Centering Underrepresented Voices in Describing and Analyzing Archival Materials

Under the constructivist banner: a critical examination into the ‘languaging’ of constructivist and situated theories within TGfU and sport education research and scholarship

Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it’s necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students’ preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.

The article focuses on the importance of developing computational thinking of Ukrainian students and the ways computational thinking can be integrated into the curricula of higher educational institutions. The incorporation of enhanced pedagogy into the educational curricula is particularly needed in countries such as Ukraine which is currently undergoing strategic modernization and reform. The author defines the concept of computational thinking as it is used in constructivism learning theory and social-constructivism theories. It is emphasized in the article that computational thinking reduces complex problems into smaller and more manageable problems, which make it easier to solve either using a computer or without technology. A wide range of researches conducted by the scientists all over the world are presented.The aim of the article is to analyse the implementation of computational thinking as a pedagogical tool for Ukrainian educational system.The special attention is paid to developing computational thinking of children at an early age. Pattern Recognition is considered to be one component of computational thinking and can be used to teach the process of searching for trends, similarities, differences, or regularities.The computational thinking instructions can be carried out in the area of the computer science or outside of computer science. Students who learn computer-programming skills as part of a have been shown to experience numerous benefits to their education because computational thinking is a problem-solving skill for all disciplines that can be taught through the integration into a particular content area or alternatively by teaching it as a stand-alone content area.The author recommends Ukrainian educators to consider the integration of unplugged CT activities into their lesson plans. Unplugged curricular activities are implemented without the use of computers and are typically considered as an important first step toward comprehensive CT integration. Unplugged experiences are claimed to serve as a foundational in learning CT because they typically require the least amount of technical knowledge.

This paper discusses the use of Computational Thinking (CT) in Archival Educators’ instruction towards enhancing the training and professional development of the library and archival workforce to meet the needs of their communities, and enhancing digital collection management and access to information and resources through retrospective and born-digital content. Four educators share their teaching strategies aimed at modernizing the way digital LIS and computational education are conducted. Their goal is to create an active and engaged community of future archival practitioners, ready to tackle the digital records and archives future.

This study presents the development of a student-centric framework for utilizing virtual reality (VR) technologies in education, specifically focusing on enhancing computational thinking skills. While numerous frameworks exist in this domain, they often lack consideration of student preferences, which are integral for fostering learner autonomy. Our proposed framework, with components developed from the constructivist learning theory, emphasises creating knowledge through interaction with the environment, focusing on autonomy, mastery and purpose as drivers of intrinsic outcomes. Through a survey administered to hundred and fifty-seven participants, we sought to identify student-preferred strategies for learning computational thinking skills via VR interventions. Results highlighted key challenges students face when working on computational tasks are related to algorithmic and abstraction thinking. To ease the aforementioned challenges, our findings suggest a preference among students for situated-based learning approaches within VR environments. Additionally, participants recognized the importance of motivational outcomes in improving autonomy and mastery within VR-based learning tasks. Students also preferred tasks that enhanced self-efficacy, contributing to a greater sense of purpose in their learning endeavours. Overall, this investigation sets a foundation for more student-centric, constructivist and intrinsically-based VR frameworks in education.

Programming skills are an important component of an engineering curriculum, not only because they enable the customization of software tools to be used in the profession, but also (and perhaps more crucially) because of the "computational thinking" and problem solving capabilities that are ideally developed by young students who learn to program for the first time. The necessity to expand the computing curriculum across a wider range of schools and university courses for students who are not majoring in Computer Science (CS) ) it is well-documented in literature [1], as is the difficulty of teaching 21st century skills (www.p21.org. This work presents an educational approach to teaching initial programming based on the development of fundamental and transversal skills and computer science skills, including creative and computational thinking as well as problem solving and critical thinking. The approach is based on cutting-edge educational tools, namely the visual programming frameworks Scratch, AppInventor, BYOB, and the well-known C/C++ language; curriculum material is drawn from CSPrinciples pilot courses, CS unplugged, school level preparation material for the International Olympiad in Informatics, and are complemented by supplementary information. The pedagogical approaches used in the course are based on constructivist learning theory, experiential learning and guided inquiry. This paper presents a year-long teaching experience in a 10 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">th</sup> /13 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">th</sup> grade high school with 14 to 16-year-old students. Ways to extend the experience to a university course are also presented. An initial analysis of the course results, both qualitative (based on two student surveys) and quantitative (based on formal written examinations) is presented and discussed. Results are encouraging, showing how visual programming languages help students to improve their problems solving skills and reasoning practices. Exposing the younger generation to computational concepts is fundamental in order to improve the mastering of these concepts and increase the success rate in university studies.

