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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Granvold, Donald K. "Constructivist Psychotherapy." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 345–59. http://dx.doi.org/10.1606/1044-3894.932.
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Constructivism represents a profound development within cognitivism, posing challenges to many traditional treatment assumptions. The author addresses the remarkable difference between traditional cognitive therapy and constructivism, including the nature of reality, the nature of knowledge, problem definition, treatment goals, assessment, treatment of emotion, and therapist style of intervention. Constructivist metatheory is briefly discussed along with the conceptual bases of the orientation. Constructivist therapy is contrasted with traditional cognitive therapy, and constructivist intervention methods are identified. The article concludes with several case examples in which constructivist methods are applied to clinical problems.
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Garcia, Ernesto V. "Three Rival Versions of Kantian Constructivism." Kant Yearbook 14, no. 1 (September 28, 2022): 23–43. http://dx.doi.org/10.1515/kantyb-2022-0002.
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Abstract In order to make headway on the debate about whether Kant was a constructivist, nonconstructivist, or instead defends a hybrid view that somehow entirely sidesteps these categories, I attempt to clarify the terms of the debate more carefully than is usually done. First, I discuss the overall relationship between realism and constructivism. Second, I identify four main features of Kantian constructivism in general. Third, I examine three rival versions of metanormative Kantian constructivism, what I’ll call axiological, constitutivist, and rationalist constructivist. I argue that Kant is best seen as a rationalist constructivist. I conclude by arguing that although it’s a constructivist view, this reading avoids the main pitfalls of traditional Kantian constructivism. In doing so, it helps us to achieve a satisfying rapprochement between constructivist and non-constructivist (that is, so-called ‘realist’) readings of Kant.
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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7.1.36.61-70.
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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
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Kajin, Sudar. "Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 61. http://dx.doi.org/10.32616/tdb.v7i1.36.
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Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education
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Argarini, Dian Fitri, Nok Izatul Yazidah, and Anik Kurniawati. "THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY." Infinity Journal 9, no. 1 (January 27, 2020): 1. http://dx.doi.org/10.22460/infinity.v9i1.p1-14.
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This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication
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Parsons, Craig. "Before eclecticism: competing alternatives in constructivist research." International Theory 7, no. 3 (August 27, 2015): 501–38. http://dx.doi.org/10.1017/s1752971915000135.
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Should constructivist research engage empirical debates with other approaches, especially non-constructivists? Recent calls for ‘eclectic’ and ‘pluralistic’ scholarship seem to encourage engagement, including across epistemological divides many constructivists have long perceived with non-constructivists. Yet this literature downplays competition between approaches, instead emphasizing that they answer different parts of questions. In seeming to evoke a division of labor, the eclectic turn actually strengthens a sense that approaches occupy distinct spaces. This article offers a sympathetic corrective to the eclectic turn, and to common accounts of older epistemological divides. Before eclectic combinations, empirical work necessarily begins from contrasting accounts on the same terrain. Only a naïve positivist imagines that meaningful scholarship tests solitary hypotheses against reality. Today’s scholars vary in how far they move toward more socially based epistemologies, with constructivists moving furthest – and the further we move, the more the shape and significance of our accounts depends on contrasts to others. Thus, all scholars should seek out competing alternatives,especiallyconstructivists. After making this point, the article unpacks how it has been obscured by four arguments that limit competition between constructivist claims and alternatives, concerning constitutiveness, understanding, holistic methodology, and anti-foundationalism. Each view contains errors that can be corrected without undercutting the epistemological commitments of its proponents. This clears the way for introducing more competition into constructivism and into the eclectic turn more generally. All scholars, including all constructivists, working within their own epistemologies, will do their best work through contrasts to alternatives across our old divides.
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Štěpáník, Stanislav. "A Truly Constructivist Conference on Constructivism." ORBIS SCHOLAE 9, no. 2 (February 1, 2018): 145–47. http://dx.doi.org/10.14712/23363177.2018.16.
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Robles Altamirano, Adriana Lourdes, and Zoila Barreno Salinas. "La práctica dicente-investigativa desde la tecnología educativa y el socioconstructivismo / The researching practice of learners based on educational technology and socio-constructivism." Ciencia Unemi 9, no. 17 (June 7, 2016): 118. http://dx.doi.org/10.29076/issn.2528-7737vol9iss17.2016pp118-1124p.
