Computational Practices, Educational Theories, and Learning Development

[full article, abstract in English; abstract in Lithuanian] Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer.

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in a risk to patient safety with the potential for negative outcomes. Most existing literature address the existence of the theory-practice gap and the benefit of simulation from a faculty perspective. The purpose of this study was to explore the theory-practice gap from the perspectives of graduate nurses based on their experiences and to determine their perceptions of simulation in prelicensure programs as a strategy to address and reduce the gap prior to entry to practice. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses with 2 years of less clinical experience by engaging in semistructured interviews. Data analysis revealed that all the graduates experienced the theory-practice gap on their transition to independent clinical practice with variations in degree. In addition, the graduates voiced aspects of their programs which contributed to reducing the challenges experienced during the transition period. The crucial finding was graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice.

Realism and constructivism in social perception

Jussim's critique of social psychology's embrace of error and bias is needed and often persuasive. In opting for perceptual realism over social constructivism, however, he seems to ignore a third choice – a cognitive constructivism which has a long and distinguished history in the study of nonsocial perception, and which enables us to understand both accuracy and error.

MARCO TEÓRICO METODOLÓGICO DE LA EVALUACIÓN PARA APRENDER

El presente artículo tiene el objetivo de mostrar el marco teórico-metodológico que integra la concepción de la evaluación para aprender, para esto presenta y analiza información básica sobre el objeto y funciones de la evaluación de los aprendizajes; en relación con la evaluación para aprender, se presenta la competencia de aprender a aprender como su principal objeto de formación, el constructivismo cognitivo y social como sus fundamentos teóricos y finalmente, como su fundamento metodológico se plantea la característica integrada e integral y la función formativa y formadora de la evaluación. Entre las conclusiones más relevantes se establece: que el cambio en los modelos formativos y consecuentemente la evaluación de los aprendizajes es una necesidad y demanda socio-laboral; el objeto de la evaluación siempre es el mismo lo que varía son sus funciones; la evaluación para aprender surge como respuesta ante las demandas del contexto sociolaboral que requiere que el estudiantado desarrolle gradualmente habilidades cognitivas y emocionales (aprenda a aprender) que le capaciten para conocer y regular sus procesos cognitivos; teóricamente la evaluación para aprender se fundamenta en el constructivismo cognitivo, principalmente en las teorías de Piaget y Ausubel y desde el constructivismo social se sustenta en la teoría de Vygotsky y Leontiev. Metodológicamente, la evaluación para aprender se caracteriza por ser integrada porque se vuelve una con el mismo proceso de aprendizaje e integral porque amalgama el conocimiento disciplinar y las habilidades cognitivas y emocionales en acciones que conforman las actividades de aprendizaje; finalmente, la función formativa se centra mayormente en la regulación y realimentación del docente pero en la medida que la retroalimentación se transforma en interactiva y va trasladando la responsabilidad autoreguladora del aprendizaje al estudiantado transita hacia una función formadora.Palabras clave: aprender a aprender; evaluar para aprender; constructivismo cognitivo; constructivismo social; integrada; integral; función formativa; función formadora Summary This article aims to show the theoretical and methodological framework that integrates the concept of assessment for learning, this presents and analyzes basic information about the purpose and functions of the evaluation of learning; regarding the assessment for learning it presents the competence of learning to learn as its main object of formation, cognitive and social constructivism as its theoretical basis and finally, as its methodological basis it is proposed the integrated and holistic feature, and the forming and formative function of evaluation.Among the most important conclusions it states: that the change in the formative models and consequently the evaluation of learning is a necessity and a socio-labor demand; the purpose of the assessment is always the same what it varies are its functions; assessment for learning surges as a response to the demands of social-labor context that requires students to develop gradually cognitive and emotional skills (learning to learn) that enables them to know and regulate their cognitive processes; in theory assessment for learning is based on cognitive constructivism, principally on the theories of Piaget and Ausubel and from the social constructivism is based on the theory of Vygotsky and Leontiev. Methodologically, assessment for learning is characterized by being integrated because it becomes one with learning process itself and holistic because it amalgams disciplinary knowledge and cognitive and emotional skills in actions that conform learning activities; finally, the training function focuses mainly in the regulation and feedback of teachers but to the extent that feedback becomes interactive and it is shifting the self-regulating responsibility of learning to the students it moves to a forming function.Keywords: learning to learn; assessment for learning; cognitive constructivism; social constructivism; integrated; holistic; formative function; forming function

Theory of Cognitive Constructivism

This chapter reveals the theory of cognitive constructivism that represents significant perspectives on information seeking, information retrieval and knowledge formation. Regarding theory of cognitive constructivism, the perspective of information seeking assists organizations in facilitating constructivists' instructional access to emphasize students' practical roles in knowledge management through independent information seeking and implementation. The utilization of cognitive constructivism is necessary for modern organizations that seek to serve suppliers and customers, increase business performance, strengthen competitiveness, and achieve continuous success in global business. Therefore, it is essential for modern organizations to examine their cognitive constructivism applications, develop a strategic plan to regularly check their practical advancements, and immediately respond to the cognitive constructivism needs of customers in modern organizations. Applying the theory of cognitive constructivism will favorably enhance organizational performance and reach strategic goals in the information age.