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Artykuły w czasopismach na temat „Constructivist teaching approach”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

Appavoo, Paramasiven. "The constructivist' approach to teaching computing". International Journal of Continuing Engineering Education and Life-Long Learning 20, nr 3/4/5 (2010): 407. http://dx.doi.org/10.1504/ijceell.2010.037055.

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Hendry, Graham D. "Constructivism and Educational Practice". Australian Journal of Education 40, nr 1 (kwiecień 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, nr 1 (25.03.2011): 4–7. http://dx.doi.org/10.48127/gu-nse/11.8.04.

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It is obvious that the constructivist perspective is becoming a dominant paradigm in the field of the natural science education. “Constructivism” is not a specific pedagogy but a psychological theory of knowledge. The main idea of this theory is that humans construct knowledge and meaning from their experiences. Central to constructivism is the notion that learners play an active role in ‘constructing’ their own meaning. In general it is true. However, this theory can not be against the traditional way of teaching and learning. Constructivist approaches require learners to be active and confident in themselves and their abilities. However, learners may not always be active in the teach-ing and learning process. Quite often, learners` abilities are quite limited. In this situa-tion, a constructive approach is hardly effective. Why we want to have a behaviorally active learner? According A. Mayer (2004) educators produce materials that require learning to be behaviorally active and not be "cognitively active." Is it constructivist approach is OK nowadays? Are we sure? Who can deny that the traditional teaching / learning is wrong? Science curricula and teaching methods are changing continuously. Traditional teaching has also changed. Such teaching is fundamentally different compared to the teaching of a few decades ago. Both the curriculum and the context are different. Teaching and learning process is unthinkable without modern ICT. This itself requires a qualitatively new approach in science teaching from the teacher`s side. Our imagination that traditional education is the same as one hundred years ago is incorrect. Is it reasonable to promote ‘constructivism’ as a theory appropriate for science teaching in an uncritical way? There is no universally correct theory. This question should be discussed as large as possible in different context by scholars and teachers. Key words: constructivist approach, science education, traditional teaching.

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Warrington, Mary Ann, i Constance Kamii. "Multiplication with Fractions: A Piagetian, Constructivist Approach". Mathematics Teaching in the Middle School 3, nr 5 (luty 1998): 339–43. http://dx.doi.org/10.5951/mtms.3.5.0339.

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On the basis of piaget's (1954, 1960) Constructivism, Kamii (1989, 1994) has demonstrated that children in the primary grades can invent their ownprocedures for solving multidigit problems with whole numbers. A significant finding of this research is that when children are not taught algorithms, such as those of “carrying” and “borrowing,” their number sense and knowledge of place value are far superior to those of students who have been taught these rules. Warrington (1997) extended this work to the fifth- and sixth-grade level and described an approach to “teaching” division with fractions without teaching the algorithm of “invert and multiply.” This article describes a constructivist approach to multiplication with fractions.

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Mikusa, Michael G., i Hester Lewellen. "Discuss with Your Colleagues: Now Here Is That Authority on Mathematics Reform, Dr. Constructivist!" Mathematics Teacher 92, nr 2 (luty 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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Ullah, Hafeez, Muzammila Akram i Qurat-ul-ain Shams. "Emerging Role of Constructivism for Developing English Speaking Skills". Global Language Review V, nr III (30.09.2020): 142–50. http://dx.doi.org/10.31703/glr.2020(v-iii).15.

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This research paper draws attention to the literature for developing English speaking skills through instructional approaches of constructivism. It provides guideline for the teachers of Pakistan in teaching speaking skills. This research paper first analyzes constructivists model and then validates the implementation of the creative teacher teaching model in the speaking skills. Expectantly this model can contribute meaningfully to educate students in speaking English language. The five-point rating scale was utilized as research device for data collection. The three hundred and fifty-Eight (358) second language learners of Government and Private college students of District Muzaffargarh were selected randomly. The collected data was analyzed through SPSS. It was founded that constructivism paves the way for the learners in learning English as a second Language. Therefore, this research study suggested that the teachers should use constructivist approach in classroom rather than traditional approach

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Ta'awan, Ta'awan. "Upaya Meningkatkan Prestasi Belajar Siswa Kelas IX-D melalui Model Pembelajaran Konstruktivistik pada Mata Pelajaran IPS". Jurnal Pendidikan : Riset dan Konseptual 2, nr 2 (24.03.2018): 125. http://dx.doi.org/10.28926/riset_konseptual.v2i2.38.