Interactive art installations represent an innovative convergence of art, science, and education, offering transformative learning opportunities through multi-sensory engagement. This paper investigates the role of these installations in science education, providing theoretical frameworks, case studies, and best practices. Drawing from constructivist and cognitive learning theories, the study demonstrates how interactive art fosters curiosity, creativity, and critical thinking while enhancing scientific literacy and technical skills. Case studies, such as synk exercises and landscapes of instrumentation, highlight successful implementations across diverse audiences. Furthermore, design principles and future directions emphasize interdisciplinary collaboration, inclusivity, and the integration of advanced technologies to ensure continued educational impact. This work emphasizes the potential of interactive art installations as a bridge between artistic creativity and scientific exploration, transforming conventional pedagogical approaches. Keywords: interactive art installations, science education, multisensory learning, art-science collaboration, constructivist learning theory.

The study reviews the development of learning video media based on constructivist learning theory on the theme of 8 areas where I live in the fourth grade of elementary school. The aims of this research are: (1) Knowing the feasibility of learning videos based on constructivist learning theory on the theme of the 8 areas where I live in grade IV elementary school that was developed, (2) knowing the practicality of learning videos based on constructivist learning theories on the theme 8 areas where I live in class IV school. developed base. This type of research is development research (R&amp;D) with the ADDIE model design consisting of Analysis, Design, Develop, Implementation, and Evaluation. The trial was conducted at SDN Kledungkradenan class IV. This development research resulted: (1) the feasibility of learning videos based on constructivist learning theory got an average score of 3.59 with a very decent category, and (2) the practicality of learning videos based on constructivist learning theory got an average score of 3.75 with the category very practical. Product development in this research can be said to be feasible if it can meet two aspects, namely validity and practicality. a. Validity, whether the developed product is valid or not is obtained from the assessment of experts. The minimum level of product validity is in the range &gt; 2.5 b. Practicality, whether or not the product developed is produced from student response questionnaires. The minimum level of practical value is in the range &gt; 2.5

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate: * the history of constructivist and social learning theory and key thinkers * pedagogical implications * practical strategies for the classroom * constructivist theory and e-learning. Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking for provide effective teaching and learning within a constructivist framework

This qualitative study explores the nature of engagement of students in Mathematics Thinking (MT) activities in the context of Computational Thinking (CT) integration. It specifically investigates the ways that students interact during CT and MT activities. This study uses a constructionist framework of learning by making and is situated in literature on integration of CT in the mathematics curriculum. In this case study, observations, interviews and reflection data were collected from ten students during CT and MT workshops. The data were analyzed to determine the ways in which CT activities enrich mathematical concepts. All children found that the CT activities (Symmetry, Sphero and Scratch) enriched their understanding of mathematical concepts. Several of the children were excited about what they referred to as a more interesting and interactive way of learning math and code. This study was limited to Grade 3 to Grade 6 students in a private school. For future research, the researchers suggest conducting a study in public schools that will involve specific tools of CT. The researchers also recommend conducting CT workshops over a three-day period so that children do one activity each day rather than all three activities in one session.

In the context of information globalization and the popularity of the Internet, the flipped classroom as a new teaching mode, a new pedagogical method has become a heated topic and a growing concern for educators across the world. In this paper, the flipped classroom is supported by constructivist learning theory. The teaching mode under the constructivist learning theory is typically students-centered which corresponds with the flipped classroom mode. This paper mainly focuses on the application of constructivist learning theory in flipped classroom, taking college English teaching for example to interpret the student- student, teacher- student interactions in the flipped classroom with the final goal to promote students’ learning efficiency and quality.