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Se vive una época de cambios con el actual paradigma tecno-científico y la educación no es una excepción. Desde la teoría socio-constructivista del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación, se justifica un aprendizaje más significativo y autónomo con base en la investigación dicente. El socio-constructivismo plantea la participación del estudiante dentro de un proyecto de aprendizaje colectivo, donde potenciará su capacidad para resolver problemas contextualizados, que le permitirán desarrollar un proceso de construcción social del conocimiento, apoyado claro está, en los medios y herramientas tecnológicas a su alcance. El presente trabajo pretende demostrar que el aprendizaje autónomo con el uso de la investigación es posible si se aplica un enfoque socio constructivista al aprendizaje con el apoyo de la tecnología educativa. AbstractA time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT) in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.
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Jones, John V., and William J. Lyddon. "Adlerian and Constructivist Psychotherapies: A Constructivist Perspective." Journal of Cognitive Psychotherapy 11, no. 3 (January 1997): 195–210. http://dx.doi.org/10.1891/0889-8391.11.3.195.
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This article seeks to contribute to a greater dialogue between Adlerian and constructivist psychotherapies by discussing (a) the many similarities between Adlerian and constructivist camps in terms of philosophical, theoretical, and practical considerations, (b) some unique features of individual psychology that may augment specific approaches in constructivist psychotherapy, (c) some of the unique features of constructivism that Adlerians may find enriching to their approach, and, (d) how this integrative dialogue may relate to the contemporary context of theoretical integration.
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Checkel, Jeffrey T. "Social constructivisms in global and European politics: a review essay." Review of International Studies 30, no. 2 (March 17, 2004): 229–44. http://dx.doi.org/10.1017/s0260210504006023.
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Social constructivism has come of age in contemporary international relations (IR) theory. Indeed, more and more submissions to presses and journals in both Europe and America characterise themselves as constructivist or situate their arguments vis à vis those of constructivists. In substantive terms and as the three books under review attest, constructivists also now offer detailed empirical studies that amplify and enrich their earlier conceptual and meta-theoretical critiques of mainstream approaches. Yet, as with any maturing research programme, there are gaps to be filled and challenges to be met. These include a better appreciation and theorisation of domestic politics; more explicit attention to research methods; further work on the linguistic turn so central to much of constructivism; and, finally, a rethink of attempts to build bridges.
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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Constructivist Grounded Theory: A New Research Approach in Social Science." Research and Advances in Education 1, no. 4 (October 2022): 8–16. http://dx.doi.org/10.56397/rae.2022.10.02.
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This article tries to explore the constructivist grounded theory (CGT) in qualitative research. American sociologist Kathy Charmaz has developed a new qualitative research field “Constructivist Grounded Theory” for the first time in 2006. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work. It is a popular method for research studies mainly in psychology, education, and nursing. In social sciences, it represents culture, context, literacy, personal experiences, as well as application of knowledge. It also presents the theoretical substructures of symbolic interactionism and constructivism. Constructivism is used for research, learning, and teaching with peers. There are various types of constructivism, such as social, psychological, personal, radical, and contextual constructivism. On the other hand, symbolic interactionism is the process of human interaction that provides the meanings for the experiences through language, symbols, and social interactions. This study tries to investigate how constructivist grounded theory has developed in times from the original grounded theory of Glaser and Strauss. The paper also tries to highlight characteristics, application, and importance of constructivist grounded theory.
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Kumar Shah, Rajendra. "Effective Constructivist Teaching Learning in the Classroom." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 1–13. http://dx.doi.org/10.34293/education.v7i4.600.
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Constructivism has been a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs, while demonstrating significant success in promoting student learning. In this paper, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.
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Weber, Martin. "The Normative Grammar of Relational Analysis: Recognition Theory's Contribution to Understanding Short-Comings in IR's Relational Turn." International Studies Quarterly 64, no. 3 (June 11, 2020): 641–48. http://dx.doi.org/10.1093/isq/sqaa036.