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Necessary effort to create economic teaching that can be fun for students to learn at every level in Holistic and Integration. For that, it needs to be developed with reference to Constructivistic approach, since this approach quite rapidly in some developed countries and has given a positive learning outcomes for students. Teacher need to understand what is meant by the constructivist approach, in addition to understanding how to design the learning economy that is based on the approach Constructivistic. Expended the teacher to implement learning model economy that favores by students. Classroom action reserach conducted in three cycles with the steps of planning, action, observation, and reflection. The result showed that the average student is taught using constructivist approach result are better that students who are taught by the ordinary teaching materials. On average cycle 1 daily deuteronomy 66, in the cycle 2 average daily deuteronomy 76 and in cycle 3 deuteronomy daily average increased to 84. From the data analysis it turns out students who taught with more constructivist approach is effective in increasing motivation and achievement learn when compared with students who are not taught by constructivistic approach

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Lyngdoh, Susan W., i S. M. Sungoh. "Attitude of Student Teachers towards Constructivist Approach in Teaching". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, nr 2 (28.05.2017): 83. http://dx.doi.org/10.21013/jems.v7.n2.p4.

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<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization. This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

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Плужникова, Наталья, i Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE". Universities for Tourism and Service Association Bulletin 10, nr 3 (15.09.2016): 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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Dean, Ruth Grossman. "Teaching a Constructivist Approach to Clinical Practice". Journal of Teaching in Social Work 8, nr 1-2 (25.02.1994): 55–75. http://dx.doi.org/10.1300/j067v08n01_04.

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Garcia, Mikel. "Teaching Theory and Practice: A Constructivist Approach". Practicing Anthropology 13, nr 4 (1.09.1991): 11–14. http://dx.doi.org/10.17730/praa.13.4.r3030875377qn005.

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In his book, Educating the Reflective Practitioner (San Francisco: Jossey-Bass, 1987), Donald Schon urges educators to adopt a new method of teaching, one which provides students with an opportunity to learn how to make decisions in the "indeterminate zones" of practice—that is, in situations of uncertainty, situations of uniqueness, or situations in which value conflicts arise. He recommends that educators design their courses as "practicums" in which students learn a practice or skill by doing. This helps them master the arts of defining problems, implementing solutions, and improvising.

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Kariotogloy, P., P. Koumaras i D. Psillos. "A constructivist approach for teaching fluid phenomena". Physics Education 28, nr 3 (maj 1993): 164–69. http://dx.doi.org/10.1088/0031-9120/28/3/006.

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Ordinez, Leo, i Omar Alimenti. "A Constructivist Approach for Teaching Embedded Systems". IEEE Latin America Transactions 11, nr 1 (luty 2013): 572–78. http://dx.doi.org/10.1109/tla.2013.6502863.

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Hamilton, Debbie, i Randy Hitz. "Reflections on a Constructivist Approach to Teaching". Journal of Early Childhood Teacher Education 17, nr 1 (styczeń 1996): 15–25. http://dx.doi.org/10.1080/1090102960170103.

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Light, Richard, i Nathalie Wallian. "A Constructivist-Informed Approach to Teaching Swimming". Quest 60, nr 3 (sierpień 2008): 387–404. http://dx.doi.org/10.1080/00336297.2008.10483588.

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Tomljenović, Zlata, i Sanja Tatalović Vorkapić. "Constructivism in Visual Arts Classes". Center for Educational Policy Studies Journal 10, nr 4 (22.12.2020): 13–32. http://dx.doi.org/10.26529/cepsj.913.

