A social-constructivist approach in physical education: Influence of dyadic interactions on tactical choices in an instructional team sport setting

2005 ◽  
Vol 20 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Florence Darnis-Paraboschi ◽  
Lucile Lafont ◽  
André Menaut
Keyword(s):  
Physical Education ◽  
Team Sport ◽  
Social Constructivist ◽  
Constructivist Approach ◽  
Dyadic Interactions ◽  
Social Constructivist Approach

scholarly journals PENDEKATAN KONSTRUKTIVIS SOSIAL DALAM PENINGKATAN HASIL BELAJAR IPS DI SD KELAS IV

2020 ◽  
Vol 6 (1) ◽  
pp. 34-44
Author(s):  
Elsinora Mahananingtyas
Keyword(s):  
Elementary School ◽  
Social Context ◽  
Class Action ◽  
Social Constructivist ◽  
School Age ◽  
Constructivist Approach ◽  
Elementary School Age ◽  
A Value ◽  
The Social ◽  
Social Constructivist Approach

Learners at elementary school age generally have a concept that is rich, but not systematically, not organized and spontaneous. With a skilled supervisor dialogue together, then learners can develop the concepts that are more systematic, logical, and rational. A social constructivist approach stresses the social context in learning that knowledge is constructed and built together with the teacher or friend of the more skilled colleagues. The purpose of this research is to improve or enhance quality (quality) were learning in class by applying the social constructivist approach at grade IV in the primary Christian Advent of Ambon. The method of this research is a type of class action Research with 4 stages, namely planning, implementation, observation and reflection. The results of this research that is happening gradual classical on the learners of the cycle I meeting 1 to 2 meetings amounted to 6.6% of the cycle I of the meeting 1 of 59% to 65.6% in meeting 2. While the ketuntasan of classical learners on cycle II increased to 6.8% in cycle II meeting 1 of 77.2% to 84%. Cycle II whole learners, prepared with a value above the KKM i.e. 15 learners or 100% complete

scholarly journals Designing a Lesson Plan About Teaching French Grammar as a Foreign Language from a Social Constructivist Approach

2021 ◽  
Vol 12 (2) ◽  
pp. 13
Author(s):  
Dilek Soylu Baştuğ ◽  
Jonathan Broutin
Keyword(s):  
Adult Learners ◽  
Lesson Plan ◽  
Social Constructivist ◽  
Constructivist Approach ◽  
Learning Sequence ◽  
The Social ◽  
Learning Centered ◽  
French Grammar ◽  
One Year ◽  
Social Constructivist Approach

In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. A social constructivist approach can be described as learning-centered. This approach indicates learning as an interactive process. This study aims to define how learners build instructional sequences based on the European Common Language Reference Framework (CEFR) and action-oriented methods by using authentic documents including metalanguage. The sequence is for adult learners at A2 level. They are Turkish students who are at least 19 years old and they have participated in a one-year preparatory class with the aim of reaching B1 level. We will analyze the context of the procedure teaching and the profile of the learners to whom it will be passed. At the end of these introductory analyzes, which are important for the development of an audience-specific learning sequence, we will create a sequence guide with additional activity sheets for students.

scholarly journals A Labour Useful to Students: Contrasting Perspectives on Teaching Translation Studies

2018 ◽  
Vol 18 (1) ◽  
pp. 1
Author(s):  
Harry Aveling
Keyword(s):  
Translation Studies ◽  
Social Constructivist ◽  
Constructivist Approach ◽  
Translation Pedagogy ◽  
The Relationship ◽  
Social Constructivist Approach

Translation Pedagogy is one of the most under-developed fields of Translation Studies. This paper will provide an introduction to three different approaches to the teaching of Translation: the Classical European, the “transmissionist” approach and the contemporary “social constructivist” approach. The paper will show how the relationship between teacher and student varies in each of these models

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