Constructivist Learning Environment Research Articles

Testing the Construct Validity and Reliability of the Student Learning Motivation Scale Using Confirmatory Factor Analysis (CFA)

Constructivist learning environments are created by utilizing constructivist theory to raise teaching standards and motivate students to learn more. The low level of student motivation in the learning process is caused by several problems that occur. Thus, learning motivation is very important in the progress of learning, namely to encourage enthusiasm during the learning process. This research aims to measure students' learning motivation. The sample for this research was fourth grade elementary school students. This research uses a quantitative approach designed using measuring instruments in the form of questionnaires. The results of the research show that these four aspects are: the desire and desire to succeed, the appreciation for learning, the desire to be interested in learning, and optimism. There is one indicator that does not meet the criteria, namely the reward aspect of learning. Therefore, the three aspects that have been described are proven to meet the criteria of goodness of fit, validity and construct reliability. Therefore, the scale developed is suitable for use in collecting data to measure student learning motivation.

Google Classroom as a Pedagogical Tool for Research Supervision: A Case Study of Undergraduate Students’ Perceptions and Experiences

This study explores the perceptions and experiences of students in a blended research supervision context facilitated through Google Classroom. The Constructive Learning Theory is incorporated as a theoretical lens in this study. This empirical study takes the subjective stance often amalgamated into qualitative inquiry. Data collection was done through a structured questionnaire which includes open-ended questions urging to write descriptive answers. Those written responses were collected from seventeen respondents. Thematic analysis was incorporated as the method of data analysis. The study exposes that Google Classroom and face-to-face sessions for research supervision support the research students’ active learning role. While the student is at the heart of the learning process, the research supervisor supports constructivism by acting as a facilitator and advisor. Further, collaborative and cooperative learning is improved in a blended environment, which is acknowledged as a crucial component of constructive learning. In the end, the students see Google Classroom as a practical, helpful, and efficient way to learn. Consequently, blended supervision is identified as a constructive mode of research supervision. Overall, this study will highlight how crucial it is to use e-platforms to create a constructive blended learning environment to improve student satisfaction and quality of learning.

How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning

Despite evidence indicating the importance of self-regulated learning (SRL) for academic achievement and lifelong learning, there remains a lack of understanding regarding how teachers can effectively support their students in enacting SRL with e-learning tools/resources (SRL e-learning). The purpose of this study is to investigate how teachers can support English as a second/foreign language (ESL/EFL) learners’ SRL e-learning. The participants were 1473 seventh (n = 714, 48.5%, 12–15 years old) and eighth (n = 759, 51.5%, 12–16 years old) grade students in China. The proposed framework of teacher support included five dimensions, namely, SRL strategy instruction, resource support (linking SRL and e-learning practices), capacity support (scaffolding students’ e-learning experience), emotional support (communication of expectations and encouragement), and creating a constructivist learning environment. According to the Multivariate Analyses of Variance (MANOVAs), high, average, and low achievers reported different levels of SRL e-learning, suggesting that SRL e-learning contributes to English learning achievement. The structural equation modeling (SEM) results revealed that teacher support for SRL e-learning plays a crucial role in students’ SRL e-learning in ESL/EFL.

Constructivist learning environment, learning style preference, and language ability of Chinese college EFL learners

Constructivist learning environment, learning style preference, and language ability of Chinese college EFL learners

How Constructivist Learning Impacts Secondary Girls’ STEM Career Interests

This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education.

상호동료 교수법이 모의 TOEIC 점수향상에 미치는 영향

Objectives This study investigates the effect of reciprocal peer tutoring in enhancing students’ mock TOEIC scores, focusing on university students majoring in Aviation Services enrolled in a TOEIC course.
 Methods The participants were divided into an experimental group, utilizing reciprocal peer tutoring, and a control group, following traditional instructional methods. Using the SPSS 29.0 statistical program, the study examined the differences in the TOEIC score improvement between the groups. Additionally, the reflection evaluations from students engaged in reciprocal peer teaching were analyzed for further insights.
 Results The findings revealed a significant enhancement in the overall TOEIC scores of the experimental group using reciprocal peer tutoring, surpassing the control group by a noteworthy 56.13 points, showing a statistically significant difference. Particularly, the reciprocal peer teaching method demonstrated a pronounced effect in the RC (Reading Comprehension) section. In contrast, no statistically significant difference was observed in the LC (Listening Comprehension) section between the two groups. Further analysis of reflection evaluations uncovered the development of a positive attitude in TOEIC learning, encompassing elements such as confidence, sat-isfaction, class enjoyment, learning motivation, and class concentration.
 Conclusions In conclusion, this study underscores the potential of reciprocal peer tutoring to the improvement of TOEIC scores positively. The cultivation of a constructive learning environment through enhanced communication and collaboration, facilitated by mutual peer teaching methods, holds promise for promoting successful TOEIC outcomes.

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.

