Constructivist Learning Environment Research Articles

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.

Epistemic status as an analytic tool: Mapping classroom talk and participation in a middle grades prototyping testing activity

This article takes up Heritage's (2012a) gradient model of epistemic stance as an analytical tool to explore the use of questions during a geoscience activity in which students test prototypes to withstand seismic activity. Analyzing unfolding classroom talk advances an understanding of collaboration and student agency to reveal the ways a teacher and students are positioned as knowledgeable in the classroom context through the relationship between epistemic status, epistemic stance and territories of knowledge. Rules and roles for three different participation frames emerged: teacher as knower, students as knowers, and students as collaborators. Contributing to research that investigates how students and teachers make sense of relational aspects of design activity, this article offers a useful method for analyzing classroom discourse with implications for how teachers might signal and assemble participation frames that foreground students’ authentic contributions in a constructivist learning environment.

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

Embodied‐based environment for kindergarten children: Revisiting constructionist ideas

AbstractConstructionism has different meanings for what the learner is constructing, a concrete object or an idea, and whether this construction is done through the use of digital technology. In the embodied‐based environment created in this study, children carry out or “construct” a series of actions, a performance, which allows them to solve the task of directing an already programmed robot to a particular target. The activity was based on an adaptation of the Little Red Riding Hood narrative. Children played the role of rangers (instead of hunters) who had to coordinate their actions in order to help a robot (an mBot characterized as a Robot‐Wolf) find Grandma’s laboratory, so she could fix its GPS. The children wore boots, which were used to interact with the Robot‐Wolf. The main question we addressed was how to create this embodied‐based environment for kindergarten children, and how to identify the actions children performed and the concepts they used in this construction. The research was based on the Socially‐Aware Design, and the study was conducted in a school setting for kindergarten students. 26 children (11F, 15 M), between 4 and 5 years old, participated in this study. The children’s activities were recorded and analysed using the Grounded Theory methodology. The results show that the children’s performative sequence of actions is distinct from the hands‐on, heads‐in processes that are part of classical constructionist environments. For the children, the process and the product of their (body) “dance” were underlying their movement (perceiving and acting), working together so as to accomplish the given task in the environment. Practitioner notesWhat is already known about this topic Constructionism has shown as a way for learning via materialization of tangible objects or construction of ideas. There are very few examples of constructionist learning environments for kindergarten children to interact with digital technology. What this paper adds The creation of the constructionist embodied‐based environment for supporting kindergarten children interacting with digital technologies. The constructionist embodied‐based environment created was effective in supporting kindergarten children interacting with an already programmed robot. Children’s performative sequence of actions reveals no separation of the hands‐on, heads‐in processes as in classical constructionist environments. The creation of a constructionist environment in which children can act and collaborate to construct a series of actions which allow them to solve a specific challenge. Implications for practice and/or policy Concepts like leadership and anticipation which were embodied are expressed by the children help to understand how the robot‐based activity can help children to construct knowledge related to, for example, computational thinking.

Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study

ABSTRACT The purpose of the study was to reveal the relationships among teaching concerns, their sense of efficacy and their preferences of a classroom environment of pre-service science teachers. Data were gathered from 623 pre-service science teachers. Based on the structural equation modelling results, the pre-service science teachers’ sense of self-efficacy was negatively associated with their concerns. In addition, the pre-service science teachers’ sense of efficacy was positively associated with the constructivist learning environment. Moreover, pre-service science teachers’ concerns were positively related to their constructivist learning environment. The findings shed light on pre-service teacher and teacher education experiences and outcomes.

İngiliz Dili Eğitimi Bağlamında Kullanılan Yansıtıcı Öğretim Araçları: Katkıları, Sınırlılıkları ve Öneriler

Learning and teaching are the essential inseparable components of any educational contexts, both of which can be facilitated by the utilization of reflective tools. Such tools enhance learners' reflective thinking skills which constitutes a solid base for constructivist learning settings. Constructivist language learning environments require teachers and learners to reflect on classroom dynamics utilizing appropriate tools. There are numerous reflective teaching tools to encourage the learners to learn more, research more, and be more open and curious about learning elements. Once these tools are utilized at an optimum level, the educational settings would yield fruitful and constructive outputs. From a constructivist stance, this study reviews four reflective tools -diaries, videos, portfolios/e-portfolios, and blogs- concerning ELT and language teacher education. This study involves a descriptive and comprehensive look by highlighting each reflective tool's impact on the partakers of the targeted educational settings. The study also presents some guidelines on how to utilize and integrate those reflective tools in ELT contexts.

