Constructivist Learning Environment Research Articles

Our Common Future: eKidZ – teach your parents well Grundlagen und Konzept einer Forschungs-Bildungs-Kooperation zur transdisziplinären Erforschung von Multiplikationseffekten im Bereich Klimawandel

Th e project Our Common Future: eKidZ – teach your parents well builds on the educational climate project k.i.d.Z.21 and explores intergenerational learning processes and multiplier eff ects from the younger to the older generation. Students develop their own research questions in an inquiry-based, moderate constructivist learning environment, in which scientists foster a dialog and take on the role of tutors to support the students in their research processes. Th is science-education-cooperation supports the participation of students in transdisciplinary knowledge production and as multiplier of knowledge, attitude and behaviour, accelerating the societal transformation process towards sustainability.

Pre-service Teacher Education in 21st Century: Constructivist Learning Environment Model for Technology Integration to Foster Creative Instructional Design in Teacher Education

Pre-service Teacher Education in 21st Century: Constructivist Learning Environment Model for Technology Integration to Foster Creative Instructional Design in Teacher Education

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

A cyberlearning platform for enhancing undergraduate engineering education in sustainable product design

Existing tools for educating undergraduate students about sustainable engineering methods are notably lacking. In particular, these tools are unable to support the assessment of competing objectives in the evaluation of economic, environmental, and social performance across the lifecycle during product design. In an effort to address this deficiency, an interactive, web-based learning environment, a distributed cyberlearning environment, Constructionism in Learning: Sustainable Life Cycle Engineering (CooL:SLiCE) has been created. CooL:SLiCE aims to facilitate the consideration of different human controlled/initiated impacts on the natural environment through personalized individual and team-based design activities. Thus, CooL:SLiCE enables constructionist (physical, hands-on) learning in engineering via a virtual platform that allows students to visualize/analyze the effect of changes to product designs, manufacturing processes, and supply chain configurations on sustainability performance. The overall conceptual framework of the CooL:SLiCE platform is discussed. Additionally, the application of constructionism as a pedagogical approach for sustainable engineering education is presented. The framework is designed to facilitate attainment of deeper conceptual understanding in environmentally responsible product design and manufacturing by supplying a set of tools that support a constructivist learning environment. This tool set is based on disparate methodologies from the design, industrial, and manufacturing engineering domains. A team project was undertaken to pilot the CooL:SLiCE platform to aid design and assessment during the sustainable product development process. The pilot project demonstrated the capacity of the CooL:SLiCE platform in the understanding of sustainable product design concepts. This research advances the current educational tools for sustainable product design by integrating three learning modules into a web-based environment developed in the CooL:SLiCE project to provide a platform for learning not currently accessible to engineering educators and students. Future work will mainly focus on using the platform in the classroom settings to investigate its effect on improving student understanding of sustainable life cycle engineering.

Students’ Perceived Constructivist Learning Environment

Abstract. Theoretical classifications suggest three key tenets of the constructivist learning environment: constructivist task, teacher-student interaction, and social activity. This study assessed two scales, measuring the perceptions of high school and college students of their constructivist learning environment. Facet theory (FT) approach with smallest space analysis (SSA) as well as confirmatory factor analysis (CFA) were used to confirm the structure of the constructivist learning theory and to test the structural validity of scores on two scales. In the first study, data were gathered by using the Constructivist Learning Environment Survey (CLES). In this study, compared with the CFA result, the SSA gave additional information showing the existence of the three theoretical key tenets which were absent from the factor analysis. This facet was derived from the constructivist learning theory, framed in the mapping sentence, purposely designed as part of the FT research strategy. In the second study, students’ perceptions of the occurrence of constructivist practices in higher education learning environments were assessed. The comparison between SSA and CFA showed that the CFA was limited to capture merely one facet at a time and failed to illustrate the correspondence between the content facets of the mapping sentence.

