Constructivist Learning Approach Research Articles

Online and Constructivist Learning Approach Based Obstetrics and Gynecology Nursing Course Experiment

This study aims to investigate the satisfaction of nursing students with online and constructivist-learning approach-based Obstetrics and Gynecology Nursing Course. This semi-experimental study included 101 nursing students. Data were collected between October 2020 and January 2021 using the course evaluation form, Satisfaction Scale for E-Courses and Scale on Assessing Constructivist Learning Environments. Kolmogorov Smirnov, Spearman’s correlation and Friedman tests were used in data analysis. The mean satisfaction scores of the students were 124.39±8.02, 120.01±19.42 and 118.15±21.10 in the 4th, 8th and 14th weeks (FX2= 4.617; p=0.099). The mean constructivist environment evaluation scores of them in the 4th, 8th and 14th weeks were 154.13±23.72, 150.63±28.83 and 146.10±29.09 (FX2=3.608; p= 0.165). A moderate and positive correlation was found between the students’ satisfaction levels with E-courses and their total scores regarding the constructivist learning environment (p

Constructivist Learning Approaches Do Not Necessarily Promote Immediate Learning Outcome or Interest in Science Learning

Constructivist Learning Approaches Do Not Necessarily Promote Immediate Learning Outcome or Interest in Science Learning

Students' Proficiency in Computational Thinking Through Constructivist Learning Theory

This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.

Perception of Engineering Students on Social Constructivist Learning Approach in Classroom

The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.

E-Komik Bahasa Indonesia berbasis Android dengan Pendekatan Konstruktivisme untuk Siswa Sekolah Menengah Pertama

The limitations of learning media in the teaching and learning process make it difficult and difficult to create learning media and have difficulty choosing media that suits the learning conditions experienced at SMPN 5 Kendari. This research aims to develop e-comic learning media with a constructivist learning approach for students of SMP Negeri 5 Kendari class VII semester 1. Apart from that, this research also uses the SPRINT method in making e-comics with stages namely understand, diverge, decide, prototype, and at the validate stage using ISO 25010 testing on the aspects of functional suitability, performance efficiency, usability, maintainability and portability. The result of this research is an application as an e-comic based learning media for middle school students in class VII semester 1. In addition, there are test results in the form of ISO 25010 testing from media experts which are declared very feasible with a percentage of 95.26%. Then a small group trial test was also carried out which got 93.33% and a large group CBA test of 91.86%. After testing this group, the percentage of students' completeness in understanding learning outcomes using e-comics was 78.68%. Therefore, it can be concluded that e-comics developed using the SPRINT model and constructivist approach are able to increase the effectiveness of Indonesian language learning at SMP Negeri 5 Kendari class VII.

Pre-Service Science Teachers’ Experiences of an Expert-Guided Online Education Project

There exist different approaches and models in teacher training. Among them, the constructivist approach is widely preferred in many countries. The constructivist approach is commonly embraced for its role in helping educators nurture students who actively investigate, inquire, and exhibit curiosity about the world. In recent years, incidents such as pandemic and natural disasters seriously affect normal life and have led to educational environments becoming online. Thus, the need to adapt constructivist learning approaches to online environments emerged. In line with this need, an online education project was organized to enable pre-service science teachers to gain knowledge, experience and awareness about how constructivist learning approaches can be integrated into distance education environments. This research aimed to reveal the experiences of pre-service science teachers (PSST) regarding the online education project. The research adopted the phenomenology design. Data were collected from 19 PSSTs through semi-structured focus group interviews. The PSSTs’ experiences fell in the following six themes: the perceptions of the teaching profession, the use of constructivist approach in distance education, lesson planning competencies in distance education, technological/pedagogical competencies, (Limited) contribution to subject knowledge and professional and academic career goals. The research findings offer valuable insight regarding the advantages of education project focused on enhancing the lesson planning skills of pre-service science teachers in line with the constructivist approach within distance learning settings. Based on the results, suggestions were made that could shed light on similar educational projects for teachers and teacher candidates from other fields.

Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools

This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood

Förderung der Schlüsselkompetenzen im universitären Grammatikunterricht durch den Einsatz der LdL-Methode – Ergebnisse einer Fragebogenstudie

In the knowledge economy, the memorization of facts and procedures is important but not sufficient. In order to responding to changes in society and the economy it becomes necessary to develop key competences. Competences-oriented education introduces innovative forms of teaching and learning based on the constructivist learning approach, such as the LbT-Method (Learning by Teaching /Lernen durch Lehren/), which gives the students the opportunity to learn by doing. The article introduces the results of a survey which was conducted during the third semester of a “Grammar in Communication” course at the faculty of Applied Linguistics at Maria Curie-Skłodowska University in Lublin. According to the students’ assessment, their participation in this course enhanced their literacy, multilingual, personal, social and learning-to-learn competences, as well as their entrepreneurial competence. The results of this survey will be used to optimize the course design in the future.

Analysis of Environmental Literacy Skills Based on Hands-on Activities (HoA) of Muhammadiyah 16 Surabaya Elementary School Students

The purpose of this research is to ascertain an analysis of environmental literacy skills based on Hands-on Activities (HoA) among Muhammadiyah 16 Surabaya Elementary School students. By employing the Hands-on Activity (HoA) method in this learning activity, children can engage in a pleasant and non-boring manner. The research method employed for this study is qualitative-descriptive, utilizing data collection techniques such as observation, interviews, documentation, and audio-visual methods. Data analysis involves descriptive techniques such as data reduction, data display, and data verification. Furthermore, data validity is ensured through triangulation techniques. The research findings can be concluded that the Hands-on Activity (HoA) learning method has a significant impact on students' environmental awareness, promoting their ongoing commitment to environmental conservation and sustainability. Through the HoA teaching approach, students are encouraged to directly identify elements within their environment, recording the names of local regions and the Latin names of plants found around the school vicinity. The HoA method underscores a constructivist learning approach, placing more emphasis on student-centered learning where students are directly engaged in observing real-life phenomena or situations.

Professional medical education approaches: mobilizing evidence for clinicians.

Rapidly proliferating high-quality evidence supports daily decision-making in clinical practice. Continuing professional medical education links this evidence to practicing clinicians who are strongly motivated to improve the quality of their care by using the latest information. Approaches to professional education vary, and their effects depend on specific scenarios. This narrative review summarizes the main approaches for professional medical education that facilitate the mobilization of evidence for clinicians. It includes traditional learning (passive and active dissemination of educational materials, lectures, and mass media dissemination), constructivist learning (engaging in local consensus processes and education outreach visits, interfacing with local opinion leaders, conducting patient-mediated interventions, employing audit and feedback processes, and utilizing clinical decision-supporting systems), and blended learning approaches (the integration of in-person or online passive learning with active and creative learning by the learners). An optimized selection from these approaches is challenging but critical to clinicians and healthcare systems.

MOTIVASI DAN PEMBENTUKAN KARAKTER MELALUI TEKNIK DRAMA MENGGUNAKAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME DALAM PENGAJARAN DAN PEMBELAJARAN KOMPONEN SASTERA DI SEKOLAH MENENGAH

This qualitative study was conducted to explore the constructivist learning approach, motivation and student character formation in the teaching and learning of the Literary Component (LC) in Malay language using drama techniques. This study was conducted at a secondary school in Tambunan, Sabah and involved six informants who were second-grade students who followed LC teaching and learning using drama techniques. The data collection methods used are interviews, structured observations and document analysis. The findings of the study found that the use of drama techniques involving five constructivist learning approaches had a positive impact on student motivation and character formation. Students were found to gain intrinsic motivation and extrinsic motivation after following this drama technique. Ethical values are found as an aspect formed in the student's character. The findings of the study show that drama techniques using a constructivist learning approach have a positive impact on student motivation and character formation in the teaching and learning of LC.

