Deeper Self-Directed Learning for the 21st Century and Beyond

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

7. Social Constructivism

This chapter examines the social constructivist theory of IR. It first discusses the rise of social constructivism and why it has established itself as an important approach in IR. It then considers constructivism as social theory, and more specifically as both a meta-theory about the nature of the social world and as a set of substantial theories of IR. Several examples of constructivist IR theory are presented, followed by reflections on the strengths and weaknesses of the constructivist approach. The chapter proceeds by exploring constructivist theories of international relations, focusing on cultures of anarchy, norms of International Society, the power of international organizations, a constructivist approach to European cooperation, and domestic formation of identity and norms. The chapter concludes with an analysis of some of the major criticisms of constructivism and by emphasizing internal debates within constructivism.

Pengembangan Student Worksheet Model MORE Berbasis Teori Konstruktivistik Sosial Vygotsky di MAN 1 Pontianak

This study aims to develop student worksheets of good quality and effectiveness to improve students' knowledge competencies. The student worksheet developed refers to the MORE (Model-Observe-Reflect-Explain) learning model based on Vygotsky's social constructivist theory. This development research refers to the steps developed by Thiagarajan, namely the 4-D development model. Data collection techniques in this study using interviews, observation, and tests. The analysis technique used is descriptive quantitative. The empirical test of increasing knowledge competence uses the pre-experimental method with one group pretest posttest design. Data on knowledge competency improvement were analyzed using the paried sample t test. The subjects of this study were students of class X IPS 1 at MAN 1 Pontianak. The results of this study are as follows. First, the MORE student worksheet model based on Vygotsky's social constructivist theory has a very good quality. Second, the MORE student worksheet model based on Vygotsky's social constructivist theory is effective for use in history learning.

W.E.B. Du Bois’s Constructivist Theory of Justice

This essay presents the normative foundation of W.E.B. Du Bois’s constructivist theory of justice in three steps. First, I show that for Du Bois the public sphere in Anglo-European modern states consists of a dialectical interplay between reasonable persons and illiberal rogues. Second, under these nonideal circumstances, the democratic ideal of autonomy grounds reasonable persons’ deliberative openness, an attitude of public moral regard for others which is necessary to construct the terms of political rule. Though deliberative openness is the essential vehicle of construction, reasonable persons only have a pragmatic political obligation to forge ties of deliberative reciprocity with likeminded persons whom they trust will listen and not harm them. Finally, I present Du Bois’s defense of black suffragists’ support of the 19th Amendment to illustrate pragmatic political obligation in action. I sketch successful democratic engagement that reconstitutes a nonideal public sphere.

The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية

This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.

Applying 5E teaching model in recognizing regular polygons and rotations with the help of GeoGebra software

The 5E teaching model is a teaching model that gives students positive motivation. The 5E teaching model was proposed by Rodger W. Bybee and colleagues while working in the educational organization "Research on the curriculum framework for biology" in Colorado, the USA in 1987. The model is built based on the constructivist theory of learning, knowledge is formed through the experience and practice of learners. 5E stands for 5 words: Engagement - Exploration - Explanation - Elaboration - Evaluation, representing the five steps of the 5E teaching process. Our study aims to apply the 5E teaching model in regular polygon recognition and rotation with the help of GeoGebra software. With the theoretical research method and the experimental method for 102 students, including 52 students in the experimental class and 50 students in the control class, the study has shown that students who learn according to the 5E teaching model have better results than students who do not study this model. In addition, the research results also show that the 5E teaching model with the support of GeoGebra software in teaching regular polygon and rotation recognition has many advantages, developing learners' capacity and quality. Learners show much more interest and excitement than traditional teaching. Students develop their self-study and self-discovery abilities. The findings from the research results applying the 5E model are of great significance to teaching today.

A Contemporary Approach to Learning Transfer from the Perspective of Constructivist Theory: Marathon Running as a Leadership Development Strategy for Millennial Leaders

This paper includes a literature review of the research on marathon running as a leadership development strategy especially for the millennial leaders while they have a postmodern worldview, searching authentic and innovative solutions and supporting divergent thinking. Furthermore, it points out the importance of learning transfer from the perspective of constructivist theory. In this respect, first, constructivist learning theory and learning transfer are explained. In the next two sections, leadership development for the millennial generation and how marathon running is handled as a leadership development strategy in the literature are determined. At the end of the paper, practical implications for leaders and organizations are suggested.

Progress testing as a pattern of excellence for the assessment of medical students’ knowledge: concepts, history, and perspective

Progress test has been created with the necessity of an assessment method align with problem-based learning. Although it was specifically created to overcome the limitations of traditional assessment for problem-based learning, nowadays is used by different type of curricula. In this paper, we first present the basic assumptions, the history, benefit and challenges of the progress test. Progress test overcomes many limitations of traditional assessment, such as validity and reliability. However, the implementation of progress test is a logistical challenge. In addition, we discuss the limitation of progress test when used as summative assessment, which may not always be aligned with constructivist theory. When adding feedback and methods of analysis that considers multiple testing, progress test is then align with constructivist theory. Finally, the use of progress test’s sub scores may lack validity because of the low number of items; thus, pass/fail decision should not be based on the sub scores, but only on general scores.