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Abstract This Theory Note focuses on the resurgent interest in relationalism in constructivist IR theory. I begin by contextualizing current efforts to move constructivism toward this theoretical register. In particular, I focus on the framing influence of Mustafa Emirbayer's “Manifesto for a Relational Sociology,” showing how key theoretical concerns articulated there have resonated with the constructivist critique of rationalist and structuralist explanatory approaches in IR. These cross-purposes, however, also signal that the lacunae identified by Emirbayer should be of interest to IR constructivists seeking to promote a relationalist research project. I argue that in particular Emirbayer's identification of a gap on normative implications has not received adequate attention in IR debates. In the second part, I discuss Honneth's recognition theoretic approach as promising for supplementing a normative register that satisfies the “process-ontological” proclivities of relationalism as understood by IR constructivists. In the final part, I outline by way of an example some of the meta-theoretical and methodological implications of this version of recognition theory, contrast it with contending arguments in current debates, and commend its potential.
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Плужникова, Наталья, and Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE." Universities for Tourism and Service Association Bulletin 10, no. 3 (September 15, 2016): 65–74. http://dx.doi.org/10.12737/21135.
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The article studies the main ideas of constructivist pedagogy and their influence on contemporary culture. The attention is focused on such issues as methodology of the learning process in pedagogy of constructivism. This problem is examined in the context of modern education. The author studies the links of pedagogy and constructivism with philosophical constructivist concepts (P. Watzlawick, H. Maturana and F. Varela). The author examines the positive and negative aspects of the constructivist methodology in the sphere of modern pedagogy. The analysis of constructivist pedagogy shows the semantic content of such principles of constructivism, as the specificity of the learning process as a process of constructing meanings, and problem-based learning, communicative approach to learning. Based on this, the study focuses on the understanding of the interaction of teacher and student in the learning process. The author pays special attention to the fact that according to the constructivist pedagogy the main subject of the process of education is not a teacher, but a pupil. This idea significantly transforms classical model of hierarchical learning. Thanks to the constructivist methodology, the author describes effective teaching methods in contemporary culture. It is noted that important components of the learning process in constructivism is the formation of motivation of the student, as well as a relaxed and creative approach to the learning process of the teacher. The author highlights a problem such as understanding learning as complex process of social interaction of a teacher and a pupil. This process forms value meanings tailored to the specific situations faced by the student. As necessary components of constructivist models of teaching the author highlights the practical orientation of the learning process, and changing requirements for teacher, which is understood in constructivist pedagogy not as much a mentor, but as a moderator of the learning process.
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Holmes, Andrew Gary Darwin. "Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?" Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 7–15. http://dx.doi.org/10.34293/education.v8i1.819.
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This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claimsconstructivist pedagogical approaches have become normative practice, when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
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Checkel, Jeffrey T. "The Constructive Turn in International Relations Theory." World Politics 50, no. 2 (January 1998): 324–48. http://dx.doi.org/10.1017/s0043887100008133.
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In recent years, constructivist thinking about global politics has brought a breath of fresh auto international relations. By exploring questions of identity and interest, constructivist scholars have articulated an important corrective to the methodological individualism and materialism that have come to dominate much of IR. As the books under review indicate, constructivism has also succeeded in demonstrating its empirical value—documenting a new and important causal role for norms and social structure in global politics. Theoretically, however, the approach remains underspecified. In particular, constructivists typically fail to explain the origins of such structures, how they change over time, how their effects vary cross nationally, or the mechanisms through which they constitute states and individuals. Missing is the substantive theory and attention to agency that will provide answers to such puzzles, as well as ensure the development of a productive research program.
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Jovanović, Aleksa. "Konstruktivizam u obrazovanju odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 31–48. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.31.
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Constructivism is a term that takes up more space in social sciences since the second half of the 20th century, although the term itself was coines earlier, specifically in the 1920s when it signified an artistic and architectural movement in the Soviet Union. One assumption of this paper is that the activity is a central function and it is implanted in the concept of constructivism since its creation. This paper offers a brief overview of the development of term constructivism and later explains the basic epistemological assumptions on which constructivist theories are based. What is common to all constructivist theories is proactive cognition, that is, the already mentioned activity, in this case, in the process of making a meaning. Theories of adult education zhat rely on constructivist epistemology are also presented. Finally, the paper explanis the understanding of activity in teaching and the application of the constructivist principle in teaching.