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One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt ready-made constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student’s active participation through exploratory, problem-based learning, during which students gain much more of their potential than in traditionally conceived classes. Changing the obsolete pedagogical paradigm began with the development of contemporary (cognitivist and constructivist) pedagogical theories. According to the constructivist theories of learning, individuals develop their knowledge of the world based on their own experiences and reflection of these experiences. Learning is the result of cognitive constructs based on individual experience and (pre)knowledge gained during the social interaction determined by the culture in which individuals live. Interpretative activity in the constructing of understanding is particularly emphasised in visual arts education. In this paper, the main determinants of constructivism and constructivist theories in the context of the educational process are elaborated. The main principles of constructivist-based teaching of visual arts are interpreted related to other contemporary teaching strategies and approaches such as active learning, learning through problem-solving, and interactive approach to learning and teaching of visual arts. The teacher’s role is also discussed, whose approach, awareness of the student’s pre-knowledge, and capacity for meaningful communication with students, greatly influence the success of the students’ adoption, understanding and interpretation of visual arts contents. The present paper aims to highlight certain elements of the constructivist teaching theories because their understanding and application in the teaching process can help achieve better learning outcomes, specifically students’ better ability to use visual arts knowledge in everyday life.

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Guzmán Munita, Marisa, i Mario Díaz Díaz. "Propuesta pedagógica constructivista para la enseñanza de literatura española, en 2° año de enseñanza media". Foro Educacional, nr 24 (11.01.2016): 125. http://dx.doi.org/10.29344/07180772.24.616.

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RESUMENUn desafío para los profesores de castellano en Chile corresponde a la vinculación de los contenidos teóricos con la elaboración de actividades prácticas, que permitan el acercamiento de los estudiantes a diversas temáticas, desde el enfoque constructivista que plantea el currículum nacional. El presente artículo tiene por objetivo proveer de una propuesta pedagógica, que asume este enfoque al orientar metodológicamente la enseñanza de la Literatura Española. Se repara, particularmente, en la poesía ascética medieval, en correspondencia con lo prescrito por el programa de estudio de la asignatura para segundo año de Enseñanza Media.Palabras clave: Literatura Española, poesía ascética, propuesta pedagógica, constructivismo, segundo año de Enseñanza Media.Constructivist pedagogical proposal for the teaching of Spanish Literature in the second grade of High SchoolABSTRACTA challenge for teachers of Spanish language in Chile corresponds to linking the theoretical content with the development of practical activities that allow students to approach various topics, from the constructivist approach imposed by the national curriculum. This article aims to provide an educational proposal assuming this approach and methodologically guiding the teaching of Spanish Literature. It particularly emphasizes the ascetic medieval poetry in correspondence with the requirements for the curriculum of the course for the second grade of secondary school.Key words: Spanish Literature, ascetic poetry, pedagogical approach, constructivism, second grade of secondary School.

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Dennick, Reg. "Constructivism: reflections on twenty five years teaching the constructivist approach in medical education". International Journal of Medical Education 7 (25.06.2016): 200–205. http://dx.doi.org/10.5116/ijme.5763.de11.

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Jayasinghe, Kelum. "Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements". Qualitative Research in Accounting & Management 18, nr 2 (10.06.2021): 282–309. http://dx.doi.org/10.1108/qram-05-2020-0067.

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Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

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Courel, Javier, i Bernardino J. Sánchez-Alcaraz. "Teaching tennis by means of a constructivist approach". ITF Coaching & Sport Science Review 25, nr 71 (30.04.2017): 23–25. http://dx.doi.org/10.52383/itfcoaching.v25i71.224.

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This article presents a justification for the use of a constructivist model in tennis teaching, designing tasks and exercises that make up technical and tactical learning. The advantages and teaching principles of this model are presented below: (1) an organization in increasing order of difficulty, (2) basic and specific motor training, (3) significant teaching, (4) transference to real play and (5) an adaptation to the characteristics, motivation and interests of the pupil.

