Constructive Learning Strategies Research Articles

The effectiveness of constructive learning strategy in teaching social studies and citizenship on developing historical thinking skills for middle school students in the Holy Capital: فاعلية استراتيجية التعلم البنائي في تدريس الدراسات الاجتماعية على تنمية مهارات التفكير التاريخي لدى طالبات المرحلة المتوسطة بالعاصمة المقدسة

The research examined the effectiveness of the constructive learning strategy in teaching social studies and citizenship on developing historical thinking skills of second-grade intermediate students. The researcher used a semi-experimental approach, and the sample consisted of (50) students from the 13TH Intermediate School in Makkah (Saudi Arabia) distributed randomly to: (25) control group, and (25) experimental group. The experimental group was taught using the constructive learning strategy, while the control group was taught in the usual way. To achieve the research goal, a teacher’s guide was prepared to teach the “Umayyad State Unit” using the constructive learning strategy, and a list of historical thinking skills appropriate for the age stage, and an achievement test in the Umayyad State Unit. Results: There were statistically significant differences at the level of 0.05 between the mean scores of the experimental group students in the pre-post measurements of the historical thinking skills test in favor of the post measurement, - existence of statistically significant differences at the level of 0.05 between the mean scores of the students of the control and experimental groups in the post-measurement of the historical thinking skills test favoring the experimental group. Recommendations: The researcher suggested a number of recommendations such as: Using the constructive learning strategy in teaching social studies and citizenship to develop historical thinking skills at all school levels, - creating an educational and classroom environment that supports the constructive learning strategy in teaching social studies and citizenship to develop historical thinking skills, making use of educational platforms in distance teaching using a constructive learning strategy, - provide opportunities to train teachers to implement strategies and models of constructive learning.

The effect of Using the Constructive Learning Strategy 7, ES on the Level of Skill Performance of the Skill of 200 Meters Hurdles for Middle School Students in the State of Kuwait

Research goal Identify the effect of using the 7, es constructive learning strategy on the level of skill performance for the skill of 200 meters hurdles for middle school students in the State of Kuwait. Research hypotheses • There are statistically significant differences between the mean of the pre and post measurements in the level of learning the skill of the 110-meter hurdles competition. Some of the terms included in the search Research plan and procedures: Research Methodology: The researcher used the experimental method due to its suitability to the nature of the current research by using the experimental design of an experimental group by following the pre and post measurement. Research Community and Sample: The research community represented the middle school students in the State of Kuwait, the ninth division in the Jahra Governorate during the academic year 2019/2020, the second semester, and the research community reached (66) students. Basic in addition [DE1] to (8) students to conduct an exploratory study to research and use the constructive learning model with them to learn some motor skills on the skill of 110[DE2] barriers that are prescribed to them during the school year. Conditions for selecting the research sample The student must be from the ninth year in the middle school because of their study of the four technical devices. - The knowledge experience of the research sample is understood in the undergraduate stage . - Regularity of the research sample in the presence of the proposed educational program.

The effectiveness of using a constructive learning strategy at the level of learning Handball defence skills

The effectiveness of using a constructive learning strategy at the level of learning Handball defence skills

Supporting a Sustainable Way of Life-Long Learning in the Frame of Challenge-Based Learning

Abstract The education of children in the Age of Knowledge is a challenge for educators all over the world since it is questionable how we can educate learners to become responsible citizens in different areas. Finding a suitable methodology is a highlighted goal of present-day educational researches. The intention of our work is to contribute to this dispute with a research investigating the challenge-based-learning-adapting European UKids programme designed for eight-to-eleven-year-old learners. This intention aims to support their education for sustainability and to develop social entrepreneurship and life-long learning. The program is a professional collaboration among university teachers, primary school teacher candidates and learners, thus the research manages this triplet as a complex entity. The scientific paradigm and structure of present paper is rather nonconventional since, instead of presenting an empiric research, it interprets some peculiarities of many research units with the help of mixed methodology. Four research phases had been distinguished, the first three of these applied quantitative research methods. Results suggest that the learners are somewhat satisfied with their schooling and learning circumstances. Although they prefer constructive learning strategies, teacher-directed methods are still more popular among the responses which means that the non-traditional work forms are rather unfamiliar to them. The programme affected their skills and competences in a positive way. An age-specific (socio) psychological dichotomy was detected; however, the framework of the UKids programme was able to handle it. Both challenge-based learning and the UKids programme turned out to be suitable for educating and developing children in a complex way, and they are able to trigger innovation in teacher-training.

