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"Constructivism (Learning)"
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The application of the constructivism learning theory to physician assistant students in primary care
When examining different clinical programs, educators must incorporate the most appropriate educational theory to the learners, especially in a clinical setting. The implementation of constructivism learning theory will help preceptors and learners understand and assess educational content appropriately. This literature review covers the key components on the application of constructivism learning theory to physician assistant students in primary care. The history, fundamental principles, and the clinician/educator role in constructivism learning theory are discussed.
Journal Article
Failure to thrive in constructivism : a cross-cultural malady
\"Western educators constantly look for ways to make the process of learning more meaningful, to kindle the spark that initiates a lifelong pursuit of knowledge and creative innovation. Recent theories have favored the development of critical learning skills over the acquisition of facts. However, these theories are rooted in Western democratic and egalitarian assumptions, some of which exist in no other culture on earth. Although it seems logical that any learner, set at liberty to explore the world, would naturally develop the ability to think critically and analytically, it is important to point out that Western logic is not universal, and what seems natural is, in fact, a product of the Western independence-oriented worldview. This book examines the consequences of taking a full-blown constructivist approach into Arabic tertiary education, and uncovers some interesting hidden factors that prevent cognitive progress in this environment. This seemingly natural approach to learning does not, in fact, come naturally, but requires careful preparation to enable learners to accept cognitive experiences that may be culturally uncomfortable. The intent of this book is to encourage educators and teachers-in-training to examine the limitations of Eurocentric educational theory and adapt their approach for each individual in a cross-cultural classroom.\"--Back cover.
Book
Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation
Virtual Interactive Student-Oriented Learning Environment (VISOLE) is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we probed into the impeding phenomena emerging from the course of students' learning. Four students-a non-gamer student, a gamer student, an examination-oriented student, and an angry student were the focal units of analysis. Apart from identifying three impeding phenomena-impromptu gaming, arbitrary gaming, and halt gaming, we observed how the teacher tried to mitigate these phenomena during the implementation process. Besides providing the field with a new understanding of harnessing online gaming in teaching and learning from the student perspective, the study revealed the importance of teacher facilitation in COGBLe.
Journal Article
Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade
In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.
Journal Article
Astonishment: a post-constructivist investigation into mathematics as passion
Constructivist learning theories have become the dominant ideology in educational circles, in part, because there is a primacy on the agential individual with its definite identity. However, precisely because \"to construct\" is a transitive verb, it occludes the fact that in learning and development, we come to know something new, that is, something unknown before and therefore something that could not be anticipated. The related concepts of surprise, astonishment, and admiration refer to phenomena through which the person acknowledges the encounter with the absolutely new, the alien, the unanticipated; and the person acknowledges having been affected something unknown before, an experience that transcends agency and manifests the passivity that comes with the encounter of the unknown. In this study, teaching for astonishment is presented and discussed as an alternative way of thinking about mathematics learning.
Journal Article
Constructivism Based Blended Learning in Higher Education
This paper explain how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase learning outcomes and quality. Some scenarios of Constructivism based blended learning activities are presented in this paper. In addition, a Constructivism Based Blended Learning model for â??ICT Management
Journal Article
Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study
In the context of information globalization and the popularity of the Internet, the flipped classroom as a new teaching mode, a new pedagogical method has become a heated topic and a growing concern for educators across the world. In this paper, the flipped classroom is supported by constructivist learning theory. The teaching mode under the constructivist learning theory is typically students-centered which corresponds with the flipped classroom mode. This paper mainly focuses on the application of constructivist learning theory in flipped classroom, taking college English teaching for example to interpret the student- student, teacher- student interactions in the flipped classroom with the final goal to promote students’ learning efficiency and quality.
Journal Article
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it
Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students' engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research.
Journal Article
Are Games Effective Learning Tools? A Review of Educational Games
The literature around the use, efficacy and design of educational games and game-based learning approaches has been building up gradually and in phases, across different disciplines and in an ad hoc way. This has been problematic in a number of ways and resulted in fragmented literature and inconsistent referencing patterns between different sub-disciplines and countries. This is mainly because no distinct single-disciplinary perspective has emerged because of: the cross-disciplinary nature of educational games, a reliance on single-disciplinary contexts for studies, changing terminologies in different contexts and the use of multi-methodological approaches. Distinct perspectives from education science, game science, neuroscience and information science have deepened our understanding of play and games. This research has become more quantitative, rigorous and nuanced as a result of more studies focused upon therapeutic health applications of games, the serious games research movement and more efficacy and comparative studies that examine and quantify utility.
Journal Article