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Ohreen, David, Binod Sundararajan, Valerie Trifts, Scott Comber i David Boutland. "A Social Constructivist Approach to Teaching Business Ethics". Academy of Management Proceedings 2016, nr 1 (styczeń 2016): 14971. http://dx.doi.org/10.5465/ambpp.2016.14971abstract.

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Udalov, S. R., i N. V. Petrova. "SOCIALLY CONSTRUCTIVIST APPROACH IN TEACHING INFORMATICS AT SCHOOL". Informatics in school 1, nr 7 (30.10.2020): 15–17. http://dx.doi.org/10.32517/2221-1993-2020-19-7-15-17.

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The article considers features of organization of teaching computer science at school on the basis of social constructivist approach. The main idea of this approach is the construction by students of their knowledge of computer science in the process of collaboration through solving problem tasks in a network community. The organization of student activities in the network community on the basis of social constructivist approach includes the organization of joint community management, creation of conditions for communication and interaction of students, solution of problem tasks in computer science, and self-regulation of educational activities. Joint management of the network community contributes to a deeper understanding of differentiation of access rights in the network, functional possibilities of a community; gaining experience of organization activities of other people; increasing responsibility for their learning. Solving problem tasks in computer science contributes to the development of interest to the subject, formation of the ability to independent information research, its analysis, and a more confident acquirement of ICT tools. In the process of discussing problem situations in online communities, students master social norms, rules and values of these communities that leads to a successful functionality in these communities. Self-regulation of educational activity allows students to make a decision about the effectiveness of cognitive activity and the need for its correction.

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Quinn, Robert J., i Lynda R. Wiest. "A Constructivist Approach to Teaching Permutations and Combinations". Teaching Statistics 20, nr 3 (wrzesień 1998): 75–77. http://dx.doi.org/10.1111/j.1467-9639.1998.tb00773.x.

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Roychoudhury, Anita, Debora J. Tippins i Sharon E. Nichols. "Gender-inclusive science teaching: A feminist-constructivist approach". Journal of Research in Science Teaching 32, nr 9 (listopad 1995): 897–924. http://dx.doi.org/10.1002/tea.3660320904.

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Ekici, Fatma, Çiğdem Aldan Karademir, Esra Uçak i Erhan Ekici. "Primary School Teachers’ Opinions and Application Levels Related to Constructivist Approach to the Subjects of “Voice and Light”". International Journal of Physics & Chemistry Education 3, nr 2 (26.08.2011): 112–26. http://dx.doi.org/10.51724/ijpce.v3i2.196.

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In Turkey, constructivism has begun to be implemented in education through the new Science and Technology National Curriculum in 2005-2006 school terms. Since 2005, the teachers have been a part of an altering process in education. This process has been emerged as a change for old teachers in the means of both theoretical and practical. Even though the change has occurred in the mean of theoretical through in-service education, unfortunately this change couldn’t have occurred in practical mean. In this respect, constructivist approach oriented activities should be more allowed for in the in-service education courses to the teachers. The teachers should be encouraged to make practices about constructivist learning. The aim of this study is to determine the opinions and application levels of primary school teachers related to constructivist approach. The sample of this study consists of teachers from six primary schools chosen as low, medium and high socioeconomic status by Ministry of National Education in Turkey. In this study, lesson observations and interview records are used as data collection techniques. The data are analyzed by using grid tables with Teacher Pedagogical Philosophy Inventory and Science Teacher Analysis Matrix. Findings from lesson observations and interview records are compared and interpreted together. As a result of the analysis of the interviews with and observation of the teachers, it is found that all of them, except for two, used non constructivist approaches in their teaching. Other teachers have started to recede didactic (classic-traditional) learning-teaching approaches. Though tree teachers express the non didactic teaching philosophy in the interviews, in the observations, it has been seen that these teachers exhibited wholly didactic teaching learning behaviors.

