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Teaching Learning Theories:A Reflection
Published in Mangey Ram, Om Prakash Nautiyal, Durgesh Pant, Scientific Methods Used in Research and Writing, 2020
Constructivism builds upon cognitivism and claims that learners learn best when they can actively contextualize what they learn for immediate application and personal meaning. The learning is dependent on the situation itself, and the individual’s purposes and active construction of meaning. Cognition is not just within the individual (as postulated by the cognitivists); rather, it is a part of the entire context—a distributed environment. John Dewey (1933–1998) is often cited as the philosophical founder of this approach, while Piaget (1970) was an early advocate of the cognitive constructivist pedagogy; his theory argues that people produce knowledge and form meaning based upon their experiences. Bruner (1985) builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection. Vygotsky (1978) is a major theorist among the social constructivists, who cite the importance of social and motivational influences on cognitive development.
Lean in the Classroom
Published in Vincent Wiegel, Lean in the Classroom, 2019
When it comes to designing different ways of learning and teaching, relatively new pedagogies such as project-based learning, problem-based learning, simulation-based learning, constructionist, and constructivist learning provide ample formats that will allow teachers to modify their teaching. Technology comes to our aid as well. Platforms such as Coursera show how topics can be explored in-depth and in-breadth. Various suppliers offer high quality materials that can be viewed by students at their own pace and at their own time. They can revisit topics, follow-up, and additional references for more depth and traverse to adjacent topics. It is a wonderful world, not just for students, but also for teachers. It provides a means to stay up-to-date and find materials that challenge their students and help them close gaps. Since this wide group of providers all differ to some extent in tone, format, analogies, speed, etc., it offers students opportunities to investigate what works best for them.
Practicality of constructivism-based workbook as argument and deduction materials to improve learning outcomes
Published in Yuli Rahmawati, Peter Charles Taylor, Empowering Science and Mathematics for Global Competitiveness, 2019
Fadillah and Jamilah (2016, p. 112) argued that the use of teaching materials should be combined with the use of the learning model, so that they can be used optimally. Hein and Boghossian, in Barlia (2011, p. 344), state that constructivism in learning is a philosophy based on the idea that the process of forming knowledge in a human is the result of mental activities supported by the process of the learning experience. Based on this, it can be concluded that students acquire and construct knowledge naturally through their experiences. This is also in line with Mahmud (2013, p. 238) who states that constructivism is basically a theory based on observation and a scientific study about how people learn. It proposes that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.
Diversity of researcher types and plurality of philosophical concepts in limnology – an essay
Published in Inland Waters, 2023
There are researcher types for whom I assume that pragmatist and constructivist concepts consciously or unconsciously contribute to their research methodology. The first of these researcher types is the instructors - teachers, science communicators, educators and mentors who ideally help to achieve effective thinking instead of exclusively teaching facts. I would like to include all the researchers here who serve as referees and editors and ideally likewise play the role of mentors in these activities. A primary attribute I see is that instructors often invest much effort into service to other researchers. It is interesting to note that modern constructivist education sees the teacher or mentor in the role of a facilitator, who helps the learner to understand a theory or a method, as based on the provided objective facts. Therefore, facilitators are in constant dialogue with their learners, and provide an environment and guidelines that learners are motivated to develop own conclusions. In this constructivist approach to teaching, it is recognized that the learners have prior knowledge and experiences, and construct new knowledge from these experiences, while teachers likewise learn from their learners. In contrast, the classical didactic teacher covers the objective facts of the discipline according to a set curriculum, most often in a form of a monologue to mostly passive learners.
The developmental influence of collaborative games in the Grade 6 mathematics classroom
Published in International Journal of Mathematical Education in Science and Technology, 2022
Sonja van Putten, Nicolaas Blom, Angelique van Coller
Game playing, through engagement, falls largely under the Social Constructivist Theory. Constructivism is a paradigm that suggests that knowledge is constructed through experience. The Social Constructivist Theory includes collaboration, which is measured in this study. One of the assumptions of interpretivism lies in the construction of knowledge through the social world (sharing meanings and interaction). So, a social constructivist paradigm allowed us to take a qualitative approach in a quasi-experimental design with existing groups. The numerical data were statistically analysed, but, in the words of Maxwell (2010), ‘the use of numbers by itself doesn’t make a study ‘mixed methods’’ (p. 475). Since this study tested ideas on learners, and data were collected through tests, an intervention and observations, pragmatism was appropriate for the research philosophy of this study.
The Role of Attitude toward Challenge in Serious Game Design
Published in Journal of Computer Information Systems, 2021
Philip Tin Yun Lee, Michael Chau, Richard Wing Cheung Lui
Teaching and learning IT project management are not easy tasks. Some researchers have described teaching IT project development as a wicked problem.24–26 Serious games have been used in business training for a long time.27,28 Serious games offer several advantages in learning IT project management. First of all, students can adopt the “learning-by-doing” approach in the games. The games help them connect theories with real practice and improve their understanding.29 According to constructivism, learning is an active process through which knowledge is developed based on experience.30 Gredler31 described playing serious games as an experiential exercise. The games allow players to construct and test implicit concepts in the gaming environment. This benefit is particularly useful to students learning implicit concepts of project management. Second, the games provide a “risk-free” environment where the cost that results from players’ poor decisions or careless mistakes is controlled in the gaming environment.32,33 Players can thus develop confidence and self-efficacy in a less stressful and less risky environment.34 In addition, students can experience the “impact of change over time” in the gaming environment.35(p38) They can therefore experience how their consecutive management decisions affect the final project outcomes. This kind of impact can hardly be understood in the traditional classroom setting, which typically involves only lectures and case studies.