“Chinese core, global trend”: A critical discourse analysis of Chinese civics teachers’ perceptions on global citizenship education

ABSTRACT Globalization has stimulated widespread reforms of traditional citizenship education. Regional sociopolitical and cultural circumstances substantially influence global citizenship education (GCE) discourse. A more in-depth examination of the recontextualization of GCE in educational institutions is required to comprehend its inner power tensions and potential dilemmas. This study investigates how GCE is recontextualized in China’s civics curriculum through a critical discourse analysis of 17 civics teachers’ perceptions, considering the expanding global perspective on national curriculum in recent years. The analysis revealed a nation-centric view of GCE dominated by sociopolitical ideology and Confucian norms, communicated in complicity with localized constructivist teaching and learning approaches that tend to be co-opted as a tool for dissimulating and euphemizing official knowledge standing for nationalism in educational practice. The study discusses the epistemological paradox in Chinese teachers’ perceptions, shedding light on repressed teacher subjectivity and limited educational initiatives in the nationalist-dominated GCE. It advocates a critical and reflective examination of the educational practice of GCE and a better way of speaking GCE that avoids equating it with teaching and learning techniques while ignoring the extent to which these methods have shaken educational relationships and value assumptions.

The Effect of Constructivism Learning Approach on Students' Mathematics Learning Outcomes in Material Relations and Functions of Grade VIII SMP Negeri 11 Pematangsiantar

he purpose of this study was to determine whether there was an effect of the influence of the constructivist learning approach on the mathematics learning outcomes of class VIII students of SMP Negeri 11 Pematangsiantar. The method used in this study is a quantitative research method Quasi Experimental Design. The results of the instrument test analysis showed that the instrument was valid and reliable, in addition to the results of the calculation of the data analysis, it was obtained that the sample was normally distributed and homogeneous. The hypothesis of this research is that there is an effect of the influence of the constructivist learning approach on the mathematics learning outcomes of class VIII students of smp negeri 11 pematang siantar. Based on the results of calculations using the t test, it is found that is 5.906 and is 2.01537, because > is 5,906 > 2,01537 so is accepted and is rejected, meaning that there is an influence of the influence of the constructivist learning approach on the mathematics learning outcomes of class VIII students of smp negeri 11 pematang siantar. The results of this study are expected to be useful for related parties such as teachers, students and further researchers

Preferred Style of Teaching and Learning by College Students in the New Normal

Styles of teaching and learning are one of the factors that contribute to student learning performance. This study aimed to determine the students’ preferred teaching and learning styles in the new normal education implemented during the pandemic. Moreover, a quantitative-descriptive design was used to attain the research objectives. A total of thirty-item questionnaires were categorized using the three learning theories: Constructivist Learning Theory, Self-Actualization Theory, and Transformative Learning Theory. A total of three-hundred forty-four (344) college students from the University of Mindanao-Digos participated in the study. Results showed that students have a high level of preference for Constructivist Learning Theory, Self-Actualization Theory, and Transformative Learning Theory in teaching and learning style in the new normal. When analyzed by department, Self-Actualization Theory and Transformative Learning Theory showed significant differences, while Constructivist Learning Theory showed no significant difference. In terms of year level, Constructivist Learning Theory and Transformative Learning Theory showed no significant difference while Self-Actualization theory showed significant difference. Thus, it is recommended that professors should utilize a constructivist, self-actualization, and transformative teaching and learning approach to college learners and implement a learning style suited to the year level and department of students

Reform for The Development of Digital Arabic Language Teaching Materials Based on Constructivism Theory

The purpose of this study was to provide an overview of the formulation of the development of digital Arabic teaching materials by including learning targets that are in line with the formation of active learning abilities. This study used a qualitative approach with data related to information about the pattern of developing website-based digital teaching materials. Data collection techniques used were interviews, observation, and documentation studies. As for the data analysis done by collecting, condensing, displaying data and concluding. Based on the results of the study, it was found that the development of digital teaching materials on UIN Maulana Malik Ibrahim completed adequate audio-visual-based applications integrated with the teaching materials and applied by new students through distance learning and used to develope their language skills through a constructivist learning approach that is integrated into the textbook.

The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.