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Setiyaningsih, Dewi. "Difference of Conventional Constructivism and Critical Constructivism Approach in International Relations Theory." Jurnal PIR : Power in International Relations 6, no. 1 (October 18, 2021): 33. http://dx.doi.org/10.22303/pir.6.1.2021.33-46.
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<p><em>This paper argues that Constructivism as the approach in International Relations are still debat</em><em>ed</em><em>. The debate is on Conventional (modern) and Critical (post-modern) constructivsm. Although both are claimed as critical approach (s</em><em>imilar</em><em> in the</em><em>ir</em><em> epistemological aspect) and emerged in the same context and same culture of school in IR, they are different in adopting the methodological aspect. It may cause</em><em>d</em><em> by the constructivist itself grow along the growing of critical studies and the legacy of IR’s behavoralism</em><em> which</em><em> still remains dominantly</em><em>. Thus, it</em><em> makes one constructivist hold on to reflectivism too much and another constructivist engaged to positivism in order to prove that constructivism is scientific enough</em><em> </em><em>theoretically. Outlining the historical background both context and academic text, this paper analyze this issue in a path.</em></p>
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Zhu, Xiaoyue. "Innovation of Digital Piano Collective Class Teaching Mode under the Theory of Constructivism." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6049741.
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Constructivist learning theory and instructional design theory serve as the foundation for the design of the teaching process. According to constructivists, learning occurs when students are in a particular situation, such as a social or cultural setting, with the assistance of others, using the appropriate learning resources, and creating their own meaning. A scientific theoretical foundation and a philosophical methodology are provided for the classroom instruction of fundamental music by modern constructivism theory, which adapts to the advancement of the times and the demands of the new educational environment. This paper, guided by constructivism theory, conducts extensive research on constructivism theory from two perspectives, theory and practice, proposes a general teaching mode for music under the auspices of constructivism theory, and attempts to apply it to music education. Through the comparison experiment, it was determined that the experimental class’s final grade was 69.87 and its piano level index was 0.0824, while the control class’s grade was 64.69 and its piano level index was 0.0741. In terms of piano proficiency and test results, the experimental class outperforms the control class. Contrary to the traditional teaching approach, constructivist music education has been shown to be more effective at raising the musical proficiency of regular students, as well as improving students’ motivation for learning music, their methods of instruction, their initiative, and the environment in which they learn.
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Tan, See Seng. "Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security." Pacific Review 19, no. 2 (June 2006): 239–60. http://dx.doi.org/10.1080/09512740500473288.
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Shaminezhad, Manouchehr. "Reading "Moral Constructivism" from Mulla Sadra's Philosophy." Khazar Journal of Humanities and Social Sciences 25, no. 3 (November 2022): 5–19. http://dx.doi.org/10.5782/2223-2621.2022.25.3.5.
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Moral constructivism is a metaethical view of the nature of truth and moral truths and characteristics. From the constructivist point of view, morality is subjective and dependent on human beliefs. In the view of constructivists, moral truths exist, but the existence of these truths arises from human existence and depends on human attitudes and conventions. In their view, moral values are not the product of discovery but the product of creation. By Analysis of Mulla Sadra's intellectual foundations, from his philosophy, the theory of constructivist ethics can be deduced. In Mulla Sadra's view, the human soul is moving towards evolution based on the substantial motion Due to the physical coming-into-being in the world, and in the hereafter, this motion is due to the movement of ardent desire. The human soul is the creator of forms, and at every moment it is placed in a rank of the existential world, and in proportion to that rank, moral possessions are issued from it in gradation. The present article aims to provide an ethical constructivist reading of Mulla Sadra's philosophy by interpreting the important foundations of Mulla Sadra's philosophy.
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LeBar, Mark. "ARISTOTELIAN CONSTRUCTIVISM." Social Philosophy and Policy 25, no. 1 (December 20, 2007): 182–213. http://dx.doi.org/10.1017/s0265052508080072.
