scholarly journals The Nature of Learning the Constructivist Learning Model in Teaching

2021 ◽  
Vol 13 (2) ◽  
pp. 781-789
Author(s):  
Qusay Hadi Darb ◽  
Dr. Ali Mohan Abbood
Keyword(s):  
Learning Model ◽  
Constructivist Learning ◽  
Teaching Plan ◽  
Cognitive Foundations

The current research includes the constructivist learning model, in which the two researchers discussed what this model is in teaching. In their current research, the researchers dealt with its inception, the cognitive foundations of the constructivist learning model, the main foundations upon which the constructivist learning model is based, its objectives, advantages, and the problems encountering its use in Teaching, and its stages when teaching the subject’s teachers in its steps, and then the researchers review a model for a teaching plan according to the constructivist learning model, and the researchers will present the important conclusions from this model, as well as some recommendations and references that were employed in this research.

scholarly journals Critical Collaboration-Oriented Constructivist Learning Model Development to Improve Social and Spiritual Skills

2021 ◽  
Vol 56 (3) ◽  
pp. 436-445
Author(s):  
Ismail Thoib
Keyword(s):  
Small Group ◽  
Model Development ◽  
Research Process ◽  
Field Trials ◽  
Learning Model ◽  
Constructivist Learning ◽  
Learning Activities ◽  
Learning Design ◽  
Content Expert ◽  
Feasibility Test

This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.

scholarly journals The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students

2016 ◽  
Vol 9 (7) ◽  
pp. 178 ◽  
Author(s):  
Ahmed O. Qarareh
Keyword(s):  
Teaching Method ◽  
Learning Model ◽  
Teaching Science ◽  
Constructivist Learning ◽  
Scientific Thinking ◽  
Validity And Reliability ◽  
Study Results ◽  
Significant Difference ◽  
8Th Grade ◽  
And Gender

<p class="apa">The study aims to investigate the effect of using constructivist learning model in teaching science, especially in the subject of light: its nature, mirrors, lens, and properties, on the achievement of eighth-grade students and their scientific thinking.</p><p class="apa">The study sample consisted of (136) male and female 8<sup>th</sup> graders were chosen from two basic schools in Tafila in the scholastic year 2015/2016. The four-class sample was divided into two groups (controlled &amp; experimental).</p><p class="apa">For achieving the study aims, the researcher prepared lesson plans using constructivist learning model, achievement test and scientific thinking test, which validity and reliability were checked.</p><p class="apa">To answer the questions of the study, means, SD, ANOVA and ANCOVA were used to determine the differences in means of the groups of the study.</p><p class="apa">The results show that there is statistically significant difference at (α= 0.05) for the effect of the constructivist Learning model on the achievement and scientific thinking in favor of experimental group, and there is no statistically significant difference at (α= 0.05) for the constructivist Learning model on the achievement and scientific thinking attributed to gender, and there is no statistically significant difference at (α= 0.05) for the dual interaction between teaching method and gender on the achievement and scientific thinking.</p><p class="apa">In the light of the study results, the researcher presented a number of recommendations including: extra attention should be given to employ constructivist learning model within science courses, and conducting further studies about the effect of the constructivist Learning model on various learning outcomes.</p>

Constructivist Learning During Software Development

2011 ◽  
pp. 292-303 ◽  
Author(s):  
Václav Rajlich ◽  
Shaochun Xu
Keyword(s):  
Software Development ◽  
Program Development ◽  
Learning Process ◽  
Learning Model ◽  
Constructivist Learning ◽  
Documentation Systems ◽  
Cognitive Activities

This article explores the non-monotonic nature of the programmer learning that takes place during incremental program development. It uses a constructivist learning model that consists of four fundamental cognitive activities: absorption that adds new facts to the knowledge, denial that rejects facts that do not fit in, reorganization that reorganizes the knowledge, and expulsion that rejects obsolete knowledge. A case study of an incremental program development illustrates the application of the model and demonstrates that it can explain the learning process with episodes of both increase and decrease in the knowledge. Implications for the documentation systems are discussed in the conclusions.

scholarly journals Pembelajaran Kontruktivistik Berbasis Literasi Baru dalam Pendidikan Agama Islam

2019 ◽  
Vol 10 (2) ◽  
pp. 388
Author(s):  
Ummu Kulsum
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Learning Model ◽  
Affective Domain ◽  
Constructivist Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
New Literacy ◽  
Problem Formulations ◽  
Qualitative Literature

The constructivist learning model is formulated in three problem formulations, 1) What is the new literacy-based contructivist learning model in Islamic Education? 2) What is the concept of transmission from constructive-based learning to new literacy in Islamic Education? 3) What is the strategy for transforming constructivist learning based on new literacy in Islamic Education? The aim is to describe the learning model, and also describe the concept of transmission from learning and analyze the strategies of transformational constructivist learning based on new literacy in Islamic religious education. The method uses the inductive qualitative literature method, to explain the results of several scientific works then reduced to a finding by developing existing findings into an innovation and invasion for the development of Islamic religious education. The findings are in the form of PAI learning strategies using constructivistic learning models and new literacy theories that produce reflection meta-cognition for students. Constuctivistic learning needs to be developed also in the affective domain in order to be able to provide changes in the character of students so that students feel a change in him every PAI subject matter is given to him.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN MELALUI PENDEKATAN KONSTRUKTIVISTIK DALAM PENDIDIKAN BAGI ANAK USIA DINI

2018 ◽  
Vol 1 (1) ◽  
pp. 135
Author(s):  
Sulthon Sulthon
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Meaningful Learning ◽  
Active Role ◽  
Learning Model ◽  
Constructivist Learning ◽  
Behavioral Changes ◽  
Learning Activities ◽  
Change Behavior ◽  
Responsible Group

<p>Education is a conscious effort made by adults to change behavior more positive and meaningful. Behavioral changes need to hold a variety of serious and continuous efforts through meaningful learning. Meaningful learning will be able<br />to make changes concerning the behavior of cognitive, affective and psychomotor.<br />Learning which is able to achieve all of the three domains of educational objectives<br />is an active learning model that is performed to build their own knowledge through<br />teacher designed-learning activities. Constructivist learning is learning that is capable of changing the old style of teaching where the teacher is always an active role or be a style of teaching where the teacher as a facilitator who designed learning by activating his students to learn on their own, learn to interact in a responsible group for achieving learning outcomes individually, while he provides guidance and facilitates them to learn.</p>

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