Students’ perspectives on a podcast-based assignment exercise, while learning to communicate about infections and vaccines

Podcasts are used in educational institutions to complement learning and revision. In this paper, the incorporation of a student-created podcast component into a group assignment on vaccines was evaluated. It was hypothesised that group podcast preparation would enable health-science undergraduate students to improve their health communication and digital literacy skills. Students (n = 66) were introduced to the assignment early in semester 2 of 2022, after which they attended regular coursework and training on podcasting software. Students had the opportunity to research, plan, script, curate and record their podcasts, actively engaging in a social constructivist learning approach. The audio conversation was recorded in a mock roleplay setting between health experts and laypersons, both played by students. The content comprised scientific aspects, conflicting opinions and contemporary issues on the vaccine topic, in the context of a lay-audience scenario provided in the assignment. The packaged podcast was graded for soundness of content, roleplaying, ability to engage the listener and creativity. Student perspectives and feedback were collected before and after the assignment through short online surveys comprising open-ended and Likert questions. Pairwise analysis showed improved digital literacy, improved confidence in students’ own communication skills and preference for podcast assignments (P < 0.05). Positive comments included the experience of learning about vaccines, use of podcasting software and fun. Though the podcast approach took a longer time to implement, it was an effective means of facilitating group discussion on the topic and offered students a safe space to experiment communication of health and infection topics through podcast technology.

Teens, manga and replica shabtis

The Teens, Manga and Digitally Produced Replicas Project, which brings together archaeologically charged replicas, members of the ‘youth generation community’ and manga cartoons, forms part of PhD research at the Institute of Archaeology. The research broadly aims to address a need for increased access and investment in understandings of heritage for teens with the use of 3D print replicas through archaeologically driven and active engagement with object-based learning, underpinned by a constructivist learning approach. This research update focuses on one part of the research, which investigates the narratives told through manga cartoons as a demonstration of the access that teen participants developed through engagement with replicas to real ancient objects and the entangled object biographies of both. Manga narratives offer an innovative way for teens to communicate about the Nile Valley funerary figurines from the Kushite kingdom of ancient Sudan which are the subject of the study.

Exploring the Effect of Constructivist Learning Approach on Pre-service Teachers Problem Solving Skills in Mathematics at Wiawso College of Education

This study aimed to explore the impact of constructivist learning approach to teaching and learning mathematics at Wiawso College of Education. The research design adopted for the study was action research The target population was level 200 students of the College and the population size was five hundred and seventy-nine (579) whilst the sample size was fifty-two (52), comprising one class, which was selected based on purposive sampling. The instrument used for the study was tests and questionnaire. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies. The results of the study showed a significant improvement in students’ post-test scores (M=31.1923) compared to the pre-test scores (M=14.1923). A quiz was conducted eight weeks after the post-test using the same test items to check students’ retention of the concept, which the result showed no significant improvement in pre-service teachers’ post-test scores (M=31.1923) compared to the quiz scores (M=30.6923), indicating pre-service teachers’ retention of the math concept had been exceptionally good. The pre-service teachers preferred constructivist learning strategies over the conventional teaching methods since lessons were practical and interactive. The study recommended that teachers should employ constructivist learning approach in teaching mathematics as it shifts the emphasis from teacher-centered to learner-centered and enhance students' interest and performance.

Enhancing students’ productive skills in English Language Teaching through Project-Based Learning at Foreign Trade University – HCMC campus

Many students at Foreign Trade University - Ho Chi Minh City Campus (FTU HCMC Campus) are challenging with productive skills. Therefore, in response to the calls for involving students in the learning process, various approaches and methods based on the constructivist approach of learning are being adopted, such as Project-Based Learning, Task-Based Learning, Cooperative-Learning and Problem-Based Learning (Ali & Kassem, 2018). This article presents the research findings of the current application of Project-Based Learning (PBL) in the teaching of English productive skills to students at FTU HCMC Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in learners’ speaking skills before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. The interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions. The research findings may vary in different contexts. They also provide further reliable information for the instructors in adapting the curriculum and the teaching and learning strategies to enhance Vietnamese students’ productive skills.