The Effectiveness of Using the Constructivist Learning Model in Improving the Motivation towards Reading among Third Grade Students

The study aimed to investigate the effectiveness of using the constructive learning model in improving the motivation towards reading among third grade students in the Galilee region. The study used the quasi-experimental methodology. The study sample consisted of all third-grade students in Hussein Yassin elementary school in the Galilee region, whose number was (39) students. A questionnaire was used as a study tool after verifying its validity and reliability. The results of the study showed a difference in the estimates of the experimental and control group in the areas of motivation towards reading together, in favor of the experimental group. The study recommended encouraging and training teachers to design and develop constructive learning environments for teaching various educational materials, in line with students' preferences in this field, to improve educational and scientific outcomes.

Into the Brave New Metaverse: Envisaging Future Language Teaching and Learning

The emergence of the Metaverse, supported by innovative technologies, especially extended reality, has opened up new possibilities for various fields of education. Some disciplines like STEM have already derived significant benefits from the immersive, interactive, and authentic learning opportunities afforded by the Metaverse. In contrast, only very few changes have been seen in language education, such as pedagogical design, technical support, and psychological endorsement in the Metaverse. To predict the future pathways of language education, the present paper aims to shed valuable light on the use of the Metaverse by discussing topics such as definitions, features, examples, and existing models. Based on this discussion, a new educational framework for language education in the Metaverse is proposed, covering five dimensions - Design, Pedagogy, Technology, Actors, and Learning. It is hoped that the framework will be of value to different educational stakeholders and provide constructive learning environments and opportunities for future language teaching and learning.

Pre-service Mathematics Teachers and Undergraduate Mathematics Students' Metaphorical Perceptions of the Concept of Mathematics

Abstract: This study aims to compare the metaphors developed by the students of the Pre-service Mathematics Teachers (PMT) and the students of the Undergraduate Mathematics (UM) regarding the concept of mathematics and to determine how the metaphors are distributed as to the variables level of class and the department. For this purpose, hermeneutic phenomenology was used as a type of phenomenology design- one of the qualitative research methods. This study was conducted during the 2021/22 academic year with a total of 57 UM students studying at the Faculty of Arts and Sciences of a public university in the Southeastern Anatolia Region, and a total of 68 PMT students studying at the Faculty of Education at the same university. Data was collected through an interview form and analysed with content analysis. It was concluded that many metaphors are necessary in order to explain the concept of mathematics in a holistic way and that the respondents considered mathematics with its positive and negative aspects, as well as embracing it in daily life. It was also observed that the respondents’ perceptions of mathematics differ depending on the level of class and the department. For example, while the PMT students approached mathematics with a more concrete viewpoint, the UM students adopted an abstract mind-set. The reason for this result is believed to be related to the fact that the curricula applied for the PMT students contains less abstract expressions and theoretical lessons than that of the UM students, and also makes students active, offers a constructivist learning environment, and aims to train mathematics teachers rather than training them to become mathematicians. 
 Keywords: Metaphor, mathematics education, phenomenology, pre-service mathematics teachers, undergraduate mathematics

Kegiatan Sinau Bareng Sebagai Upaya Untuk Menarik Antusiasme Anak Usia Dini Terhadap Bermain dan Belajar di RW 008 Kelurahan Wonorejo, Kota Surabaya

Children's education is a critical aspect in shaping the future of society. This article discusses the importance of learning with children as an effective way to enhance their educational experience. Holistic learning is an educational approach that recognizes that a child's development is not limited to academic achievement only, but involves other aspects such as physical, emotional and social interactions. The main goal of holistic education is to develop children as a whole, including life skills, values and deep understanding of themselves and their surroundings. This activity is carried out through active and collaborative interaction. Adults have an important role in creating a constructive learning environment, stimulating creativity, and developing positive emotional relationships. Joint activities such as reading books, simple experiments, and listening to music can be effective media for facilitating intellectual and social growth for young children. This learning is carried out by including elements of play and fun, which can stimulate the curiosity of young children and stimulate their willingness to learn. This “Sinau Bareng” activity shows that learning together with children can increase their intrinsic motivation, as well as form a solid character foundation for future academic achievements.

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

AbstractMuch research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme‐driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles

Prospective teachers’ thinking styles might impact their attitudes and behaviors in the teaching profession. However, there is limited knowledge regarding the influence of the learning environments in teacher training programs on the thinking styles of prospective teachers. This research aimed to investigate the correlation between these two factors, using a constructivist learning environment theory and a threefold model of thinking styles as the theoretical framework. Questionnaires were administered among 1,062 year 4 prospective teachers (aged 22.74 ± .65) from a teacher training program in Chinese mainland. Demographics including gender and subject taught were controlled for. Stepwise multiple linear regressions were run and findings indicated that peer morale and constructive learning in learning environment significantly contributed to these prospective teachers’ creativity-favoring (Type I) thinking styles, whereas assignment and assessment positively predicted their norm-favoring (Type II) thinking styles. Implications for key stakeholders of teacher educations were discussed and suggestions for future studies were provided.

