Relevant bibliographies by topics / Social constructivist

Academic literature on the topic 'Social constructivist'

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Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Social constructivist"

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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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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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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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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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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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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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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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Kabanov, Аlexander. "Social constructivism: subject matter, origins, versions of the constructivist approach to knowledge." Socium i vlast 4 (2021): 07–17. http://dx.doi.org/10.22394/1996-0522-2021-2-07-17.

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Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is to analyze social constructivism evolution in the English speaking countries starting from Berger and Luckmann’s seminal work “The Social Construction of Reality” in 1966; to classify social constructivist versions of science together with their most prominent traits. Methods. When considering the problem, the author uses Y. Hacking’s schematic definition of social construction, P. Kitcher’s scheme of “socio-historical cluster” and M. Baghramian’s “objectivist conception of science”. Scientific novelty of the research. The analysis provides reasons for social constructivism popularity during the “science wars”; specifies social ontology and epistemic status of scientific knowledge in moderate versions of social constructivism; specifies some discourse peculiarities of radical versions of social constructivism (the consequence of somewhat unusual reception of continental tradition) and its view of the science. Results. The basic results are: a) certain convergence of ontological positions in analytic and moderate versions of social constructivist type, b) controversial issues of social (historical) approach to scientific explanation and c) controversial issues of postmodern rhetoric in radical versions. Conclusions. Social studies of science play an important role in science and society, the critical comments towards social constructivist versions notwithstanding.
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Dissertations / Theses on the topic "Social constructivist"

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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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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.

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Steenkamp, Maria Magrieta. "The transition into womanhood : a feminist, social constructivist analysis." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/20421.

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Thesis (MA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: To address the research question of how young women themselves experience the transition into womanhood, by looking at the articulated subjective experiences of young women involved in negotiating the process of 'becoming a woman'. The research question was approached from a post-modern feminist and social constructionist perspective, using qualitative methodology. In-depth interviews were conducted with two groups of young women - five white, middle class students who are involved in the Women's Mental Health Research Project (WMHRP) as interviewers, and five coloured, working-class young women who would be interviewees in the WMHRP. These two groups of participants were recruited from different social backgrounds in order to investigate contextual variations in their identity negotiation processes. Transcripts of the interviews were analyzed according to constructivist grounded theory protocol (Charmaz, 2003; Henwood & Pidgeon, 2003). Three main categories were constructed from the data, namely 1) the girl/woman dichotomy, 2) the "woman imperative", and 3) different processes experienced. In chapter one, an introduction is provided which discusses the importance of the research question to feminist and developmental psychologists, and highlights the paucity of research on the topic within these areas. Chapter two examines the empirical literature surrounding the research question, which highlights the marginalization of the transition into womanhood by psychological researchers. Anthropological studies of 'rites of passage' are also briefly discussed. In chapter three the theoretical framework that informed the present study is discussed, namely 1) social constructionism, with its focus on discourse and its rejection of essentialism, and 2) feminism, with its emphasis on gendered identity, difference and power. Concepts central to the present study, namely development, gender, and identity are also discussed in this chapter. Chapter four provides an explanation of the methodology and methods that were used in the present study, while chapter five presents the results and a discussion of the results. Finally, chapter six consists of a discussion of the conclusions that can be drawn from the findings, as well as their implications for research and practice.
AFRIKAANSE OPSOMMING: Hierdie studie spreek die vraag aan van hoe jong vroue self die oorgang na vrou-wees ervaar. Dit word ondersoek aan die hand van die subjektiewe belewenisse van jong vroue midde-in die proses van vrou-word, soos deur hulself geartikuleer. Die navorsingsvraagstuk is benader vanuit 'n post-moderne feministiese en sosiaalkonstruktiewe perspektief, deur gebruik van kwalitatiewe metodologie. In-diepte onderhoude is met twee groepe jong vroue gevoer - vyf hoofsaaklik blanke studente uit die middelstand wat betrokke is by die "Women's Mental Health Research Project" (WMHRP) as onderhoudvoerders, en vyf kleurling jong vroue uit die werksklas, met wie die onderhoude gevoer is. Hierdie twee groepe deelnemers is uit verskillende sosiale agtergronde gekies ten einde kontekstuele variasies in hulle identiteitsvormingsprosesse te kan ondersoek. Transkripsies van die onderhoude is ontleed aan die hand van konstruksievisties-gefundeerde teorie protokol (Charmaz, 2003; Henwood & Pidgeon, 2003). Drie hoof-kategoriee is uit die data gekonstrueer, naamlik die meisie/vrou dikotomie, die verskillende prosesse beleef, en die "vrou imperatief'. In hoofstuk een, wat die onderwerp inlei, word die belangrikheid van navorsing vir feministiese en ontwikkelingsielkundiges bespreek, en word die skaarste aan navorsing oor die onderwerp uitgelig. Hoofstuk twee bied 'n bespreking van die empiriese Iiteratuur rondom die navorsingsvraagstuk, wat die marginalisasie van die oorgang tot vrou-wees onder navorsers in die sielkunde onderstreep. Antropologiese studies oor inisiasie-rituele word ook vlugtig bespreek. In hoofstuk drie word die teoretiese raamwerk wat die studie inlig bespreek, naamlik 1) sosiaal-konstruksionisme, met fokus op diskoers en die verwerping van essensialisme, en 2) feminisme, met klem op geslagsidentiteit, differensiasie en mag. Konsepte sentraal tot hierdie stud ie, naamlik ontwikkeling, geslag en identiteit word ook in hierdie hoofstuk bespreek. Hoofstuk vier bied 'n verduideliking van die metodologie en metodes wat in hierdie studie aangewend is, terwyl in hoofstuk vyf die navorsingsresultate en 'n bespreking daarvan, aangebied word. Hoofstuk ses as slothoofstuk bestaan uit 'n bespreking van die gevolgtrekkings waartoe aan die hand van die navorsingsbevindinge geraak kan word, sowel as die implikasies daarvan vir navorsing en die praktyk.
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Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.

