An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Thai secondary school science classrooms: Constructivist learning environments

This paper describes the first study conducted in Thailand (2002-2003) that resulted in changes in science teachers’ classroom environments. In the first phase of the study, the Constructivist Learning Environment Survey (CLES), an instrument for assessing students’ perceptions of the actual and preferred classroom environment through the constructivist perspective, was validated for use in Thailand. Second, typical Thai secondary school science classroom environments were described using quantitative and qualitative methods. Finally, the effectiveness of constructivist teaching in promoting improvement in classroom environments was evaluated through an action research process, involving the use of feedback on actual and preferred classroom environments. The sample consisted of seven secondary science teachers and their 17 classes of 606 students in Nakornsawan Province, Thailand. Student Actual and Preferred Forms of the CLES, assessing Personal Relevance, Uncertainty, Critical Voice, Shared Control and Student Negotiation, were administered. Factor analysis and internal consistency measures supported a five-factor structure for both actual and preferred forms. Students’ attitudes to science were also measured. The actual and preferred environments of different classes were described based on profiles of classroom environment scores. A number of teachers then participated in an attempt to improve their classroom environments, through the use of a constructivist teaching approach. Changes in classrooms did occur, thus supporting the effectiveness of constructivist teaching in improving learning environments and students’ attitudes towards science in Thailand

The contructivist paradigm and some implications for science content and pedagogy

Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself

A Constructivist View of Newton’s Mechanics

In the present essay we attempt to reconstruct Newtonian mechanics under the guidance of logical principles and of a constructive approach related to the genetic epistemology of Piaget and García (Psychogenesis and the history of science, Columbia University Press, New York, 1989). Instead of addressing Newton’s equations as a set of axioms, ultimately given by the revelation of a prodigious mind, we search for the fundamental knowledge, beliefs and provisional assumptions that can produce classical mechanics. We start by developing our main tool: the no arbitrariness principle, that we present in a form that is apt for a mathematical theory as classical mechanics. Subsequently, we introduce the presence of the observer, analysing then the relation objective–subjective and seeking objectivity going across subjectivity. We take special care of establishing the precedence among all contributions to mechanics, something that can be better appreciated by considering the consequences of removing them: (a) the consequence of renouncing logic and the laws of understanding is not being able to understand the world, (b) renouncing the early elaborations of primary concepts such as time and space leads to a dissociation between everyday life and physics, the latter becoming entirely pragmatic and justified a-posteriori (because it is convenient), (c) changing our temporary beliefs has no real cost other than effort. Finally, we exemplify the present approach by reconsidering the constancy of the velocity of light. It is shown that it is a result of Newtonian mechanics, rather than being in contradiction with it. We also indicate the hidden assumption that leads to the (apparent) contradiction.Fil: Solari, Hernan Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; ArgentinaFil: Natiello, Mario Alberto. Lund University; Sueci

Capturing Social Embeddedness: a constructivist approach

A constructivist approach is applied to characterising social embeddedness and to the design of a simulation of social agents which displays the social embedding of agents. Social embeddedness is defined as the extent to which modelling the behaviour of an agent requires the inclusion of the society of agents as a whole. Possible effects of social embedding and ways to check for it are discussed briefly. A model of co-developing agents is exhibited, which is an extension of Brian Arthur's `El Farol Bar' model, but extended to include learning based upon a GP algorithm and the introduction of communication. Some indicators of social embedding are analysed and some possible causes of social embedding are discussed

Citizenship education, truth and learning : some thoughts on professional deliberation

Through consideration of a classroom context observed as part of a PGCE student teacher’s professional development, reading as a learning activity is considered. It is proposed that ‘learning to read’ engages pupils in a critical social-cultural-political project. Through further analysis of a pupil response identified as ‘wrong’, learning in citizenship education is considered through the prism of realist and constructivist perspectives. Finally, current educational ‘good practice’ is identified as offering more than just ‘things to do in the classroom’; aspects are shown to be concordant with elements of constructivist thinking, thinking which potentially offers professionals a prism through which to examine practise. In short, this paper does not propose that teachers ‘become’ constructivist in orientation; rather it offers, as an example, how adopting various theoretical positions from which to deconstruct education can and does provide for alternative perspectives both on educational policy and personal-professional viewpoints

Replicode: A Constructivist Programming Paradigm and Language

Replicode is a language designed to encode short parallel programs and executable models, and is centered on the notions of extensive pattern-matching and dynamic code production. The language is domain independent and has been designed to build systems that are modelbased and model-driven, as production systems that can modify their own code. More over, Replicode supports the distribution of knowledge and computation across clusters of computing nodes. This document describes Replicode and its executive, i.e. the system that executes Replicode constructions. The Replicode executive is meant to run on Linux 64 bits and Windows 7 32/64 bits platforms and interoperate with custom C++ code. The motivations for the Replicode language, the constructivist paradigm it rests on, and the higher-level AI goals targeted by its construction, are described by Thórisson (2012), Nivel and Thórisson (2009), and Thórisson and Nivel (2009a, 2009b). An overview presents the main concepts of the language. Section 3 describes the general structure of Replicode objects and describes pattern matching. Section 4 describes the execution model of Replicode and section 5 describes how computation and knowledge are structured and controlled. Section 6 describes the high-level reasoning facilities offered by the system. Finally, section 7 describes how the computation is distributed over a cluster of computing nodes. Consult Annex 1 for a formal definition of Replicode, Annex 2 for a specification of the executive, Annex 3 for the specification of the executable code format (r-code) and its C++ API, and Annex 4 for the definition of the Replicode Extension C++ API

Rereading Rawls in Arendtian Light: Reflective judgment and historical experience

An interpretation of Rawls constructivist procedure is offered that views it as a theoretical rendering of historical experiences.Publicad