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Constructivism about practical judgments, as I understand it, is the notion that our true normative judgments represent a normative reality, while denying that that reality is independent of our exer-cise of moral and practical judgment. The Kantian strain of practical constructivism (through Kant himself, John Rawls, Christine Korsgaard, and others) has been so influential that it is tempting to identify the constructivist approach in practical domains with the Kantian development of the out-look. In this essay I explore a somewhat different variety of practical constructivism, which I call Aristotelian Constructivism. My aim is to establish conceptual space for this form of constructivism by indicating both in what ways it agrees with its Kantian counterparts and in what ways it differs. I argue that Aristotelian Constructivism is on one sense more faithful to the constructivist enterprise than the Kantian varieties, in that its understanding of both the establishment of practical truth and the vindication of the theory itself is constructivist.
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Li, Li, and Fang Liang Xu. "The Application of Data Mining in Constructivist Learning." Advanced Materials Research 219-220 (March 2011): 976–79. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.976.
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The constructivist learning based on data mining technology is a senior learning process, it realized the discovery to the unknown knowledge, it reflected knowledge construction goal that constructivism pursue. In this paper, we first briefly introduced the data mining technology and constructivist learning, analyzed the necessity of the application of data mining technology on constructivist learning, and then put forward the viewpoint of the combination between them, finally, we discussed how to implement the data mining in constructivist learning.
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Mavuru, Lydia, and Sezanele Gugulethu Mbonane. "Sciences teachers’ creation of constructivist learning environments in their classrooms." Cypriot Journal of Educational Sciences 17, no. 8 (August 31, 2022): 2838–50. http://dx.doi.org/10.18844/cjes.v17i8.7782.
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The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adopted as the theoretical framework. Findings revealed teachers’ positive disposition in relation to personal relevance, learner negotiation and critical voice as some of the key constructs depicting a constructivist learning environment. Teachers’ disposition in relation to shared control and scientific uncertainty reflected traditional perceptions. Teachers used cooperative teaching strategies, real-life examples, and questions to elicit learners’ prior knowledge. Findings have implications for teacher professional development in classrooms showing diversity in learners’ backgrounds. Keywords: Constructivist learning; learner-centred classrooms; prior knowledge; social constructivism
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Ralph, Jason. "What Should Be Done? Pragmatic Constructivist Ethics and the Responsibility to Protect." International Organization 72, no. 1 (December 10, 2017): 173–203. http://dx.doi.org/10.1017/s0020818317000455.
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AbstractIn this paper I examine what constructivist approaches to IR tell us about how states should act when confronted by atrocity crimes in the context of a politically pluralist international society. Building on the work of theorists who responded to Richard Price and Christian Reus-Smit's call to substantiate the constructivist's claim to explain “moral progress,” and to better inform normative assessments, I claim that the constructivist emphasis on historical and social contingency does not rule out ethical standpoints, suggesting instead a “pragmatic” ethic. Norms are hypotheses rather than absolute values. The task of the pragmatic constructivist is not to establish beyond doubt the normativity of a norm—the task is to test the norm for how well its “meaning-in-use” supports action that ameliorates lived social problems. Pragmatic constructivists can commit to the Responsibility to Protect (R2P) as an idea that might reconcile various communities of normative practice and ameliorate vulnerability without upsetting international order. To the extent particular practices (e.g., prevention) have proven (and continue to prove) useful in doing this, pragmatic constructivists can equate the institutionalization of those practices with normative progress. However, R2P is a “complex” norm. It recognizes that knowledge of how to respond to ongoing atrocity is context specific and cannot therefore be fixed. The task of the pragmatic constructivist here is to assess the practical judgment of those that claim to speak for the norm by weighing the consequences of acting out their prescription in the specific context of a particular crisis. I test the meanings of R2P in use during the Syria crisis from 2011 to 2012. R2P was problematic to the extent certain meanings reinforced policy ends (e.g., protection through political/criminal accountability) that were impractical and pursued at the expense of non-ideal but realizable goals (e.g., protection through peace/aid).
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Suárez Valdés-Ayala, Zuleyka. "CONSTRUCTIVISMO EN EDUCACIÓN: ILUSIONES Y DILEMAS. CONSTRUCTIVISM IN EDUCATION: ILLUSIONS AND DILEMMAS." Revista Electrónica Calidad en la Educación Superior 3, no. 1 (May 4, 2012): 24–42. http://dx.doi.org/10.22458/caes.v3i1.432.