The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high- and low-achieving fifth-grade students’ achievement in science

ABSTRACT Background Being able to think independently is a must for students to construct new knowledge in their minds. Self-explaining is a constructive learning strategy that encourages students to think for themselves and to make inferences that go beyond the given information. The Self-explain–Discuss–Re-explain (SDR) strategy adapted from self-explaining is expected to be able to help students learn science and foster the habit of independent thinking. Purpose This study employs a quasi-experimental design to investigate the effects of SDR and traditional strategies on high- and low-achieving fifth-grade students’ achievement in learning about the position and motion of the sun. Participants Altogether 104 students participated in this study, with the 52 receiving the SDR strategy designated as the experimental group, and the other 52 receiving the traditional strategy designated as the comparison group. Each student was classified as a high- or low-achiever based on their test scores from the final science exam the previous semester. Design and methods The research instrument for this study was a two-tier multiple-choice test. We used this test for both pre- and post-tests of the experimental group and the comparison group, and then performed statistical analysis on the data obtained from the pre- and post-tests. Results The findings show that the SDR strategy was more effective at helping high- and low-achievers learn about the sun’s position and motion and in helping close the achievement gap between them than the traditional strategy was. Conclusions The SDR strategy can help low-achievers catch up with their high-achieving classmates. It can be used to remedy low-achieving students’ weaknesses in a specific area of science.

Problem-Based Learning in University Studies on Renewable Energies: Case of a Laboratory Windpump

In the last eight years, the new faculty of Engineering in Renewable Energies at the University of the Basque Country in Eibar has developed several sustainability goals related to clean energy and climate change, but also in educative terms related to co-operative learning, motivation, and reflective thinking. The case of the laboratory-windpump challenge is paradigmatic in this sense, since it constitutes successful problem-based learning for the students in terms of the activation of heuristic tools (analogies or diagrams), critical discussions combining complex ideas about aerodynamics, mechanics and hydraulics, and a good group atmosphere. The conclusions of this work are supported by qualitative and quantitative results within a theoretical background based on the logic of discovery and its corresponding constructive-learning strategy, rather than on the logic of justification with given and well-known aprioristic assumptions.

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

<p style="text-align:justify">The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.</p>

The effect of Using the Constructive Learning Strategy 7, ES on the Level of Skill Performance of the Skill of 200 Meters Hurdles for Middle School Students in the State of Kuwait

The effect of Using the Constructive Learning Strategy 7, ES on the Level of Skill Performance of the Skill of 200 Meters Hurdles for Middle School Students in the State of Kuwait

Counseling Needs of Secondary School Students and Their Learning Disorders

The holistic development of a child is attainable in an environment conducive for teaching and learning and Barrell M.(2009) emphasized that the counselling needs of middle students can be addressed through counselling services and constructive learning strategies and methods. Thus, help and support can be availed to the students along their educational journey for their personal, emotional, and psychological growth. The educational setting inclusive of teachers, counsellors, and parents should ensure that holistic education is provided to the students as they undertake their academic endeavours. The learners of secondary schools consist of adolescents who are naive and vulnerable. They need backing to combat the complex challenges of modern life and cope with their pressing academic demands. Rathe (2014) opines that they are possessed by anxiety, mood swings, and intensity of feelings that adversely affect their learning. The present investigation focuses on the counselling needs of secondary students and their learning disorders that have adverse effects on their behaviour and academic performance (Mghweno,2015). This study highlights the need for considering the present educational scenario and the plight of traumatic experiences borne by the students. By exploring the current literature, it analyses studies conducted in India and abroad regarding the importance of establishing student counselling at secondary schools. The findings of the present study revealed how counselling can be instrumental to improve the learning styles of the students and the benefits they could reap from it. Further, the study unfolds the ways and means to tackle learning disorders of the students through counselling.