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Ucus, Sukran, i Ibrahim H. Acar. "Teachers' Innovativeness and Teaching Approach: The Mediating Role of Creative Classroom Behaviors". Social Behavior and Personality: an international journal 46, nr 10 (4.10.2018): 1697–711. http://dx.doi.org/10.2224/sbp.7100.

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We examined the associations between teachers' innovativeness, creative classroom behaviors, and teaching approach (constructivist and traditional) focusing in particular, on the mediating role of teachers' creative classroom behaviors in the relationship between their innovativeness and their teaching approach. We recruited 247 teachers (80.6% women, 19.4% men) working in early childhood centers and junior classes at elementary schools in Turkey to participate in the study. Participants reported on their innovativeness, creative classroom behaviors, and teaching approach. There was a positive association between creative classroom behaviors and use of the constructivist teaching approach, and a negative association between innovativeness and use of the traditional teaching approach. Mediation analysis results showed that there was an indirect effect from innovativeness to the constructivist teaching approach through creative classroom behaviors but this effect did not occur when a traditional teaching approach was used. Implications of our findings are discussed.

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Seguin, Maja. "Would Jesus do in a Distance Learning Mode of Teaching?" Kairos 15, nr 1 (27.05.2021): 54–61. http://dx.doi.org/10.32862/k.15.1.3.

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Several pedagogical considerations come with the transition from traditional to virtual teaching, and it is necessary to provide teachers with a potential approach to teaching and learning. This article gives an overview of the teaching methods Jesus used with a focus on parables, highlights the modern constructivist approach to teaching, and singles out characteristics of constructivism in Jesus’ teaching model. Combined, this presents a basis for practical advice in today’s context of online teaching, respectively in a virtual setting. The article highlights characteristics of Jesus as a teacher which present-day teachers can apply to their contexts and finishes with suggestions for further research.

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Sridevi, K. V. "Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level". Artha - Journal of Social Sciences 12, nr 1 (1.03.2013): 49. http://dx.doi.org/10.12724/ajss.24.4.

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A quasi-experimental study was conducted to seewhether constructivist approach to science instructioncould promote perception of nature of science amongeighth grade students. Purposive sampling was employedto select the schools for the study. Perception of nature ofscience test was developed by the researcher and wasadministered before and after the treatment. Analysis ofCovariance test was performed to control the initialvariance. The results showed that Constructivist teachingis more effective than conventional teaching in terms ofperception of nature of Science among 8 standardstudents. It was also found that constructivist approachwas equally effective for both boys and girls in improvingachievement and attitude towards science. Aconstructivist environment was preferred to a traditionalclassroom by the students. The results confirm researchsupporting the positive effect of constructivist learningpractices and view that constructivist approach to teachscience is a viable alternative to traditional modes ofteaching.

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Chellammal, M. "INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING". International Journal of Research -GRANTHAALAYAH 4, nr 6(SE) (30.06.2016): 53–56. http://dx.doi.org/10.29121/granthaalayah.v4.i6(se).2016.2662.

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In the present scenario educational curriculum and instructional methods are changing to the challenging needs of the learners. The most important component of the current redevelopment of all subjects’ area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. National Curriculum Framework (NCF 2005) recommends that curriculum should help learners to become constructors of knowledge and emphasizes the active role of teachers in relation to the process of knowledge construction. This paper highlights that the Constructivist approach of teaching and learning fosters critical thinking, interactive and reflective attitude, collaborative and inquiry based knowledge among the learners. In the constructivist approach, learners construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying them to new situations and integrating new knowledge gained with preexisting intellectual constructs. It frees teachers to make decisions that enhance and enrich learners' development in all areas.

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Erdem, Emine, Sinem Dinçol Özgür, Zeki Bayram, Özge Özyalçın Oskay i Şenol Şen. "SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH". Problems of Education in the 21st Century 59, nr 1 (15.04.2014): 25–33. http://dx.doi.org/10.33225/pec/14.59.25.