Learning by making: A framework to revisit practices in a constructionist learning environment

AbstractMakerspaces are collaborative workspaces where people construct their ideas using a variety of materials and tools ranging from no tech to high tech, where components can be moulded and transformed into different projects depending on each maker’s vision. Educational makerspaces allow educators to respond to the diverse interests of individual learners. This paper documents the learning of participants at an educational makerspace founded on constructionist principles. We analyse the characteristics of the Maker Movement and the features of an educational makerspace, identify learning dimensions, select a case, analyse field notes, photos and videos using an interpretivist paradigm and refine the practical framework guiding the facilitation of the case study discussed. Given that the investigators are also the facilitators of the activities, this framework allows an a posteriori analysis of the practices used to make learning visible. Practitioner notesWhat is already known about this topic Makerspaces promote learning in STEM, developing 21st century skills such as effective communication and problem solving. Makerspaces accommodate diverse students and their interests. Makerspaces encourage DIY practices and design thinking. What this paper adds New dimensions for analysing what has been learned in a constructionist educational makerspace. New indicators that illustrate the different dimensions of learning, which permit in‐depth analysis of specific practices and promote reflection. A framework which can be applied in the analysis of learning in similar environments. Recognition that constructionist makerspaces can enhance learning in all disciplines, moving beyond the limits of STEM or STEAM. Implications for practice and/or policy New ways to plan and execute activities in an educational makerspace and any constructionist education centre. A reference for identifying and making visible learning inside educational makerspaces and any constructionist education centre. Assurance of the quality of learning developed in educational makerspaces and any constructionist education centre.

구성주의적 학습환경운영에 관한 유아교사의 인식: IPA 기법을 중심으로

본 연구의 목적은 해외에서 개발된 구성주의적 학습환경운영기술 척도의 한국어 버전을 이용해 한국의 유아 교사를 대상으로 구성주의적 학습환경운영의 중요도와 실행도에 대한 인식의 차이를 분석하는 것이다. 본 연구를 위해 부산광역시 소재 유치원, 어린이집에서 만 3∼5세를 전담하고 있는 교사 215명을 대상으로 자료를 수집하여 t-검증과 IPA를 실시하였다. 연구결과, 유아교사가 인식하는 구성주의적 학습환경운영의 전 문항에 걸쳐 중요도와 실행도간에 유의한 차이가 나타났다. 구체적으로 중요도가 실행도보다 유의하게 높은 것으로 나타났다. 추가적인 IPA를 수행한 결과 구성주의적 학습환경운영에 관한 23개의 문항 중 10문항이 1사분면에 위치하여 지속유지 문항으로 구분되었고, 집중개선이 필요한 2사분면에 2문항, 점진개선이 필요한 3사분면에 9문항, 과잉지양이 필요한 4사분면에 2문항이 위치하였다. 이 중 특히 집중개선이 필요한 문항들과 점진개선이 필요한 문항들에 대한 논의와 구성주의적 학습환경운영에 대한 유아교사의 인식 제고와 실제적인 교사교육의 필요성을 제안하였다. 본 연구는 2019 개정 누리과정에서 제시하는 놀이 환경 구성과 구성주의적 학습환경이 맥을 같이함에 따라 유아주도적 학습환경 조성을 위한 기초자료로 활용이 가능하다는데 의의가 있다.

Constructivist learning environments and forms of learning in Ethiopian public universities: testing factor structures and prediction models

While most quality debates about undergraduate education center on topics such as test scores, learning standards, and teacher quality and retention, the environment in which students learn is often neglected. We examined the dimensions of constructivist learning environments and further tested their linkages with student learning experiences across the forms of formal, non-formal, and informal episodes. To this end, the involved a cross-sectional survey design with relevant data from samples (N = 1121, Female = 454 and Male = 663) of volunteer undergraduate students enrolled in three public universities in Ethiopia. Both exploratory factor analysis and confirmatory factor analysis supported the validity of 4-factor learning forms and 5-factor constructivist learning environment scales. Structural equation modeling analysis indicated good fit for these models. Moreover, results of multiple regression analyses illustrated that the domains of constructivist learning environments significantly predicted the different forms of learning, 0.22 ≤ R2 ≥ 0.38, with personal relevance accounting for most of the variation (0.11 ≤ β ≥ 0.38). It was concluded that undergraduate students learn in diverse ways within a constructivist learning environment, but that non-formal learning episodes were relatively rare. This could be attributed to the minimal opportunities that students have had for non-formal learning during the undergraduate years in the studied context. Implications of the findings, limitations in the existing research and suggested improvements are discussed.

