The degree of Arabic language teachers' practice of constructivist teaching methods in Jeddah: درجة ممارسة معلمات اللغة العربية لأساليب التدريس البنائي بمدينة جدة

The aim of the study is to know the degree of practice of Arabic teachers in Jeddah for structural teaching methods at various educational stages, and the researcher followed the descriptive curriculum survey in this study, and to achieve the goal of the study the researcher built (questionnaire) By referring to previous studies and theoretical literature, the questionnaire in its final form was made up of two parts: the first contains the basic information of the study sample of 46 teachers The second consists of (27) irrigated practices of structural teaching methods, and the results have resulted in the fact that the degree of practice of Arabic teachers of structural teaching methods was 3.26 in a very high category; this indicates a high degree of study sample practice of structural theory methods. The study recommended several recommendations, including: encouraging teachers to practice structural teaching methods while teaching them.

The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language – A Case Study of Primary Oral English Class

The law of language learning has a theoretical basis. Language learning is a process of active learning, not of passive acceptance. Situational teaching is the extension and development of constructivist teaching. The correct use of situational teaching can stimulate students’ interest, facilitate a harmonious relationship between teachers and students, as well as promote the cultivation of other skills among students, so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task. However, there are some issues that should be emphasized when using the situational teaching method, such as how to create situations effectively, the problems that teachers should pay attention to when creating situations, and the principles of creating situations.

In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review

While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.

Concepciones sobre enseñanza-aprendizaje del profesorado y su práctica educativa en clases de ciencias naturales

En este artículo se presentan los resultados de una investigación cuyos objetivos fueron identificar las concepciones sobre la enseñanza y el aprendizaje de 62 profesores de Sonora (México), que imparten clases de ciencias naturales en secundaria, y estudiar la relación de estas concepciones con su práctica educativa en el aula. Para la obtención de los datos se realizaron observaciones de las clases y se aplicó una entrevista semiestructurada a los profesores. Un análisis cualitativo a las respuestas del profesorado en la entrevista indicó que la concepción sobre la enseñanza más frecuente fue la de transición entre una perspectiva tradicional y una constructivista, seguida de la tradicional. La concepción constructivista fue la menos frecuente. Por otro lado, el análisis de la práctica educativa de los profesores en el aula indicó un predominio del modelo de enseñanza tradicional de transmisión-recepción, aunque aproximadamente la mitad de los profesores incorporaron en sus prácticas algunas estrategias de enseñanza constructivistas. El análisis de la relación entre las concepciones de los profesores y sus prácticas educativas mostró algunas incoherencias. En general, los profesores presentaron una enseñanza más tradicional en su comportamiento en clase que lo manifestado en la entrevista sobre cómo enseñan. Estos resultados presentan implicaciones en el diseño de cursos de formación y actualización docente. This article presents the results of an investigation whose objectives were to identify the conceptions about teaching and learning of 62 teachers of Sonora (Mexico), who teach natural sciences in secondary school, and to study the relationship of these conceptions with their educational practice in the classroom. To obtain the data, classroom observations were made and a semi-structured interview was applied to the teachers. A qualitative analysis of the teachers' responses in the interview indicated that the most frequent conception of teaching was the transition between a traditional and a constructivist perspective, followed by the traditional one. The constructivist conception was the least frequent. On the other hand, the analysis of the teachers' educational practice in the classroom indicated a predominance of the traditional transmission-reception teaching model, although approximately half of the teachers incorporated some constructivist teaching strategies in their practices. The analysis of the relationship between the teachers' conceptions and their educational practices showed some inconsistencies. In general, teachers presented a more traditional teaching in their classroom behavior than what was manifested in the interview about how they teach. These results have implications for the design of teacher training and updating courses.

Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning

PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

The effect of Constructivism on Students’ Performance in Solving Mathematical Problems under Trigonometry

This paper is an action research which involves a sample of thirty five (35) second year students of Akontombra Senior High School comprising 24 males and 11 females. The study was aimed at using the constructivist approach to enhance students’ competence in solving word problems under trigonometry. Prior to the study, it was observed that the students were not able to understand and solve word problems under trigonometry. The constructivist approach of teaching and learning was employed as the intervention strategy and series of activities was carried out. The pre – test and post – test scores obtained by the students were analyzed quantitatively based on the research questions of the study. Comparatively, the results obtained from the pre – test and post – test showed a significant improvement on the students’ ability to solve word problems under trigonometry. It was then inferred from the results that the constructivist teaching and learning methodology employed during the intervention phases enhanced the academic achievements of the students. The constructivist approach to teaching encouraged students to participate in the process and environment of teaching and learning and to promote mathematics as a creative and meaningful activity that involves interpretation, effort and exploration.

The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students

Constructivism is a vibrant and self-motivated coaching paradigm that implies the establishment of the latest academic conceptions relying on the pupil’s past educational experiences. Constructive teaching approach (CAT) accompanied with PQRST method (Preview, Question, Read, Summarize and Test) considered as an efficient way for progression of the students’ comprehension regarding skills of English subject matter. This study aimed to find the effect of constructive teaching approach (PQRST) on 9thgraders academic achievement in the provided subject of English.Quasi experimental Pre-test-posttest research design had employed to fulfill the fundamentals of the current study. Two intact groups were randomly selected, and teacher made achievement test used to take the score. Control group was instructed English conventionally whereas treatment group was instructed through PQRST under the shade of CAT. Pre-test scores demonstrated an insignificant statistical difference between both groups but after getting treatment for 12 weeks experimental group exposed a momentous positive statistical discrepancy in scores via getting instruction through PQRST. The current research recommends constructivist teaching approach along with PQRST may be used for the improvement of students’ reading and comprehension skills in the subject matter of English which can enhance their achievement overall. IntroductionOne of the main ideological suppositions in teaching learning process has been founded, is termed as “constructivism”. It is an educational premise based on learner-centeredness and pupils are thought to dynamically investigate and construe new experiences then build a connection to the past experiences of the confined phenomenon. This teaching method not only co-notates to the content to be taught but pupils’ interests and needs catered well too (Lunenburg, 2011).In education, as the time has been elapsed various educational theories were introduced by education experts belonging to various school of thoughts, like behaviorism came from behaviorist school of thought, cognitivisim came from cognitive school of thought, constructivism came from constructivist school of thought and likewise, but the selection and implementation of the educational theory within the classroom is relies on the teacher. The first and foremost responsibility comes upon the shoulders of teachers. Therefore, the teacher should select the theory very vigilantly to maximize the learning competence of students especially in second language.Getting hold of second language is commendable as similar to any sort of triumph (Janjua & Shehzadi, Journal of Arts and Social Scienceshttps://ojs.jass.pk

Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements

Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.