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En este artículo se plantean problemas actuales que presenta el sistema educativo y que impiden implementar la concepción constructivista, quedando la misma como una ilusión que muchos proclaman pero pocos entienden y aplican. Se recuerda además el rol que como docentes debemos tener claros y el papel que debemos asignarle al error dentro de esta corriente. Por último se sugieren mejoras que deben implementarse, sin las cuales es imposible seguir avanzando y mejorando nuestra educación. Palabras clave: Educación, constructivismo, error, problemas, soluciones, alumno, docente. Abstract This article exposes current problems present in the educational system that do not allow the implementation of the constructivist concept, thus; leaving it as an illusion that many proclaim but few understand and apply. Furthermore, it recalls the teacher´s role, which we must be clear of; and the role that must be assigned to the error in this current of thinking. Finally, it suggests the implementation of certain improvements, without which it is impossible to keep on moving forward and improving our education. Keywords: Education, constructivism, mistake, problems, solutions, student, teacher.
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Varela Pequeño, Mikel. "acercamiento badiousiano a la noción de ‘puntos de vista’: del relativismo de la finitud constructivista al universalismo de la infinitud no constructible." Daímon, no. 82 (January 1, 2021): 7–20. http://dx.doi.org/10.6018/daimon.336181.
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En este artículo abordaremos la cuestión de los ‘puntos de vista’ desde la propuesta filosófica de Alain Badiou. Para ello, recurriremos especialmente a L’être et l’événement y a los últimos seminarios, destinados a elaborar el material para L’Immanence des vérités, y centraremos el interés en las orientaciones de pensamiento constructivista y genérica. De tal modo que asociaremos el constructivismo a la noción de ‘puntos de vista’ y ensayaremos una especie de alternativa a partir de los postulados de Badiou sobre la orientación genérica. In this paper we will address the question of ‘points of view’ from the philosophical proposal of Alain Badiou. In order to do this, we will especially resort to L’être et l’événement and to the last seminars, aimed at elaborating the material for L’Immanence des vérités, and we will focus on constructivist and generic orientations of thought. In such a way that we will associate constructivism with the notion of ‘points of view’ and we will try to propose an alternative based on Badiou’s generic orientation postulates.
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Arham, Rijal, Marhamah, and Dedi Djubaedi. "APLIKASI TEORI KONSTRUKTIVIS PADA AL-QUR'AN HADIS." Journal of Islamic Education Studies 1, no. 1 (August 24, 2022): 33–39. http://dx.doi.org/10.58569/jies.v1i1.427.
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This study describes the implementation of constructivist learning theory. This study was written based on the importance of a constructivist approach that requires active students. One way to achieve this is a constructivist approach. The research method used is field research. The results of this study conclude that the application of constructivist learning theory is applied, although in a simple way. Constructivism is a positive activity that allows students to build knowledge, find meaning in what they have learned, and relate it to their own experiences.
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Simojoki, Henrik. "Wo „steht“ die konstruktivistische Religionsdidaktik? Versuch einer theologischen Ortsbestimmung." Zeitschrift für Pädagogik und Theologie 66, no. 4 (December 1, 2014): 357–66. http://dx.doi.org/10.1515/zpt-2014-0408.
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Abstract Constructivist approaches have been highly influential in German discussions on Religious Education in recent years. However, the use of this theoretical framework has so far focused mainly on the didactical implications of constructivism. Building upon current concepts of constructivist learning in RE, but also with reference to the larger debate in theology and pedagogy, this article addresses the potentials and challenges of constructivism for a theological understanding of Religious Education.
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Mikusa, Michael G., and Hester Lewellen. "Discuss with Your Colleagues: Now Here Is That Authority on Mathematics Reform, Dr. Constructivist!" Mathematics Teacher 92, no. 2 (February 1999): 158–63. http://dx.doi.org/10.5951/mt.92.2.0158.
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Dr. Constructivist is a character who was “born” while we were trying to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might have to overcome in adapting a mathematics-reform and constructivist approach in the classroom. We were both working with in-service and preservice teachers at all levels and found that the ideas of constructivism were still new to them.