During the period of the digital revolution, computational thinking (CT) has become a crucial skill that is not only important in the fields of programming and computer science, but also in developing problem-solving abilities, designing systems, and understanding human behavior, all of which are essential for success in the contemporary world. This research examines the crucial significance of CT in K-12 education by doing a thorough assessment and analysis of existing material. The argument posits that CT surpasses conventional educational limitations by equipping students with vital skills to navigate and actively participate in an ever-expanding digital society. This research illustrates practical methods for improving students' computational and statistical thinking abilities through the analysis of two real-life case studies. The aforementioned case studies offer valuable insights into successful approaches to incorporating CT into educational curricula. Furthermore, they underscore the favorable effects of such integration on students' cognitive development. The report additionally examines the difficulties associated with the implementation of CT instruction and puts forth suggestions for educators and policymakers. The primary objective is to emphasize the imperative nature of CT within the K-12 educational framework, establishing it as a fundamental element in equipping young individuals with the cognitive tools required to navigate the intricate challenges of the contemporary, technology-driven society.

The aim of this study is to determinate the effects of the constructivist learning theory grounded activities on teaching 6th grade social studies course issues. In parallel with this, educational contexts were constructed depended on the constructivist learning theory and effects of these exercises on attitude, achievement and permanence levels were assessed. Triangulation which was a research design that combines the qualitative and quantitative methods was used in this study for the aim of getting reliable, in depth and detailed data. Quantitative analyze methods and qualitative analyze methods were used together in this research. Attitude scale and achievement tests were applied both to research and control groups as pre-test and post-test. The universe of this study was consisted of 6th grade students which were attending to primary schools in Kadikoy-Istanbul during 2005-2006 school years. 66 students in 6/A and 6/B classes of Ihsan Sungu Primary School in Kadikoy formed the sample group of this research. “Likert type attitude scale” was developed to evaluate the effect of activities grounded on constructivist learning theory on students’ attitudes towards Social Studies course. Achievement tests were developed to determinate the effects of constructivist learning theory grounded activities on students’ achievement and permanence level, “2N (What did I know? – What did I learn?) forms were formed to assess the mean differentiation in detailed and, individual and group worksheets were developed as data collection tools. It was determined that Social Studies courses based on constructivist learning theory had positive effect on students’ attitudes towards this course, achievement and permanence levels when we compared it with traditional teaching practices.

The purpose of this study is to analyze in depth the relevance of Vygotsky's constructivism learning theory in differentiated learning in elementary schools. Differentiated learning is an effort to adapt the learning process in the classroom to meet the learning needs of each individual. This adjustment is made by considering the interests, learning profiles, and readiness of students to improve learning outcomes. With this adjustment, students can learn according to their respective abilities and find understanding from their own experiences. On the other hand, constructivist learning theory states that learning is a process in which students can build their knowledge. One of the constructivists learning theories was proposed by Vygotsky, known as social constructivism. Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. The constructivist theory has relevance to differentiated learning in terms of meaningful learning and student activity. Differentiated learning applies constructivist theory in learning by considering the individual characteristics of students. In addition, the concept of the zone of proximal development (ZPD) and scaffolding are highly relevant in differentiated learning that accommodates the full potential of students and considers the individual abilities of students.

This article evaluates curriculum programs based on constructivist learning theory, with a focus on developing critical thinking in students. Constructivist theory, as a major learning theory, emphasizes the importance of active and collaborative learning. Accordingly, curricula designed based on this theory can effectively enhance critical thinking skills. This study employs a descriptive analysis method to examine existing literature and studies. The results indicate that constructivist curricula not only facilitate deeper learning but also improve students' abilities to analyze issues and make logical decisions. Additionally, challenges and barriers in implementing these programs, including resistance from teachers and students to shift from traditional to constructivist approaches, are discussed. Finally, recommendations for improving the quality of curricula and strengthening critical thinking skills in educational systems are provided.