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With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Balım, Kesercioğlu, Evrekli ve İnel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers’ self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers’ self-regulated learning skills and opinions about constructivist approach that was observed. Key words: constructivist approach, self-regulated learning, chemistry laboratory applications, pre-service teachers.

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Nuri GÖMLEKSİZ, Mehmet. "Foreign Language Teaching in the Context of Constructivist Approach". Journal of Turkish Studies Volume 6 Issue 2, nr 6 (2011): 443–54. http://dx.doi.org/10.7827/turkishstudies.2418.

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Banet, Enrique, i Francisco Núñez. "Teaching and learning about human nutrition: a constructivist approach". International Journal of Science Education 19, nr 10 (grudzień 1997): 1169–94. http://dx.doi.org/10.1080/0950069970191005.

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BARDSLEY, DOUGLAS K., i ANNETTE M. BARDSLEY. "A Constructivist Approach to Climate Change Teaching and Learning". Geographical Research 45, nr 4 (grudzień 2007): 329–39. http://dx.doi.org/10.1111/j.1745-5871.2007.00472.x.

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Milbrandt, Melody K., Janet Felts, Brooke Richards i Neda Abghari. "Teaching-to-Learn: A Constructivist Approach to Shared Responsibility". Art Education 57, nr 5 (wrzesień 2004): 19–33. http://dx.doi.org/10.1080/00043125.2004.11653563.

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Vintere, Anna. "A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development". Rural Sustainability Research 39, nr 334 (1.08.2018): 1–7. http://dx.doi.org/10.2478/plua-2018-0001.

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Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

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Talts, Leida, i Airi Kukk. "LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL". Problems of Education in the 21st Century 57, nr 1 (25.12.2013): 142–52. http://dx.doi.org/10.33225/pec/13.57.142.

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This study aims to ascertain primary school teachers’ views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers’ beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers’ approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment. Key words: social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching.

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Orak, Suheyla Demirkol, i Mohammad H. Al-khresheh. "In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review". World Journal of English Language 11, nr 2 (24.09.2021): 166. http://dx.doi.org/10.5430/wjel.v11n2p166.

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While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.

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Maheshwari, Greeni, i Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics". Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 083–97. http://dx.doi.org/10.28945/3748.

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Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology : A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners: To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society : The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.

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Newton, Sarah E., Margaret Harris i Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations". Research and Theory for Nursing Practice 27, nr 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.

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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

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김주연. "Story Drama: A Socio-cultural Constructivist Approach to Teaching Reading". Korean Journal of Elementary Education 27, nr 4 (grudzień 2016): 41–62. http://dx.doi.org/10.20972/kjee.27.4.201612.41.

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BLYTH, CARL. "A Constructivist Approach to Grammar: Teaching Teachers to Teach Aspect". Modern Language Journal 81, nr 1 (marzec 1997): 50–66. http://dx.doi.org/10.1111/j.1540-4781.1997.tb01626.x.

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Singer, Florence Mihaela, i Hedy Moscovici. "Teaching and learning cycles in a constructivist approach to instruction". Teaching and Teacher Education 24, nr 6 (sierpień 2008): 1613–34. http://dx.doi.org/10.1016/j.tate.2007.12.002.

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Hartmann, Andreas, André Dorée i Ludwig Martin. "A Constructivist Approach for Teaching Research Methodology in Construction Management". International Journal of Construction Education and Research 6, nr 4 (24.11.2010): 253–70. http://dx.doi.org/10.1080/15578771.2010.527181.

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Montague, Marjorie. "Teaching Division to Students With Learning Disabilities: A Constructivist Approach". Exceptionality 11, nr 3 (wrzesień 2003): 165–75. http://dx.doi.org/10.1207/s15327035ex1103_04.

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Chichester, Tiffany, Karen Hagglund i Elango Edhayan. "Teaching surgical residents to evaluate scholarly articles: a constructivist approach". American Journal of Surgery 205, nr 3 (marzec 2013): 259–63. http://dx.doi.org/10.1016/j.amjsurg.2012.11.002.