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Macías Ibarra, Jorge Eduardo, and Oscar Barzaga Sablón. "FUNDAMENTOS TEÓRICOS DEL CONSTRUCTIVISMO PARA LA ENSEÑANZA DE LA EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 4, no. 1 (March 29, 2019): 99. http://dx.doi.org/10.33936/cognosis.v4i1.1578.
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El presente trabajo tiene la finalidad resaltar la importancia teórica del constructivismo como modelo de desarrollo que permita al docente de Educación Física reconocer y propiciar una práctica activa y significativa de la asignatura desde la visión global de mejorar la experiencia del aprendizaje. Para ello, la metodología aplicada consistió en un conjunto de métodos teóricos como: el método comparativo, que permitió comparar las diferentes teorías entorno al constructivismo, estableciendo similitudes y diferencias, la modelación científica favoreció el análisis estructural y funcional del constructivismo desde la enseñanza de la cultura física, la abstracción científica desempeñó un rol importante en la determinación de los aspectos esenciales del constructivismo a través del análisis y la síntesis y con el análisis de documentos aplicando el análisis de temas y de dominio se establecieron los aspectos esenciales en relación con la bibliografía empleada en el estudio, propiciando la reflexión de los contextos que atañen a la aplicación de la práctica constructivista en el sistema educativo actual. La investigación fue concluyente en recalcar que el dominio del docente en la aplicación del constructivismo conlleva a la diversificación de estrategias pertinentes y actividades prácticas que permiten dinamizar el proceso de enseñanza aprendizaje, propiciando un aprendizaje significativo y funcional en el educando.
PALABRAS CLAVE: Constructivismo; Educación Física; Enseñanza.
THEORETICAL FUNDAMENTALS OF CONSTRUCTIVISM FOR THE TEACHING OF PHYSICAL EDUCATION
ABSTRACT
The purpose of this paper is to highlight the theoretical importance of constructivism as a development model that allows the Physical Education teacher to recognize and encourage an active and meaningful practice of the subject from a global perspective of improving the learning experience. For this, the applied methodology consisted of a set of theoretical methods such as: the comparative method, which allowed to compare the different theories around constructivism, establishing similarities and differences, the scientific modeling favored the structural and functional analysis of constructivism from the teaching of the physical culture, scientific abstraction played an important role in determining the essential aspects of constructivism through analysis and synthesis and with the analysis of documents applying the analysis of topics and domain were established the essential aspects in relation to the bibliography used in the study, encouraging the reflection of the contexts that concern the application of constructivist practice in the current educational system. The research was conclusive in emphasizing that the teacher's mastery in the application of constructivism leads to the diversification of pertinent strategies and practical activities that allow to dynamize the teaching-learning process, promoting a meaningful and functional learning in the learner.
KEYWORDS: Constructivism, Physical Education, Teaching.
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Motyl, Alexander J. "The social construction of social construction: implications for theories of nationalism and identity formation." Nationalities Papers 38, no. 1 (January 2010): 59–71. http://dx.doi.org/10.1080/00905990903394508.
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Although most contemporary theories of nationalism and identity formation rest on some form of social constructivism, few theorists of nationalism and identity formation interrogate social constructivism as a social construction – a social science concept “imposed” on the non-self-consciously constructivist behaviors of people, who generally do not believe they are engaging in construction. Since social constructivism – unless it is a metaphysics about what is real – is really about the concept of social construction, the first task of constructivists is to ask not how various populations have engaged in social construction but how social construction should be defined. As this article shows, constructivism is at best a run-of-the-mill theoretical approach – perfectly respectable, but no different from any other theoretical approach in the social sciences. It is only when social constructivism makes outlandishly radical claims – that all of reality or all of social reality is constructed – that it is unusual, exciting, and wrong.
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Jitka, Nábělková, Plischke Jitka, and Kobzová Pavlína. "Teacher's Concept of Constructivism in Real Conditions of School Teaching." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 133. http://dx.doi.org/10.11114/jets.v6i11a.3810.
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In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the theoretical part of the paper is represented the significance of the term teacher's conception of constructivist-oriented teaching and its real understanding of the constructivism theory in terms of school teaching. Based on the results of a research conducted through a questionnaire survey and a direct observation of lessons, we bring closer the reality of teaching of this epistemology, different perspectives, the teachers themselves as constructors of this paradigm.