Needlestick and Sharp Injuries among Healthcare Workers in the Operating Theatre: Why They Do Not Report Their Incidences

Introduction: Needlestick and Sharp Injuries (NSSIs) pose a significant threat to healthcare workers, particularly in Operating Theatres (OTs), where the risk of exposure is compounded by high-stress environments and the complexity of procedures. Despite the known dangers, a persistent issue of underreporting complicates efforts to safeguard worker and patient health. This paper promotes the adoption of Evidence-Based Practice (EBP) to mitigate these risks, aiming to improve reporting behaviors and, by extension, overall safety within healthcare settings. Methods: This study utilizes a qualitative research approach, combining literature review and case studies to explore the phenomena of NSSI underreporting among healthcare workers. It examines barriers to reporting within OTs, such as fear of repercussions and time constraints, and proposes interventions based on EBP. Research methodology emphasizes the application of theory to practice through multidisciplinary team involvement, workshops, and the establishment of clear, achievable goals. Results: The investigation reveals that while healthcare workers are generally aware of the protocols for reporting NSSIs, a range of barriers inhibits consistent application in practice. The study identifies effective strategies for bridging the theory practice gap, including fostering a constructive learning environment, ensuring leadership support, and promoting open communication. These strategies are shown to facilitate the practical application of theoretical knowledge, thereby improving reporting rates and enhancing safety protocols in OTs. Conclusions: Effectively addressing NSSIs in healthcare settings, particularly in Operating Theatres, requires a comprehensive approach that encompasses education, clear reporting protocols, and a culture of collective responsibility. Bridging the gap between theoretical knowledge and practical application through workshops, evidence translation, and an emphasis on interdisciplinary collaboration is key to enhancing patient and worker safety. The study underscores the necessity of understanding the multifaceted nature of behavior change in healthcare environments to implement successful EBP strategies.

3How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach

Higher education strongly focuses on shifting from a more traditional teaching approach - “instructivist” to a more student-centered approach – known as “constructivist” to encourage learning imperative key skills in a future turbulent environment. This study examines the application of new learning environment creation, integrated from applying the Design Science approach and Constructivism learning environment, on two critical elements of student evaluation, namely, students' learning motivation and their learning strategy in higher institutions. Quantitative research was adopted for the study. To do so, a new teaching and learning approach was developed and implemented specifically for one cohort. Instead of regularly joining a regular classroom, students can actively attend workshops to gain the skills, knowledge, and action they need to complete the course successfully. Following three months of implementation, 193 questionnaires were collected from all students who took a Project Management course. The data show that a constructivist learning environment encourages intrinsic and extrinsic motivation. Additionally, the student's learning strategy significantly improved in the new learning environment. These findings demonstrate that further attention should be given to constructivist orientation and implementation in the higher education curriculum.

Adapting to the Future: ChatGPT as a Means for Supporting Constructivist Learning Environments

Adapting to the Future: ChatGPT as a Means for Supporting Constructivist Learning Environments

The Effect of the Modality on Students’ Computational Thinking, Programming Attitude, and Programming Achievement

The purpose of the current study was to explore the effect of modality (constructionist mBlock, Scratch, and Python interventions) on six-grade students’ computational thinking, programming attitude, and achievement. The pre-test and post-test quasi-experimental design was used to explore the research questions. The study group consisted of 105 six grade students from three different classes. A constructionist learning environment was formed for Scratch, mBlock, and Python groups. All groups were given 8 week-instruction. Instruction included two forty-minute sessions each week. The data were collected through the programming achievement test, computational thinking test, and computer programming attitude scale. The results of the study showed that mBlock group outperformed the Scratch and Python groups with respect to computer programming attitude. Students who attended mBlock and Scratch groups had higher levels of programming achievement than those of the students who attended the Python group. No significant differences with respect to computational thinking were observed between the groups. This study has implications for educators who are teaching computational thinking and programming. Further research was recommended to explore the effect of modality.

Construction of learning environments: A multiple case study in special education settings

AbstractEducation in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge‐mediating, socializing, functional life skills and caring as well as teacher‐centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.

Środowisko uczenia się w optyce konstruktywizmu krytycznego

Introduction:This article is an attempt to show the constructivist learning environment as a model, as a concept that assumes that the student is an active, not a passive participant in the process of gaining in-depth, flexible and systemic knowledge rather than fragmentary, rigid or mechanically reproduced. The text focuses on the contemporary needs of students based on radical and social constructivism. The main dimensions of critical constructivism and elements of a constructivist learning environment are outlined based on Peter Taylor and Barry Fraser’s concept. Research Aim:The aim is to show critical constructivism as a set of various theories, concepts creating conditions for independent construction of knowledge and creating a friendly-learning environment. Evidence-based Facts:The concept is derived from the teaching imperative (John Dewey, Jean Piaget, Lev Vygotsky and Howard Gardner). It assumes that learning is an active process of constructing knowledge based on the experience of the learner and such construction is usually completed subjectively and metacognitively). The concept of constructivism is quite often used by both theoreticians (academic lecturers and researchers) as well as practitioners (school teachers). Summary: In the article, we analyze the role played by a constructivist learning environment that radically questions the vision of a student as a passive recipient and gives him the status of an active subject contributing to the construction of a learning-friendly environment. Education should be seen as supporting the student in the process of creating meanings that allow to construct your own understanding of the world.