The Success Factors of Implementing Web-Based Gamification According to the Viewpoint of Female English Teachers for Public Education Stages

Currently, one of the main concerns among teachers is to prepare a generation that emulates the knowledge society, and has the ability to keep pace with the renewed global changes; during creating socially interactive and constructivist learning environments such as gamified environments. The implementation of gamification in education needs to be carefully designed, which assures the importance of investigating the factors affect its use in education. Thus, this study aims to identify the factors that influence the success of applying web-based gamification in the educational process using a questionnaire adopted from the GAMEX scale. A total of 249 female English teachers participated in this study. To achieve the aims of this research, the researcher used the analytical descriptive method. The results showed that the most effective factors in the success of applying web-based gamification were entertainment, engagement, comprehension, creative thinking and the absence of a negative effect.

Designing 'youth master plans' in a CLE space: lessons from using Minecraft in secondary school outreach project in Scotland

Lefebvre (1991) argued for a 'right to the city' so that more people are involved in the (re-)production of urban spaces but this is problematic to implement for 'hard-to-reach' groups such as young people. I argue that the constructivist learning environment (CLE) space developed in this paper has potential, both as theory and method, in offering an environment where young people can critically assess and re-design the spaces in the 'real' world through a virtual portal. The CLE space as a 'relational space' will be distinct to the spaces where conventional participatory approaches unfold e.g. a community hall - this is where virtual gaming software such as Minecraft have potential and which would prevent workshop 'gatekeepers' from presenting an a priori blueprint as to how design solutions ought to be carried out by young people. Policy makers can use CLE space for developing 'child-friendly cities' or 'youth master plans'.

Prednosti i nedostaci obrnute učionice - konstruktivističko i samoodređeno učenje za vreme pandemije COVID-19

The flipped classroom method (FCM) is based on individual online learning followed by student-teacher group interactions and has shown some advantages over traditional learning even in the pre-COVID-19 pandemic context. FCM is conducive to the constructivist learning approach, characterized by active knowledge construction rather than passive consumption of predetermined concepts. Both approaches are expected to facilitate the satisfaction of the basic psychological needs of autonomy, competence, and relatedness as proposed by self-determination theory (SDT). Given the outbreak of the COVID-19 pandemic, however, FCM has been imposed on many universities that lack the resources to take a constructivist approach and satisfy students' basic psychological needs. Considering the challenges of inverted teaching induced by the pandemic, this review paper aims to further address the following problems in an integrated theoretical framework: What are the pros and cons of the pandemic-constructed flipped classroom?; Is constructivist learning possible and to what extent during the pandemic?; How can a constructivist environment be created in the pandemic-constructed flipped classroom? Can the flipped classroom be used as a virtual mediator between the constructivist learning environment and students' basic psychological needs? More specifically, the purpose of this paper is to integrate constructivist learning within the flipped classroom method and to explore how constructivist learning may facilitate basic psychological needs through the characteristics of the flipped classroom. The paper proposes a conceptual framework of the constructivist environment associations with basic psychological needs through the perceived usefulness of technologymediated flipped classrooms. Specifically, it explores whether the communicative, instrumental, and pedagogical functions of the flipped classroom could help satisfy students' basic psychological needs. Challenges to the practical and empirical applications of the framework are discussed.

Designing 'youth master plans' in a CLE space: lessons from using Minecraft in secondary school outreach project in Scotland

Lefebvre (1991) argued for a 'right to the city' so that more people are involved in the (re-)production of urban spaces but this is problematic to implement for 'hard-to-reach' groups such as young people. I argue that the constructivist learning environment (CLE) space developed in this paper has potential, both as theory and method, in offering an environment where young people can critically assess and re-design the spaces in the 'real' world through a virtual portal. The CLE space as a 'relational space' will be distinct to the spaces where conventional participatory approaches unfold e.g. a community hall - this is where virtual gaming software such as Minecraft have potential and which would prevent workshop 'gatekeepers' from presenting an a priori blueprint as to how design solutions ought to be carried out by young people. Policy makers can use CLE space for developing 'child-friendly cities' or 'youth master plans'.

First-Year Accounting Student Teachers’ Perceptions of their Classroom Learning Environment

This study assessed the perceptions of first-year accounting student teachers about their classroom learning environment. The study was prompted by studies which argue that the academic performance of students is correlated with their perceptions of the learning environment and the context in which teaching and learning takes place. The population for the study was first-year Accounting students at a university of technology in South Africa. The study employed a mixed-method approach, and data were collected from students using a Constructivist Learning Environment Survey (CLES) which covered 42 items. The findings from the quantitative part of the study revealed that the students view their learning environment positively. Evidence to this effect is demonstrated by the mean obtained in the categories of the learning environment which were all above three. The themes which emerged from the qualitative findings also corroborated the quantitative findings. However, the qualitative data further reveal that the students felt far away from issues directly related to their teaching and learning. Consequently, a more student-participative approach to the planning and designing of instruction is recommended to mitigate the identified challenges.

Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment

ABSTRACT This quasi-experimental study explored the impact of inquiry-based instruction on students’ conceptions of climate change and their perceptions of science learning environment. A total of 68 senior primary school students participated into the study. Data sources included Questionnaire on Global Climate Change and Constructivist Learning Environment Survey. Data were coded and analysed using quantitative procedures. Before the instruction, about 25% of the participants were aware of the major consequences of, causes of and possible cures for climate change. Following the instruction, about 50–85% of the participants developed scientific understandings about climate change, but the participants showed slow progress in terms of identifying nonscientific conceptions concerning climate change. In addition, students perceived inquiry-based learning environment more encouraging compared to their regular science classes.

Ethical Conduct towards Students Implied in Surah Al-Kahf (A Study of Quraish Shihab’s Tafsir Al-Misbah)

This study revealed the ethical conduct towards students implied in the Quran, specifically Surah Al-Kahf verses 60-82, as interpreted in Quraish Shihab’s Tafsir Al-Misbah. The primary source of this library research was the Quraish Shihab’s work of Qur’anic interpretation, Tafsir Al-Misbah. Meanwhile, Tafsir al-Azhar and Tafsir al-Qurtubi were employed as the secondary sources. This study aimed at describing the ethical conduct towards students as contained in the Qur’an, specifically Surah Al-Kahf verses 60-82, based on Quraish Shihab’s Tafsir Al-Misbah. The data were collected using documentation technique and analyzed using content analysis approach. Based on the results, the ethical conduct towards students as implied in Surah Al-Kahf requires educators to be a knowledge-humble person, teach with affection, avoid overburdening students, set class rules, create constructive learning environment, be a patient educator, and present a material in small steps. It is expected that the results can be a benchmark for educators, teachers, lecturers, and religious teachers in carrying out their duties.

Formative evaluation on acceptance and usage of ‘e-learning’ platforms in developing countries: A case of Zimbabwe

Background: The late uptake of technology in education in developing countries has necessitated this study through an evaluation on how Performance Expectancy (PE) and Facilitating Conditions (FC) influence teachers’ behaviour on acceptance and usage of an e-learning platform called Ruzivo. Objective: To investigate teachers’ perceptions on the influence of their acceptance and use of the Ruzivo E-Learning Platform (RELP) through addressing the following key research questions: To what extent do teachers’ perceptions of the use of the RELP enhance learning outcomes? What FC support teachers’ use of the Platform? Method: Based on the Unified Theory of Acceptance and Usage of Technology (UTAUT) model and its variants, a multiple-embedded case study based on both quantitative and qualitative research approaches was designed. Three primary schools participated in a questionnaire survey which captured the knowledge, perceptions and attitudes of teachers on PE and FC. Data on teachers experience with PE and FC was sought from a total of 18 teachers, (11 female and 7 male). Results: The use of RELP has resulted in enhanced student learning outcomes and in the building of constructivist learning environments. Facilitating conditions such as the lack of adequate internet facilities, training and computer resources limit usage. Conclusion: The content of Ruzivo should be revised to align with the demands of the updated curriculum, teachers need additional training on computer, and the project needs to be scaled up to realise the ‘access to education’ goal. Further, an accelerated adoption of e-learning platforms in institutions of learning is warranted.

Predicting students’ critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis

ABSTRACT This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students’ perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that students’ perceptions of constructivist learning environments and use of metacognitive self-regulation strategies positively predicted their critical thinking dispositions. Moreover, students who reported high levels of constructivist learning environment perceptions also reported using more metacognitive self-regulation strategies. Mediation analysis indicated that metacognitive self-regulation strategies mediated the relationship between constructivist learning environment perceptions and critical thinking dispositions. Findings of the study highlight the importance of constructivist features of the learning environment and metacognitive self-regulation strategies in students’ critical thinking dispositions in science.

Case-Based Pedagogy for Teacher Education: An Instructional Model

The use of cases has been promoted as a promising instructional method for creating authentic learning environments. However, the development and implementation of the best instructional strategies for effective use of cases still require further research. This paper addresses some of these gaps by proposing an emergent instructional model to be grounded in constructivism and current instructional models for case-based pedagogy. The model was implemented in a science methods course for elementary education prospective teachers. The participants engaged in several activities for four cases such as participating in online and classroom discussions and writing reflection papers. In this paper, first, we will present the connection between the pedagogy and teacher education; second, we will introduce the theoretical framework with implications for the instructional model; then, we will present some examples of learning experiences that should be included in a constructivist case-based learning environment with the proposed instructional model. Lastly, we will present findings from a study wherein the proposed model was applied to support prospective teachers’ socioscientific issue-based teaching and learning, and discuss implications for research and practice.

EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING

Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher