scholarly journals Constructivism Applied: An Example from the Teaching of Computing

2005 ◽  
Vol 2 (2) ◽  
pp. 21-26
Author(s):  
Brian Hinton
Keyword(s):  
Conceptual Change ◽  
Learning Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Classroom Activities ◽  
Constructivist Model ◽  
Methods Of Learning ◽  
Teaching Learning ◽  
Constructivist Approaches

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

Blogs As A Learning Space: Creating Text Of Talks

2011 ◽  
Vol 4 (6) ◽  
pp. 15 ◽  
Author(s):  
Arnold Nicholas E. Santos
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Traditional Method ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Online Classes ◽  
Learning Space ◽  
Teaching Learning

This paper explored the pedagogical preparations taken by the researcher in integrating blogs to the traditional classroom experience as well as its use in online classes as a tool for students to write about what they have learned in class and relate it to everyday life. The researcher utilized web blog, combined Facebook and Multiply blogsites, in the online teaching. Utilization of blogsites to supplement the traditional method of teaching was a welcome innovation for most students. The study involved thirty-eight (38) enrolled students of the course English 111. The familiarity and convenience of facebook and multiply blogsites makes learning and complying to requirements an enjoyable task. Blogs as a learning space for English 111 was an effective teaching methodology appreciated by the students. However, the integration of blogs in the traditional teaching learning process requires preparation and planning on the part of the teacher so that applicable and timely activities could be given to the students.

scholarly journals Resilience in the Training of Medical Students in a University With a Hybrid Teaching-Learning System

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 357-366
Author(s):  
Marcos Kubrusly ◽  
Hermano Alexandre Lima Rocha ◽  
Allan Carlos Costa Maia ◽  
Amanda Kubrusly de Miranda Sá ◽  
Mariana Mendonça Sales ◽  
...  
Keyword(s):  
Medical Students ◽  
Stressful Events ◽  
Learning System ◽  
Support Network ◽  
P Value ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Hybrid Teaching ◽  
Teaching Learning ◽  
Very High

ABSTRACT Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet’s Creator Spotlights”

2014 ◽  
pp. 14-32
Author(s):  
Renee Jackson ◽  
William Robinson ◽  
Bart Simon
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Constructivist Teaching ◽  
Pedagogical Practice ◽  
Constructivist Learning Environment ◽  
Art Classroom ◽  
Teaching Learning ◽  
Art Classrooms

This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule’s game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.

scholarly journals TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH

2019 ◽  
Vol 9 (1) ◽  
pp. 65-80
Author(s):  
Cihad Şentürk ◽  
Gülçin Zeybek
Keyword(s):  
Public Schools ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Correlational Research ◽  
Learning Conception ◽  
Pedagogical Competence ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship ◽  
Negative Relationships

The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

scholarly journals Methodology of problematization with the maguerez’s arch: an alternative method for teaching, research and study in dentistry

2015 ◽  
Vol 18 (1) ◽  
pp. 34 ◽  
Author(s):  
Heleine Maria Chagas Rêgo ◽  
José roberto Rodrigues
Keyword(s):  
Graduate Students ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Learning Method ◽  
State University ◽  
Restorative Dentistry ◽  
Alternative Teaching ◽  
Paulo State ◽  
School Of Dentistry ◽  
Teaching Learning

<p><strong>Objective</strong>: evaluate the application of the problematization methodology(PM) (Arch Maguerez), as an alternative teaching-learning method in formation post-graduation students. <strong>Material and Methods</strong>: 25 post-graduate students of  the program in Restorative Dentistry at the  School of Dentistry of ICT-Office of Science and Technology of São José dos Campos, São Paulo State University – UNESP, who were part of the discipline of Applied Teaching Higher Education , developed activities that characterized the problematization methodology (PM) and the traditional teaching methodology in force. By means of a questionnaire it was possible to assess the perception the students had of the activities made. <strong>Results</strong>: It was observed that problematization methodology (PM) was a valid alternative teaching-learning method for formation of new professors, in the opinion of students. <strong>Conclusion</strong>: problematization methodology (PM) can be applied as a complementary tool in the construction of the future professors’ knowledge, in addition to being a strategy for research and study. </p>

scholarly journals Applying Collaborative Learning for Enhancing the Teaching-Learning Process in Online Learning through Social Media

