Developing a Constructivist Model for Effective Physics Learning

The paper considered developing a constructivist model for effective physics teaching. The model is imperative because of the increasing difficulty in learning physics and the resulting poor academic performance in the subject. The paper reviewed two types of constructivism which are the social and cognitive constructivism. Highlights of correlations between the constructivist learning and the authentic learning were revealed. To applying the model to physics learning, it was argued that constructivist teachers should give serious attention to the prior knowledge of the students. This will determine the mode of teacher instruction. The teacher content knowledge and pedagogical knowledge are central to excellent teaching. The paper concludes that physics teacher should promote student interactions and respect student ideas being the kernel of the constructivist learning. Aina, Jacob Kola "Developing a Constructivist Model for Effective Physics Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 201

Structured evaluation of virtual environments for special-needs education

This paper describes the development of a structured approach to evaluate experiential and communication virtual learning environments (VLEs) designed specifically for use in the education of children with severe learning difficulties at the Shepherd special needs school in Nottingham, UK. Constructivist learning theory was used as a basis for the production of an evaluation framework, used to evaluate the design of three VLEs and how they were used by students with respect to this learning theory. From an observational field study of student-teacher pairs using the VLEs, 18 behaviour categories were identified as relevant to five of the seven constructivist principles defined by Jonassen (1994). Analysis of student-teacher behaviour was used to provide support for, or against, the constructivist principles. The results show that the three VLEs meet the constructivist principles in very different ways and recommendations for design modifications are put forward

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

Observing Environments

> Context • Society is faced with “wicked” problems of environmental sustainability, which are inherently multiperspectival, and there is a need for explicitly constructivist and perspectivist theories to address them. > Problem • However, different constructivist theories construe the environment in different ways. The aim of this paper is to clarify the conceptions of environment in constructivist approaches, and thereby to assist the sciences of complex systems and complex environmental problems. > Method • We describe the terms used for “the environment” in von Uexküll, Maturana & Varela, and Luhmann, and analyse how their conceptions of environment are connected to differences of perspective and observation. > Results • We show the need to distinguish between inside and outside perspectives on the environment, and identify two very different and complementary logics of observation, the logic of distinction and the logic of representation, in the three constructivist theories. > Implications • Luhmann’s theory of social systems can be a helpful perspective on the wicked environmental problems of society if we consider carefully the theory’s own blind spots: that it confines itself to systems of communication, and that it is based fully on the conception of observation as indication by means of distinction

Constructing programs or processes

We define interacting sequential programs, motivated originally by constructivist considerations. We use them to investigate notions of implementation and determinism. Process algebras do not define what can be implemented and what cannot. As we demonstrate it is problematic to do so on the set of all processes. Guided by constructivist notions we have constructed interacting sequential programs which we claim can be readily implemented and are a subset of processes

Investigating the socio-constructivist dimension of online interactions: the case of synchronous audio-graphic conferencing systems

This study explores the quality of interactive patterns in audio-graphic conferencing environments and learners' involvement in interaction. Supporters of this technology claim that online interactions support socio-constructivist language learning. However, the existing literature does not indicate whether the quality of interaction required for realising constructivist principles of learning can affectively be ensured in such environments. The study is based on the Open University's online audio-graphic tuition environment, Lyceum. It investigates the verbal and written interactions of adult Open University students learning French. The data is analysed by different models of analysis pertaining to different socio-constructivist and cognitive models of analysis. The results show that students use high forms of thinking to engage in a cyclical rather than a linear process of knowledge construction. However, there is no evidence that this process is supported by the audio-graphic system itself. The tutor's style and task design play a more important role in supporting the learning process

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Using Concept Maps to Plan an Introductory Structural Geology Course

This report presents the results of incorporating constructivist methods, including concept maps, into an undergraduate structural geology curriculum. A concept map is a visual representation of concepts and their relationship to each other in a body of knowledge. They show the hierarchy of these concepts and emphasize the links between them. The overall goal of this project was to encourage students to adopt a deep/holistic approach to learning in order to better understand the concepts of structural geology. The authors sought to determine whether teaching methods became more overtly constructivist, whether there was a change in the order of presentation of topics, and whether the order of presentation normally followed by textbooks was the same as the order determined using concept maps. Educational levels: Graduate or professional

Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.Peer reviewe