scholarly journals Toward a Constructivist Approach in Saudi Education

2016 ◽  
Vol 9 (12) ◽  
pp. 104
Author(s):  
Sumayyah Alsulami
Keyword(s):  
Saudi Arabia ◽  
Educational System ◽  
Learning Process ◽  
Social Constructivism ◽  
Effective Theory ◽  
Constructivist Approach ◽  
Saudi Students ◽  
Real Change ◽  
Different Levels

<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>

Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

11. Identities and US foreign policy

2012 ◽  
Author(s):  
Christina Rowley ◽  
Jutta Weldes
Keyword(s):  
Foreign Policy ◽  
Social Construction ◽  
Social Constructivism ◽  
Constructivist Approach ◽  
State Identity ◽  
Social Construction Of Reality ◽  
The Social ◽  
Social Constructivist Approach ◽  
Critical Social

This chapter examines the role of identity in constructing U.S. foreign policy. Using a critical social constructivist approach, it argues that particular conceptions of U.S. identity constitute U.S. interests, thus providing the foundations for foreign policy. After providing an overview of the influence of interests on foreign policy, the chapter considers the basic assumptions of critical social constructivism, taking into account the social construction of reality and the concepts of discourse and articulation. It then analyses discourses as sites of power, identity, and representation, along with the importance of identity in U.S. foreign policy. It also looks at U.S. presidents’ articulations of state identity and foreign policy over the last six decades.

scholarly journals Exploring the Unknown: The Autonomy of Saudi EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 222 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Vital Role ◽  
T Test ◽  
Efl Learners ◽  
Saudi Students ◽  
Standardized Achievement Tests

This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

De (on) Verklaarbaarheid Van Fossilisatie

1998 ◽  
Vol 58 ◽  
pp. 101-109
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Learning Process ◽  
Past Tense ◽  
Advanced Learners ◽  
Syntactic Structures ◽  
The Past ◽  
Knowledge Based ◽  
Long Time ◽  
Past Tenses ◽  
Different Levels

In the literature about fossilization, several definitions have been given and several explanations have been suggested for this phenomenon. I see fossilization as a long-time stagnation in the T2 learning process, leading to errors based on transfer. Fossilization is caused by sociolinguistic, pyscholinguistic and purely linguistic factors. In this paper I concentrate on the acquisition of syntactic structures and on the role of input and instruction in that process. I argue that, although in the acquisition of some syntactic structures, UG plays an important role, this does not account for the whole learning process: learners have not only to reset parameters when acquiring T2 but have to proceduralize knowledge based on the surface structure of sentences. In the case of the use of past tenses in French, many of the Dutch advanced learners of three different levels of proficiency do not acquire native-like intuitions about the use of these tenses, although input as well as instruction are thorough on this point. I suggest that the past tense system is not UG-dependent and that the instruction does not allow proceduralization of the knowledge.

scholarly journals The Evolution of Social Constructivism in Political Science: Past to Present

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401983270
Author(s):  
Hoyoon Jung
Keyword(s):  
International Relation ◽  
Empirical Research ◽  
Social Constructivism ◽  
World Politics ◽  
Added Value ◽  
Constructivist Approach ◽  
Short Period ◽  
Growing Body ◽  
Constructivist Approaches

This article aims to illuminate how social constructivism has evolved as a mainstream international relation (IR) paradigm within a short period of time. To be specific, I navigated core tenets of constructivism in terms of its ontology, epistemology, and methodology, respectively. I also explored the growing body of constructivist empirical research and ensuing theoretical refinement as well as the strengths and weaknesses of a constructivist approach. Through these discussions, this article argues that constructivist approaches, since its emergence, have hugely contributed to the development of the study of IRs, providing novel insights and distinct ways of understanding of social and international reality with its own added value, by focusing on the role of ideas, identity, and norms in shaping state preferences and world politics.