How to improve argumentation comprehension in university students: experimental test of a training approach

The ability to comprehend informal arguments is essential for scientific literacy but students often lack structural knowledge about these arguments, especially when the arguments are more complex. This study used a pre-post-test design with a follow-up 4 weeks later to investigate whether a computerised training in identifying structural components of informal arguments can improve university students’ competences to understand complex arguments. The training was embedded in a constructivist learning environment and contents were based on the Toulmin model of argument structure, according to which arguments can be deconstructed into several functional components: Claim, datum, warrant, backing evidence, and rebuttal. Being able to identify the warrant is central for scientific literacy, as the warrant determines whether a conclusion is justified given the data. Results indicate that training in argument structure did not generally improve performance for all students and argument types, but that it was particularly helpful for identifying more complex arguments with a less typical structure and relational aspects between key components (i.e. warrants). High achieving students profited the most from this intervention, and the intervention was also helpful for students with high pretest accuracy scores. Our results suggest that interventions to foster argumentation skills should be included into the curriculum and these interventions should be designed to match learners’ ability level.

Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

“Going Viral”: Contagious Agency Through Learned Helpfulness in a Choral Ensemble

Abstract Through hermeneutic phenomenological study (van Manen, 2015b), I explored the music learning processes of multiage learners in a choral ensemble (aged 6–16) designed as a social constructivist learning environment (Fosnot, 1996; Wiggins, 2015). The multiage structure of the ensemble fostered peer scaffolding, which flourished and became central to the culture of the ensemble. The prevalence of this phenomenon enabled insight into a collaborative learning process and how it supported learners’ construction of musical understanding and musical agency (Wiggins, 2016) of individuals within the group. Emergent themes reflected the presence of phenomena I describe as contagious, “viral,” musical agency, and care/courage, and the key role that emotion played in learning processes. Findings describe a reified community of learned helpfulness (Hogle, 2018), as learners fluidly and dialogically offered their agentive musical selves as teacher-helpers and learner-helpers (Hogle, 2018), focused on shared performance goals within the choral ensemble. Attuned learners provided socially mediated processes of pedagogical tact (van Manen, 2015a) to scaffold individuals’ learning needs, processes, and musical agency. Through this transformative process, ensemble agency, community, and musical performance flourished.

Materials‐to‐develop‐with: The making of a makerspace

AbstractCelebrating hands‐on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra‐act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case‐based approach to illustrate the co‐development of 3D printing materials, youth and educational programs at an out‐of‐school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials‐to‐develop‐with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities.

Factors explaining the learning of generic skills: a study of university students’ experiences

ABSTRACTAlthough generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N = 163, n = 123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts.

Students’ motivational factors and engagement strategies in constructivist- based blended learning environments


 
 
 Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ moti- vational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challeng- ing learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.
 Key words: motivational factors, constructivist-based learning, blended learning environment, engagement strategies, learning
 
 

Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

The purpose of the present study is to explore the interrelationships among students’ perceptions of constructivist learning environment, their learning approaches, gender and science achievement. Two hundred and forty-five 6 th , 7 th and 8 th grade students were the participants. As research instruments, constructivist learning environment survey and learning approach questionnaire were used. Moreover, some demographic information about students were used in the collection of data. Structural equation modelling (SEM) was used to test the proposed model regarding the interrelationships among students’ perceptions of constructivist learning, their learning approaches, gender and science achievement. The findings of the study showed that students’ rote learning approaches, gender (through rote learning) and students’ perceptions of constructivist learning environment (through meaningful learning approaches) were significantly related to their science achievement. The study has several educational implications.

Critical Thinking Cultivation in Chinese College English Classes

Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students’ critical thinking in Chinese college English class context through constructing constructive learning environment, designing flexible instructional strategies, and adopting formative, seamless assessment.

Predicting Students' Self-Efficacy towards Learning Science by Constructivist Learning Environment Perceptions

This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.