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Deniz, Mustafa. "Reforming The European Union Budget: A Social Constructivist Policy Approach." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612606/index.pdf.

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The budget of the European Union has accomplished a significant role for European integration in the history of the Union. However, it has not resulted into anticipated developments compatible with the Union&rsquo
s institutional policy reform process in the last decades. The budget has emerged as a consequence of path dependent developments in its historical progress, which has dragged the European Union to a critical stage. It is rather challenging for the Union now to sustain the current structure of the budget, since it exposes some disadvantages to continue with this structure in an enlarging and deepening Union. In spite of various reform proposals, there is no appropriate theoretical ground for the budgetary politics of the European Union to be channelled through strengthening the link between the Union and European citizens. This thesis attempts to approach the existing problems associated with expenditures and revenues of the current budget from the social constructive policy perspective, in line with the major question of &ldquo
how the budget can be made more socially constructive by utilizing expenditures and revenues?&rdquo
The study has three major objectives. Firstly, it presents a historical evolution of the European Union budget in order to explore path dependent developments inherent to its historical progress. Secondly, it offers a critical analysis on the expenditure and revenue sides of the budget. Thirdly, it introduces a social constructivist policy approach on this subject as an alternative to the most prevalent approach of fiscal federalism.
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García, Chávez Tania Guadalupe. "Perspectives on community policing : a social constructivist and comparative analysis." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3459/.

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Community policing is one of the more significant recent developments in policing and the notion has been widely discussed and applied around the world. This thesis examines its various conceptions as discussed in the literature and in practice, with particular emphasis being given to the role of trust between police and citizens in this context. The investigation adopts a constructivist and qualitative comparative analysis based in two countries: Mexico and the UK (with two case studies in each country) and with data primarily collected through interviews with samples of police and citizens. Key findings are that: The variety of conceptions about community policing highlight the complex nature of the notion and the many factors shaping its varied practices. Police assumptions as to what constitutes good practice in community policing and what success might look like, deserve to be re-examined. The social constructions that police and citizens hold about community policing provide valuable sources of insight which challenge some of the conventional understandings regarding policing priorities. Trust is a vital ingredient for successful community policing and needs to be based as much on the police trusting citizens and communities as the other way round.
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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.
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Hogan, Paula Jaye. "A constructivist study of social work's involvement with HIV/AIDS." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1079.

