachel. "An experiential constructivist exploration of bulimia and women's relationships." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1270916848.
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Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.
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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.
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Thesis (Dr. of Education)--University of Cincinnati, 2005.Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.
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Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.
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Thesis (M.S.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
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Taneri, Pervin Oya. "Implementation Of Constructivist Life Sciences Curriculum: A Case Study." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612257/index.pdf.
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The purpose of this qualitative case study is threefold: (1) to examine the implementation of current Life Sciences curriculum in a selected primary school from the perspectives of teachers, students and administrators(2) to investigate the degree to which teachers&rsquo
, students&rsquo
and administrators&rsquo
perceptions were embedded in the classroom practices
and (3) to identify whether the implementation of the curriculum was conducive to principles of constructivist pedagogy. An elementary school was chosen as a single case in an outer district of Ankara. The participants of the study were the school administrator and 2 co-administrators, 4 classroom teachers and 87 students from different 2nd and 3rd grades classrooms. The data were collected through document analysis, observations in the Life Sciences classes, semi-structured interview with administrators, stimulated recall interview with teachers, and creative drama with students. Content analysis was used to analyze the data. The findings indicated that the suggested Life Sciences Curriculum was conducive to the principles of constructivist pedagogy in terms of its content
teaching and learning processes
instructional methods
assessment methods
and teachers&rsquo
and students&rsquo
roles. However, the acquisitions of the LSC were not conducive to the constructivist approach. The findings on the teachers&rsquo
, students&rsquo
and administrators&rsquo
perceptions about the Life Sciences curriculum indicated that in Life Sciences lessons the teachers seemed to have a role of knowledge transmitter to a group of passive students. According to the findings, the most frequently used teaching methods were lecturing, question-answer and demonstration through using textbooks, workbooks, and white boards. In addition, the most frequently used assessment methods were essay and oral exams, classroom observations and self-assessment. Overall it can be concluded from the findings that although the suggested Life Sciences curriculum was prepared in line with the principles of constructivist pedagogy, the way it was implemented had some deficiencies regarding the actualization of goals suggested by a constructivist curriculum.
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Pake, James Michael. "The marker hypothesis : a constructivist theory of language acquisition." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26830.
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This thesis presents a theory of the early stages of first language acquisition. Language is characterised as constituting an instructional environment - diachronic change in the language serves to maintain and enhance sources of structural marking which act as salient cues that guide the development of linguistic representations in the child’s brain. Language learning is characterised as a constructivist process in which the underlying grammatical representation and modular structure arise out of developmental processes. In particular, I investigate the role of closed-class elements in language which obtain salience through their high occurrence frequency and which serve to both label and segment useful grammatical units. I adopt an inter-disciplinary approach which encompasses analyses of child language and agrammatic speech, psycholinguistic data, the development of an developmental linguistic theory based on the Dependency Grammar formalism, and a number of computational investigations of spoken language corpora. I conclude that language development is highly interactionist and that in trying to understand the processes involved in learning we must begin with the child and not with the end-point of adult linguistic competence.
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Oliver, Pam 1949. "Young people's reactions to nuclear issues : a constructivist analysis." Thesis, University of Auckland, 1992. http://hdl.handle.net/2292/1998.
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The 1980s saw an increasing interest amongst psychologists, both as researchers and as practitioners, in the ways in which people react to nuclear weapons issues, especially the perceived threat of nuclear war. Much of the research in relation to "nuclear threat", undertaken either within the United States or by United States psychiatrists in collaboration with European colleagues, and using extensive questionnaire surveys, focused on the fears of children and teenagers. Some researchers concluded that large proportions of young people were at risk of impaired psychological development because of nuclear threat which resulted in a pervasive sense of futurelessness and a distrust of .adults. This research has been widely criticised since because of apparent researcher bias in the methods used, interpretations offered, and general paradigm. I also found much of the research ethically objectionable. My research has involved 52 interviews with young New Zealanders and administration of a questionnaire to more than 2000 others, including ages nine to 18 and three ethnocultural groups, as well as interviews with some teachers. The objectives of these studies were: (1) to produce detailed information about how young New Zealanders react to nuclear weapons issues which might be used by educationalists, mental health professionals, parents, and young people themselves in dealing with those issues; (2) to make specific recommendations about young New Zealanders' apparent needs and preferences for learning about and dealing with nuclear weapons and related issues; (3) to provide a detailed methodological comparison of interview and questionnaire approaches to this research topic, and discuss issues of theory and paradigm; and (4) to comment on ethical and practical issues for both the researcher and the researched in undertaking research on emotive and potentially distressing topics, especially with young people. As a result Chapter 1 of my thesis contains a comprehensive critical review of the international research and theory relating to young people's perceptions of nuclear weapons, examining the problems of method, interpretation and paradigm associated with this area of research. Both interview and survey data are presented in relation to: (a) young people's levels of awareness and sources of information about nuclear issues; (b) their emotional, cognitive and behavioural reactions to nuclear issues, including coping strategies and activism: (c) their perceptions of the future; (d) comparisons across gender, age and ethnocultural group; (e) the role of adults; and (f) differences between New Zealanders and other national groups. The data are discussed in terms of: (i) their patterns, contexts and meanings; (ii) their implications for peace and global issues education; and (iii) their implications for research method, including ethical issues. Recommendations are made for how psychologists and others can help young people and adults in dealing with global and social threats, including how to undertake research which is empowering as well as valid and useful.
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Hiller, Harvey Frederick. "The anastatic option, Christian theological scaffolding for constructivist pedagogy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34677.pdf.
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