Evaluation of the Constructivist Learning Environments of Physical Education Teacher Candidates

<p style="text-align:justify">The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; "Constructivist Learning Environments Evaluation Scale" developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be .93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17th universities 3rd and 4th grade teacher candidates were evaluated in terms of age, gender and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment.</p>

Learning Environment Construction in Islamic Higher Education: Connecting the Puzzles of Ideas

This study aimed at analyzing the learning environment construction in Islamic higher education in Indonesia. It seems that this study realized that the concepts of social studies, culture and learning theories are key factors of learning a foreign language undoubtedly. A qualitative descriptive method was utilized in this research to collect the data through observation, interviews and library research. However, this paper only tried to share the data mostly from the library research due to its limitation. As a result this study believed that; socio-cultural factors, intercultural communicative competence, Whorfian hypothesis and learning environment as a learning media are the missing puzzles of the important elements to support nowadays language learning in Islamic higher institutions, especially in eastern Indonesia. This study tried to connecting these puzzles of the idea in order, to give some views for helping the institutions re-designing or constructing their learning environment to support language learning process. Beyond its limitations, this study sees an effective teaching and learning of social studies should bring about development not only to the individual learner but to the society in which such an individual lives and operates. This study realized also that learning in an individual is somehow a complex phenomenon and it’s depending on a multitude of factors. In the end, this study recommended that Islamic higher institutions should start to see the school as a social system in implementing a multicultural education so it cannot be overemphasized and their duty is to create and sustain an effective multicultural school environment.

The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors

This study examined the impact of constructivist-based activities in the classroom on students’ perception of their teachers’ authoritarian-based behaviors measured by their uncivil behaviors. It was postulated that teachers who use nonconstructivist activities in their classrooms might also demonstrate uncivil authoritarian-based behaviors. Data were gathered from 150 undergraduate students by the Perceived Faculty Incivility Scale (PFIS), including passive and active faculty incivility constructs (PFI/AFI), and the Constructivist Learning in Higher Education Settings [CLHES] Questionnaire, including three constructs: constructive activity, teacher-student interaction, and cooperative dialogue. Data were analyzed by using partial least squares structural equation modeling (PLS-SEM) advised to be applied if the primary objective of applying structural equation modeling is prediction of target constructs. According to the results, a significantly higher mean result of PFI compared with the mean result of the AFI variable was indicated. Based on the empirical model results, cooperative dialogue exerted a pronounced negative effect on PFI directly and indirectly through the constructive activity construct, whereas a slightly smaller impact of the teacher-student interaction on PFI, mediated by constructive activity, was shown. This study links learning processes, aimed at fostering a dialogic thinking, to increased levels of democratic and respectful environments, wherein conflicts may be resolved through dialogue and not by exerting power over students by creating uncivil environments.

Correlation between the Dimensions of Constructivist Learning ‎Environment and Self-directed Learning among the Students of ‎Medical Sciences

Correlation between the Dimensions of Constructivist Learning ‎Environment and Self-directed Learning among the Students of ‎Medical Sciences

Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers’ connectedness

ABSTRACTThe constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n = 462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective.

Empowering learners with tools in CS education: Physical computing in secondary schools

Abstract In computer science, computer systems are both, objects of investigation and tools that enable creative learning and design. Tools for learning have a long tradition in computer science education. Already in the late 1960s, Papert developed a concept which had an immense impact on the development of informal education in the following years: his theory of constructionism understands learning as a creative process of knowledge construction that is most effective when learners create something purposeful that they can try out, show around, discuss, analyse and receive praise for. By now, there are numerous learning and programming environments that are based on the constructionist ideas. Modern tools offer opportunities for students to learn in motivating ways and gain impressive results in programming games, animations, implementing 3D models or developing interactive objects. This article gives an overview of computer science education research related to tools and media to be used in educational settings. We analyse different types of tools with a special focus on the categorization and development of tools for student adequate physical computing activities in the classroom. Research around the development and evaluation of tools and learning resources in the domain of physical computing is illustrated with the example of “My Interactive Garden”, a constructionist learning and programming environment. It is explained how the results from empirical studies are integrated in the continuous development of the learning material.