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Jung, Hoyoon. "The Evolution of Social Constructivism in Political Science: Past to Present." SAGE Open 9, no. 1 (January 2019): 215824401983270. http://dx.doi.org/10.1177/2158244019832703.
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This article aims to illuminate how social constructivism has evolved as a mainstream international relation (IR) paradigm within a short period of time. To be specific, I navigated core tenets of constructivism in terms of its ontology, epistemology, and methodology, respectively. I also explored the growing body of constructivist empirical research and ensuing theoretical refinement as well as the strengths and weaknesses of a constructivist approach. Through these discussions, this article argues that constructivist approaches, since its emergence, have hugely contributed to the development of the study of IRs, providing novel insights and distinct ways of understanding of social and international reality with its own added value, by focusing on the role of ideas, identity, and norms in shaping state preferences and world politics.
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Brower, Aaron M. "Group Development as Constructed Social Reality Revisited: The Constructivism of Small Groups." Families in Society: The Journal of Contemporary Social Services 77, no. 6 (June 1996): 336–44. http://dx.doi.org/10.1606/1044-3894.931.
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Constructivism can be used in small groups as specific techniques are applied for behavior changes in a group setting. Constructivism can also be used to describe group processes. The author presents a constructivist reexamination of group development, that is, how individuals come together to form a shared reality of their group experience. The study and treatment use of small groups present an especially good venue from which to view how constructivism and social constructionism meet. Several practice implications of the group-development model are identified and discussed, along with two constructivist techniques particularly well suited to the group modality.
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Light, Richard. "Complex Learning Theory—Its Epistemology and Its Assumptions about Learning: Implications for Physical Education." Journal of Teaching in Physical Education 27, no. 1 (January 2008): 21–37. http://dx.doi.org/10.1123/jtpe.27.1.21.
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Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term “complex” learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme.
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Marinkovic, Dusan. "Sociology and constructivist perspective: Sociological theory and constructivist meta-theory." Zbornik Matice srpske za drustvene nauke, no. 114-115 (2003): 109–24. http://dx.doi.org/10.2298/zmsdn0315109m.
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In this paper, the author considers relation between sociology and constructivist perspective, which is one of the most current approaches in social science. Even though social constructivism offered significant alternative to contemporary sociology: opposite in the to the traditional paradigms, it is not a homogeneous meta-theory yet. In that respect the author concludes that social constructivism appeared in the period when traditional heritage of science is endanger with various discourses of reality; men, knowledge, science, and truth, and on the other hand, with the interior theoretical and epistemological and methodological discrepancy.
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Simon, Martin A. "Reconstructing Mathematics Pedagogy from a Constructivist Perspective." Journal for Research in Mathematics Education 26, no. 2 (March 1995): 114–45. http://dx.doi.org/10.5951/jresematheduc.26.2.0114.
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Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher's goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.
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Yendrita, Yendrita, and Sri Nengsih. "Eksplorasi Penggunaan Pendekatan Konstruktivis dalam Proses Perkuliahan." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 5, no. 1 (June 30, 2022): 235–44. http://dx.doi.org/10.31539/bioedusains.v5i1.3744.
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This study aims to explore the use of a constructivist approach in the lecture process in the Biology Education study program, STKIP Yayasan Abdi Pendidikan Payakumbuh. The method used is the descriptive method. The instrument of this research is a set of questionnaires distributed to all students of the Biology Education study program at the Abdi Pendidikan Payakumbuh Foundation who are registered in the even semester of the 2019/2020 academic year. The results showed that the use of a constructivist approach in general in lectures at the Biology Education Study Program of the Abdi Pendidikan Foundation was carried out by 76.25%, the process of forming concepts based on constructivists was 77.08%, the use of constructivist learning principles was 75.27%, the use of unique characteristics constructivist by 74.72% and the implementation of learning with a constructivist approach of 78.03%. In conclusion, the constructivist approach has been used well in the lecture process at the Biology Education Study Program STKIP Yayasan Abdi Pendidikan Payakumbuh.
Keywords: Exploration, Constructivist, Lecture
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Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (April 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.
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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.