Pedagogical Strategies to Develop Business Graduate Competences

2014 ◽  
pp. 52-71
Author(s):  
Silvia Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students as described in the previous chapter (Chapter 3), it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

scholarly journals Analyzing the Content of Reading Texts Questions in Flying High for Saudi Arabia

2020 ◽  
Vol 13 (6) ◽  
pp. 96
Author(s):  
Majed Barashid
Keyword(s):  
Saudi Arabia ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Saudi Students ◽  
Cognitive Levels ◽  
Wh Questions ◽  
Shed Light ◽  
Reading Texts

This study aimed at analyzing the cognitive levels of the wh-questions following the reading texts in the Students&rsquo; Book of Flying High for Saudi Arabia One. A Checklist based on the revised cognitive domain of Bloom&rsquo;s Taxonomy was the instrument used to categorize the cognitive levels of these questions and to determine to what extent they are included properly in the Student&rsquo;s Book of Flying High for Saudi Arabia One. The main findings revealed that the wh-questions following the reading texts which are included in the textbook under analysis were not properly included. Also, the authors of the textbook overemphasized the lower thinking skills and neglected higher thinking skills. Such study is recommended to shed light upon the role of the other series of Flying High for Saudi Arabia in developing cognitive skills among secondary Saudi students.

scholarly journals Problems facing primary school teachers in the probation year in Arar, and the role of school principals in dealing with them: دور مديري المدارس في التعامل مع المشكلات التي تواجه المعلم في سنة التجربة في المرحلة الابتدائية في مدينة عرعر

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Fahd Eid Nazzal Al-Anzi
Keyword(s):  
Saudi Arabia ◽  
Standardized Test ◽  
Native Speakers ◽  
Meta Analysis ◽  
Faculty Members ◽  
Average Score ◽  
Preparation Programs ◽  
Primary School Teachers ◽  
Saudi Students

Although English, as a core school subject in Saudi Arabia, has been around for almost a century now, the EFL teachers' preparation programs in Saudi Arabia still fail to deliver, help or even set a plan for change as the English proficiency for Saudi students in schools and colleges has for long been low. The current study aimed to investigate some, and might be hidden, causes for the low English achievements for students in Saudi Arabia. Qualitative meta-analysis was used in which four faculty members were semi-structurally interviewed. The findings show that, 1) the average score of Saudi students in TOEFL, as an English standardized test, were low and below expectations especially in reading and writing, 2) there is a huge gap between what students in EFL programs learn and the demands of modern teaching, 3) many EFL programs lack adequate teaching courses and practices, 4) lack of interaction and exposure to native speakers is also problematic and caused shortcomings. The study recommends that more serious redemptions needed despite the recent efforts.

scholarly journals Attitude of Student Teachers towards Constructivist Approach in Teaching

2017 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Susan W Lyngdoh ◽  
S.M Sungoh
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Traditional Approach ◽  
Attitude Scale ◽  
Classroom Teaching ◽  
Constructivist Approach ◽  
Significant Difference ◽  
The Way

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization.  This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

scholarly journals Multiple Intelligences of Students in SMAN 1 V Koto Kampung Dalam Padang Pariaman

2020 ◽  
Vol 5 (3) ◽  
pp. 14
Author(s):  
Rizki Rahman Putra ◽  
Rahmadhani Fitri ◽  
Indra Hartanto ◽  
Ganda Hijrah Selaras
Keyword(s):  
Multiple Intelligences ◽  
Learning Process ◽  
Howard Gardner ◽  
Spatial Intelligence ◽  
Self Confidence ◽  
Visual Spatial ◽  
Meaningful Relationship ◽  
The Right ◽  
Different Levels

Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. Multiple Intelligences consist of linguistic intelligence, logic-mathematical intelligence, visual-spatial intelligence, gesture intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. Everyone has MI at different levels. Therefore, each teacher should be able to understand the intelligence and abilities of each student well, this is because the conditions of students in the class are different and have different levels of intelligence. This is in accordance with the role of the teacher as a motivator, facilitator, and director. Many benefits can be obtained by knowing the level of MI of students, both for schools and for students themselves. some of the benefits of MI for students and schools, for students if the MI level is known it can increase their self-confidence and help students to choose majors. For schools the level of MI that students have can help teachers focus more on the learning process, helping to group students, can approach students according to the type of intelligence they have. In addition, by knowing the level of MI of students, teachers can develop optimally the potential that exists in students and can choose the right strategy in the learning process. From the results of observations at SMAN 1 V Koto Kampung Dalam Padang Pariaman it can be seen that there is no meaningful relationship between the MI overall and MI partially with the learning outcomes

Sign in / Sign up

Export Citation Format

Share Document