The Impact of Using the Constructive Learning Strategy on the Level of Cognitive Achievement and Learning some Motor Skills in Swimming

The Impact of Using the Constructive Learning Strategy on the Level of Cognitive Achievement and Learning some Motor Skills in Swimming

The Impact of Using the Constructive Learning Strategy on the Level of Cognitive Achievement and Learning some Motor Skills in Swimming

Identify the impact of using the constructive learning strategy on the level of cognitive achievement and learning motor skills in swimming. The researcher used the experimental method because of its relevance to the nature of the current research using the experimental design of two groups, one experimental and the other controlled by following the pre and post measurement of both groups. The research community represented the students of the Faculty of Physical Education, Al-Azhar University during the academic year 2018/2019, the first semester. The research community reached (46) students. The researcher selected the research sample randomly from the third year students of the Faculty of Physical Education, Al-Azhar University. The study group was divided into two equal groups, one of which is experimental (15) students. The research, in addition to (16) students to conduct a survey study from the research community and outside the basic research sample.

A Discrete Multiobjective Particle Swarm Optimizer for Automated Assembly of Parallel Cognitive Diagnosis Tests.

Parallel test assembly has long been an important yet challenging topic in educational assessment. Cognitive diagnosis models (CDMs) are a new class of assessment models and have drawn increasing attention for being able to measure examinees' ability in detail. However, few studies have been devoted to the parallel test assembly problem in CDMs (CDM-PTA). To fill the gap, this paper models CDM-PTA as a subset-based bi-objective combinatorial optimization problem. Given an item bank, it aims to find a required number of tests that achieve optimal but balanced diagnostic performance, while satisfying important practical requests in the aspects of test length, item type distribution, and overlapping proportion. A set-based multiobjective particle swarm optimizer based on decomposition (S-MOPSO/D) is proposed to solve the problem. To coordinate with the property of CDM-PTA, S-MOPSO/D utilizes an assignment-based representation scheme and a constructive learning strategy. Through this, promising solutions can be built efficiently based on useful assignment patterns learned from personal and collective search experience on neighboring scalar problems. A heuristic constraint handling strategy is also developed to further enhance the search efficiency. Experimental results in comparison with three representative approaches validate that the proposed algorithm is effective and efficient.

The Effectiveness of a Constructive Learning Model in the Development of Embroidery on Knitting Knowledge and Skills

The current era is characterized by successive changes, increasing information and knowledge developments covering all areas of life, which requires those who are in charge of the educational process to keep up with these changes by providing individuals with methods that achieve growth and progress and keep pace with developments that occur without interruption and because the theory of constructive learning is one of the most important theories Which caused a profound revolution in the modern educational literature, the constructive view that the knowledge cannot exist outside the individual, but the construction of reality and occur as a result of mental construction positive and that the recognition is produced through the interaction between prior knowledge . The previous studies in the field of specialization have agreed that the use of constructive learning strategy in the development of cognitive and skillful performance is one of the most successful methods used in learning. Hence, the two researchers came to the need to develop some embroidery skills on knitting to produce embroidered pieces of embroidery characterized by aesthetics. Research problem: The problem of research can be formulated in the following questions: 1- The effectiveness of the constructive learning model of embroidery on knitting in terms of: A. The development of knowledge and skill performance in the use of some embroidery stitches in the form of (ant stitch nest and some stitches of Brazilian embroidery) on knitting . B. the views of students towards learning some of the embroidery skills on knitting using the model of constructive learning. Research Objectives: 1 - to identify the extent of the model of constructive learning on both: Cognitive collection (recall, understanding, analysis, installation) of embroidery on knitting. a. The skilled performance of embroidery on knitting. b. the students' views towards learning some embroidery skills on knitting using structural learning model. Methodology: The search uses both: 1. The semi-empirical approach of the single experimental group (tribal-dimension) to identify the effectiveness of the independent variable (constructional learning model) on the dependent variable (knowledge acquisition, skill performance, student views). 2.descriptive analytical approach: used to analyze the theoretical framework used during the sessions of constructive learning, and measuring the views of students through the questionnaire The results: the constructional learning model has an effective learning of the art of knitting embroidery on the level of D statistically. There are statistically significant differences at (0.01) between the average scores of the experimental group students in the acquired knowledge of embroidery on knitting before and after application in favor of the application After the application of the post-application test, the student's views are positive towards the acquisition of knowledge and the acquisition of the art of embroidery on knitting using the constructive learning model, which was agreed by some previous studies.

The effectiveness of using a constructive learning strategy at the level of learning Handball defence skills

The effectiveness of using a constructive learning strategy at the level of learning Handball defence skills

The effectiveness of using a constructive learning strategy at the level of learning Handball defence skills

The aim of the research is to identify the effectiveness of the use of constructive learning strategy at the level of learning some defensive skills in handball among students of the third division at the Faculty of Physical Education, Helwan University. 1-There are statistically significant differences between the averages of preand post measurements in the experimental research group at the level of education of some defense skills in handball in the students of the third division of the Faculty of Physical Education, Helwan University for the benefit of dimension measurements. 2-There are statistically significant differences between the averages of preand post measurements in the control group in the level of education of some defensive skills in handball in the students of the third division of the Faculty of Physical Education, Helwan University for the benefit of dimension measurements. 3-There are statistically significant differences between the averages of post measurements in the experimental and control groups in the level of education of some defensive skills in handball among the students of the third division at the Faculty of Physical Education, Helwan University for the benefit of the experimental group.

Recursos audiovisuales en la educación en enfermería: revisión de la literatura

Introducción. Los recursos audiovisuales como estrategias de enseñanza fomentan el cambio de una educación tradicional hacia una que integra los cambios tecnológicos, la cual utiliza y dispone de los recursos para mejorar el aprendizaje, por lo que es necesario contar con la mejor evidencia disponible para apoyar su utilización en la formación de los estudiantes.<br />Objetivo. Analizar la evidencia existente del impacto que tienen los recursos audiovisuales en el mejoramiento de la enseñanza en enfermería.<br />Metodología. Búsqueda sistematizada en las bases de datos Medline, CINAHL, EBSCO, SciELO, ERIC, PubMed, LILACS y Cochrane. Utilizando el método PICo y Descriptores de Ciencias de la Salud (DeSC) en inglés, español y portugués.<br />Resultados. Se seleccionaron 7 estudios experimentales y cuasi-experimentales dónde se observa que los recursos audiovisuales ayudan a mejorar el aprendizaje declarativo, contextual y actitudinal, sin embargo, no superan a las estrategias situadas como la simulación, práctica tutorizada y actividades interactivas.<br />Conclusiones. La evidencia demuestra que el uso de los recursos audiovisuales desarrolla la empatía y favorece la expresión de la interioridad del alumno, sin embargo, por sí solos no superan a estrategias de aprendizaje constructivistas.<br /><br /><br /><br /><p><strong> </strong></p>

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

Promoting Scientific Literacy by Using ICT in Science Teaching

This study aims to identify the way upon which ICT can be employed in science teaching to develop scientific literacy level. The study has conclude to design a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and increasing scientific literacy level of the students at schools and universities. The PEA model depends on the use of ICT in the teaching of science through the following three requirements: 1. Using ICT in a way that is consistent with the tendencies of the students and their attitudes. 2. Constructing educational content based on the constructivist theory of learning. 3. Providing social learning environment. Thus, the study recommends the bodies in charge of the educational process to necessarily adopt the project of rebuilding scientific literacy through supplying classrooms and laboratories with ICT supplies as well as training teachers and faculty members in universities on science teaching skills by using ICT based on the Constructivist Theory.

Designing the Learning Process in Visual Art Classes in Primary School

Contemporary theories of art education are founded on constructive learning strategies. In Estonian primary schools, however, the teacher-centred approach prevails; therefore, it is important to modernise the process of learning. These kinds of changes are also encouraged by the new national curriculum. In this context, questions arise as to what should the main changes be and how can they be implemented. The report presents an overview of an action research project which explored this topic, and suggests several models for art learning processes. The study provides principles which help primary school teachers plan the learning process in art classes.