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Gusango, Emmanuel, John Maani i John Ssetumba. "The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda". American Journal of Education and Practice 5, nr 1 (3.05.2021): 53–84. http://dx.doi.org/10.47672/ajep.705.

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Purpose: The purpose of this study was to explore the implementation of constructivists’ principles in teacher preparation in colleges and to establish whether the constructivist approaches were being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists informed teaching. It involved 3 PTCs and 15 participants who were purposively sampled. The methodology for this study was qualitative with a phenomenological research design where data was gathered using in-depth multiple interviews and observation. The data collection and analysis followed Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge about ways in which constructivists’ informed teaching supports teaching effectiveness and promotes students’ learning amplifying the need for reflective practice in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in PTCs for tutors and students induction on several constructivists’ practices that include reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting.

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Ibrahim, Rania, i Akila Sarirete. "Constructivist Approach applied to Leadership Learning". International Journal of Knowledge Society Research 4, nr 4 (październik 2013): 27–35. http://dx.doi.org/10.4018/ijksr.2013100104.

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This paper introduces student-initiated projects outside the classroom as an effective method for developing intended learning outcomes (ILOs) based on Effat university graduate characteristics and national accreditation standard for learning and teaching. The characteristics of the university graduate are based on the IQRA values (core values that stand for: adopting research for life, social values, responsible and creative leadership, and effective communication). Furthermore, the academic programs ILOs are designed according to National Qualification Framework (NQF) of the National Commission of Academic Assessment and Accreditation (NCAAA). Effat Ambassadors Program (EAP) is a co-extra-curricular program with ILOs that focus on developing Effat student as ambassadors of IQRA values. ILOs related to social and educational values and responsible leadership are the most difficult to achieve and assess; therefore a construtivist approach towards leadership learning is described as “Life Immersion Learning Learning Model” (LIM). This paper demonstrates LIM by focusing on one of the EAP projects initated by the Student Government, which was to launch a TEDx EffatU chapter for Effat University in Saudi Arabia. This project, as a real life project, was found to yield excellent results in terms of meeting characteristics of Effat graduate, especially for social & educational values and responsible leadership. Another result is the optimum student and teacher satisfaction and involvement.

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Kasumi, Hysen. "Teacher’s Proficiency, and the Communicative Approach in Enhancing Students’ Performance in English Language Learning". European Journal of Language and Literature 3, nr 1 (30.12.2015): 53. http://dx.doi.org/10.26417/ejls.v3i1.p53-59.

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Even though we live in the century of constructivism, where teaching is based on student-centered model of constructivist approach, again the teacher plays a key role in teaching and learning. Therefore, our research has to do with the literature review, regarding teacher’s qualities, skills and knowledge to fit with the new experiences, needs and challenges. In our research, we used the qualitative method by observing the English language teachers and their uses of the English teaching methods, to continue with the implementation of Communicative Language Teaching Syllabus in some urban and rural schools of Republic of Kosovo. Furthermore, there was also conducted an empirical research regarding student performance based on the four language skills such as reading, writing, speaking and listening. It was also used the experimental method to see the differences of students’ performance, of those who are taught using the Communicative Language Teaching Methodand those who are taught with other methods.

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Dziubaniuk, Olga, i Monica Nyholm. "Constructivist approach in teaching sustainability and business ethics: a case study". International Journal of Sustainability in Higher Education 22, nr 1 (21.09.2020): 177–97. http://dx.doi.org/10.1108/ijshe-02-2020-0081.

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Purpose This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics. Design/methodology/approach The paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning. Findings Results indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods. Practical implications This empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes. Originality/value Issues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.

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Cansiz, Mustafa, i Nurcan Cansiz. "How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?" SAGE Open 9, nr 4 (lipiec 2019): 215824401988512. http://dx.doi.org/10.1177/2158244019885125.

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Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

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