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Arruzzo, Kristi L. "The effect of a constructivist social studies unit on student attitudes toward social studies /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Leisey, Monica Rene'. "The Multiple Meanings of Domestic Violence: A Constructivist Inquiry." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1182.

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Spurred by the work of the Battered Women's Movement, domestic violence has been responded to since it emerged as a problem in the 1970s. At first the response was providing places for victims to stay and recover from the violence while also providing opportunities for consciousness raising and empowerment work. As domestic violence became a more recognized problem, policies were created and enacted to end the problem. Through the 1980s and 1990s, changes in federal policies in regards to domestic violence were incorporated. The criminal justice system began incorporating such policies as mandatory arrest and no-drop prosecution policies as well as using batterer intervention programs (BIPs) to provide services to those accused of domestic violence charges.In Virginia, domestic violence advocates, batterer intervention program service providers and members of the criminal justice system worked together to create coordinated community responses with the stated goals of safety for domestic violence victims and accountability for perpetrators of domestic violence. The coordination, however, seemed to be fraught with difficulties, as domestic violence advocates, BIP providers, and the criminal justice system continued to struggle with the implementation of the standards. It seemed that although all three groups were able to agree upon the goals of accountability and safety, there were underlying issues of difference that were not being considered.The participants of this inquiry had congruent understandings of the term domestic violence; however their understandings of the social problem domestic violence were quite different. Because the way a social problem is understood influences policy as it is created, implemented, and experienced, it is important to strive for clarity concerning the social problem to which the policy is responding.This inquiry is an exploration of the multiple understandings of the social problem domestic violence as understood by those who participated in the inquiry. The tentative findings, or lessons learned, are not to be understood as generalizable findings, but as the unique, co-created understandings of the multiple meanings of the social problem domestic violence as understood by the participants and the inquirer.
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Books on the topic "Social constructivist"

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

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

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

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Dynamic social studies for constructivist classrooms: Inspiring tomorrow's social scientists. 9th ed. Boston: Pearson, 2010.

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Maxim, George W. Dynamic social studies for constructivist classrooms: Inspiring tomorrow's social scientists. 8th ed. Upper Saddle River, N.J: Prentice Hall, 2006.

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Teaching social studies in elementary schools: A social constructivist approach. Toronto: Nelson Education, 2008.

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L, Burden Robert, ed. Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press, 1997.

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Madott, Kosnik Clare, ed. Innovations in teacher education: A social constructivist approach. Albany, N.Y: State University of New York Press, 2006.

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Sunal, Cynthia S. Social studies for the elementary and middle grades: A constructivist approach. 4th ed. Boston: Pearson, 2011.

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Europeanization, integration and identity: A social constructivist fusion perspective on Norway. New York: Routledge, 2012.

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Book chapters on the topic "Social constructivist"

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Barone, David F., James E. Maddux, and C. R. Snyder. "The Constructivist Tradition." In Social Cognitive Psychology, 59–91. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5843-9_3.

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Agius, Christine. "Social Constructivist International Relations and the Military." In Handbook of Military Sciences, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-02866-4_105-1.

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AbstractCaptured by Alexander Wendt’s now-famous maxim “anarchy is what states make of it,” social constructivism is the idea that the world “out there” is not given, as realists would argue, but rather, “socially constructed.” In doing so, social constructivism places a focus on the importance of “mutual constitution”: international politics is shaped by both structures, such as anarchy, or agents, such as states and other actors. Structures and agents influence each other. Moreover, social constructivism emphasizes social relations in global politics, and sees security and international politics as determined by ideas as well as material factors. The identity of agents such as states matter because identity helps determine national interests. As states interact with other actors in the international system, their ideas and identity can change over time, which can produce a more dynamic understanding of international relations. This chapter will take the reader through the key ideas of social constructivism – also referred to as “constructivism” in this chapter – showing how norms, culture, and ideas about identity shape actors, condition their relations with each other, and can impact the so-called “given” nature of international relations and transform understandings of power relations. Social constructivism can also help make sense of security and military phenomena, such as alliances and threat perceptions, or why states go to war. This chapter will also cover the different branches of constructivist thought and the main critiques of constructivism to highlight its key contributions and the problems it also raises.
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Alkopher, Tal Dingott. "Is Isaiah a Social Constructivist?" In Isaiah’s Vision of Peace in Biblical and Modern International Relations, 121–35. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1007/978-1-137-10442-7_7.

