CHAPTERA Constructivist Approach to Learning

2010 ◽  
pp. 72-78
Keyword(s):  
Constructivist Approach ◽  
Approach To Learning

A Constructivist Desktop Virtual Reality-Based Approach to Learning in a Higher Education Institution

2019 ◽  
pp. 258-283
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Language Learning ◽  
Education Institution ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Desktop Virtual Reality ◽  
High System ◽  
Learner Differences ◽  
Desktop Vr

Virtual reality (VR) technology has recently started shaping learning, especially language learning, with the aim of immersing learners into a VR learning environment. However, because of the high system cost of fully immersive VR, desktop VR has been implemented and preferred in educational settings. Based on a constructivist approach, desktop VR has drawn attention to the need for learner autonomy and an authentic VR learning environment. Therefore, this chapter describes empirical research on desktop VR-based learning using a constructivist approach. The research examined university students' interaction and perceptions of learning in this kind of learning environment. Based on the empirical findings gathered from observations and interviews, this chapter has aimed to discuss not only the issues observed both in previous studies and in this chapter, but also additional issues such as scaffolding, self-paced learning, collaboration, and learner differences in order for learning to occur in a well-designed desktop VR learning environment.

From Broadcasting to Transforming

2013 ◽  
pp. 298-306
Author(s):  
Maria Antonietta Impedovo ◽  
Rosa Iaquinta
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Construction Of Knowledge ◽  
School Year ◽  
Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

scholarly journals LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL

2013 ◽  
Vol 57 (1) ◽  
pp. 142-152
Author(s):  
Leida Talts ◽  
Airi Kukk
Keyword(s):  
Primary School ◽  
Five Factor Model ◽  
Teaching Style ◽  
Social Constructivist ◽  
School Level ◽  
Constructivist Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Learning ◽  
Learning And Teaching

This study aims to ascertain primary school teachers’ views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers’ beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers’ approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment. Key words: social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching.

scholarly journals Coaching Philosophy: A Systematic Approach for Development

2010 ◽  
Vol 3 (2) ◽  
pp. 40-49
Author(s):  
Kelly S. Witte
Keyword(s):  
Critical Thinking ◽  
Personal Experience ◽  
Systematic Approach ◽  
Personal Construct ◽  
Learning Approach ◽  
Constructivist Approach ◽  
Active Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Approach To Learning

The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.

scholarly journals FLIPPED CLASSROOM TO FOSTER INTERCULTURAL COMPETENCE IN ENGLISH LEARNERS

Panorama ◽  
2021 ◽  
Vol 15 (29) ◽  
pp. 32-51
Author(s):  
Jairo Eduardo Soto-Molina ◽  
Pilar Méndez-Rivera
Keyword(s):  
English Learners ◽  
Time Management ◽  
Intercultural Competence ◽  
Flipped Classroom ◽  
Public University ◽  
Instructional Model ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
English Class ◽  
Thematic Units

This article introduces the results of an experimental intercultural English class (IEC) using the flipped classroom methodology. Thematic units were developed with the 5 E's instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) based on the constructivist approach to learning.  This qualitative study collected data from 20 students at Atlántico University. The questionnaires used in the analysis of the 2 survey rounds rate Students’ responses in relation to learning of contents, methodology of the class and autonomy. Results based on the second round led to four major conclusions: (i). There is satisfaction with the use of the Flipped Classroom strategy, in terms of time management and freedom to prepare classes. (ii). Practical activities are more engaging to work collaboratively. (iii) Teachers have a subtle presence which provides more opportunities for students to negotiate control and participation. (iv) Although autonomous learning is possible, teacher support is pivotal to increasing it. These findings are discussed within the framework of the didactical component of teaching and its implications for this public university.  

scholarly journals ‘Quis custodiet ipsos custodes?’ (Juvenal Satires:§345) (Who guards [nurtures] the guardians?): Developing a constructivist approach to learning about ministerial and spiritual formation

2012 ◽  
Vol 68 (1) ◽  
Author(s):  
Graham A. Duncan
Keyword(s):  
Spiritual Formation ◽  
Southern Africa ◽  
Constructivist Approach ◽  
Presbyterian Church ◽  
Approach To Learning ◽  
University Of Pretoria ◽  
The Many ◽  
Improved Model ◽  
The University ◽  
Personal Spirituality

The main purpose of this exercise was to develop an improved model of ministerial and spiritual formation in the training of ministers in the Uniting Presbyterian Church in Southern Africa at the University of Pretoria. This is a perennial problem in many churches where there is a general dissatisfaction with the products, (i.e. ministers) not only in terms of personal spirituality but in their inability to minister effectively in the many diverse situations to which they are called or appointed. The exercise of power becomes an issue in a vocation which is premised on servant ministry and so Juvenal’s quotation is apt as it is expressed as ‘Who can be trusted with authority/power?’.

Shaping Perspectives on the “Culture of Disability”

2011 ◽  
pp. 114-140
Author(s):  
Christine H. Kilham
Keyword(s):  
Economic Status ◽  
Role Play ◽  
Holistic Approach ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Remote Locations ◽  
Single Parent Families ◽  
Mainstream Classrooms ◽  
Education Culture

Reflecting a more inclusive ethos, teachers in Westernized countries today work with students with diverse needs. Mainstream classrooms may include students with a range of disabilities and/or those from disadvantaged backgrounds including single parent families, rural/remote locations, and lower socio-economic status. How might pre-service teachers be encouraged to see the potential of these students, rather than categorizing them unidimensionally as problems to be solved, or cases to refer? This case study investigated how an online role play could assist Australian pre-service teachers to adopt the perspectives of different stakeholders and develop a more holistic approach. The role play took a constructivist approach to learning and encouraged participants to apply legislative frameworks, work with students’ strengths, and devise solutions to scenarios where there was no single, correct answer. Exposure to multiple viewpoints through the role play helped participants to develop inclusive strategies, rather than marginalizing pupils with additional needs into a special education “culture of deficit”.

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