2021 ◽  
Vol 16 (16) ◽  
pp. 251
Author(s):  
Muralidhar Kurni ◽  
Saritha K
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Paradigm Change ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Improved Learning ◽  
Teaching Learning

The education system has experienced a significant paradigm change in the present pandemic situation. Traditional teaching methods, used as a marvel, will no longer function in the current situation. This shifting paradigm has affected higher education greatly, primarily because of the rapid movement from conventional approaches to advanced and creative online learning strategies. Collaborative learning is one of the most common ways of working and responding to current needs. This study deals with the influence of STAD, which is one of the collaborative learning techniques. In this research, WhatsApp, a typical social media app, is used to form groups of learners. This experiment’s results demonstrate how improved learning can be achieved when collaborative learning is well used.

Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet's Creator Spotlights”

Gamification ◽  
2015 ◽  
pp. 1402-1420
Author(s):  
Renee Jackson ◽  
William Robinson ◽  
Bart Simon
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Constructivist Teaching ◽  
Pedagogical Practice ◽  
Constructivist Learning Environment ◽  
Art Classroom ◽  
Teaching Learning ◽  
Art Classrooms

This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule's game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.

scholarly journals Teaching Methodology, Stress and Study and Learning Strategies: Interrelationships among University Students

2021 ◽  
Vol 31 ◽  
Author(s):  
Raphaela Barroso Guedes-Granzotti ◽  
Carla Patrícia Hernandez Alves Ribeiro César ◽  
Vanessa Veis Ribeiro ◽  
Rodrigo Dornelas ◽  
Patricia Pinatti Moreira ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Stress Level ◽  
Study Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Stress Symptom ◽  
Active Teaching ◽  
Learning And Study Strategies

Abstract Higher education can be offered by traditional or active teaching methodology, which can influence differently the study and learning strategies and the stress level of university students. This study aimed to investigate the study and learning strategies and the prevalence of stress among students of active and traditional teaching methodology and verify the influence of stress on using these strategies. 210 students in speech, language and hearing sciences from a Brazilian Federal University participated, divided into two groups, TMG (traditional methodology) and AMG (active methodology). They responded to Learning And Study Strategies Inventory and Lipp’s Stress Symptom Inventory for Adults. The teaching methodology influenced the study and learning strategies, but not the stress. Stress interfered differently in the study and learning strategies depending on the teaching methodology.

scholarly journals Intensive Consulting for Schools by Mitigating the Impact of Social, Economic and Cultural Context on Students’ Learning Achievements

Pedagogika ◽  
2019 ◽  
Vol 136 (4) ◽  
pp. 17-41
Author(s):  
Ramutė Bruzgelevičienė
Keyword(s):  
Learning Strategies ◽  
Cultural Context ◽  
Social Economic ◽  
Methodological Approach ◽  
Teaching Methodology ◽  
Documentary Sources ◽  
Cognitive Principles ◽  
Teaching Learning ◽  
The Impact

The article analyses the question, how intensive consulting for schools can affect students’ learning achievements by mitigating the impact of social, economic and cultural context. Based on the case study methodological approach, the case of the project “Initiative for municipalities”, implemented in 2016–2018 in five schools of Kupiškis district municipality, was analysed. After conducting the analysis of the theoretical literature and documentary sources, and interviews, the following conclusions were made:Due to its duration and intensity, it was long-term consulting; mixed – expert and procedural – consulting approaches were used depending on the problems raised in the schools, the context, readiness of the teachers for change, and the nature of changes proposed by the consultant. It is recognized that the characteristics of the expert consulting dominated.The intensive long-term consulting, implemented in schools resulted in improvement of students’ achievements due to intentionally selected consulting targets – guiding of schools and teachers towards change in the school culture, orientation towards strengthening teaching/ learning assistance, and the application of teaching/learning strategies favourable to students. The consultant’s attempt to implement the teaching methodology based on post-cognitive principles in schools is discussed. The issues discussed remain open for further research.

Sign in / Sign up

Export Citation Format

Share Document