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Babula, Michael. "Promoting Altruistic Constructivist Education." In Motivation, Altruism, Personality, and Social Psychology, 155–66. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137031297_13.

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Kitchener, Val, Danielle Williams, and Sue Kilpatrick. "Social Justice and Constructivist Grounded Theory." In Structuring the Thesis, 225–33. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0511-5_22.

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Anggraeni, Ade Irma. "Millennial and Psychological Contract: Social Constructivist Approach." In Psychology of Retention, 287–306. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98920-4_14.

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Jørgensen, Knud Erik, and Reuben Wong. "Social Constructivist Perspectives on China-Eu Relations." In China, the European Union, and the International Politics of Global Governance, 51–74. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137514004_4.

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Kurowska, Xymena, and Friedrich Kratochwil. "The Social Constructivist Sensibility and CSDP Research." In Explaining the EU's Common Security and Defence Policy, 86–110. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230355729_5.

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Roche, Julian. "Taking Sève seriously and constructivist IR theory." In Marxism, Psychology and Social Science Analysis, 82–103. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429486265-5.

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Belgrave, Linda Liska, and Kathy Charmaz. "Studying Illness and Dying through Constructivist Grounded Theory." In The Social Construction of Death, 34–51. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137391919_3.

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Conference papers on the topic "Social constructivist"

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

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Khan, Kehar, Thanaporn Buarod, and Juthamas Kaewpijit. "Sustainable Impact of Organic Farming: A Social Constructivist Perspective." In 8TH SUSTAINABLE DEVELOPMENT CONFERENCE. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/sdc.2021.007.

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Abstract The bottom-line for businesses is to earn profit or maximize the wealth of its shareholders. It is a matter of great debate, who comes across that slogan. Sampran Riverside, however, has been a successful business model for Thailand, which has been known as the maximizer of its customers’ wealth as well as health, by an extensive production of organic products through organic farming and food, subsequently spreading it through cultural and tourism activities. Present study is a qualitative case study that describes how the Sampran riverside grew into an environment- friendly model from a conventional business entity. The study revealed how the business transformed and reached success through the constructive learning process. A detailed study showed that organic farming helps society to grow healthy and also creates economic opportunities for the people. Site visits of the business and organic fields, as well visit of organic markets and interviews with the farmers, customers and the CEO of the Sampran Riverside, concluded that organic farming serves the society in a holistic way by providing social, environmental, economic and health benefits at one platform, eventually, contributing in community and societal development. The study also concluded that through this development, the Riverside contributes in meeting some of the Sustainable Development Goals (SDGs). Adopting this model may pave the way for sustainable development in the society which will help country in long run. Key Words: Community development, constructive learning, organic farming, SDGs, societal benefits.
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Kusumaningrum, Demeiati Nur. "Millenials: Transnational Citizen - Dealing with Constructivist and Cosmopolitan Perspectives." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007414400180021.

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Mayasari, Tantri, Jeffry Handhika, Farida Huriawati, Mislan Sasono, Erawan Kurniadi, Purwandari Purwandari, and Andista Candra Yusro. "A Meta-Analysis of Constructivist Approach on Students’ Achievement." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007423204880491.

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Liu, Jinling, Nan Li, and Haibo Sun. "Computer-assisted Translation Teaching Based on Constructivist Theory." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.128.

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RIEGLER, ALEXANDER. "INCLUSIVE WORLDVIEWS: INTERDISCIPLINARY RESEARCH FROM A RADICAL CONSTRUCTIVIST PERSPECTIVE." In Redemarcating Knowledge and Its Social and Ethical Implications. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812702043_0003.

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Brodsky, Alexander. "ON THE POSSIBILITY OF CONSTRUCTIVIST SUBSTANTIATION OF ETHICS." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.038.

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Frisque, Brennen, and Ankur Chattopadhyay. "Conducting a social constructivist epistemology for students of computing disciplines." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190461.

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Ardiansyah, Welly, and Murwani Ujihanti. "Reading Comprehension Achievement and Vocabulary Mastery through Social Constructivist Strategies." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217803280338.

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Liu, Wenyi. "Constructivist-based English language teaching in middle vocational school." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.55.

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