Constructivist Learning Strategies Research Articles

Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning

Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e., S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&C coaches’ psychosocial skills.

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.

Learner-generated drawing as a learning strategy. The effect of teacher-guided intervention program “Learning with Understanding” on composing drawings in math word problems in the primary grades

The study aimed to examine the possibility of teaching primary school students a learner-generated drawing strategy, among other constructivist learning strategies. The teacher-guided program “Learning with Understanding” began by discussing the broader topics of the learning process, followed by teaching specific strategies, and ended with an overview of all strategies and reflective discussions. During 18 program lessons, primary school teachers taught, practiced, and raised metacognitive awareness of three learning strategies—elaboration of new information with familiar material and daily practice, organization of material into categories and elaboration, and organization of information through drawing. This study examined composing drawings for math word problems before and after the program. The sample consisted of second- and fourth-grade students from eight Estonian schools. The intervention group included 110 students from second grade and 80 students from fourth grade. The control group consisted of 121 second-grade students, and 82 fourth-grade students. Before and after the intervention, students had to solve two math word problems and compose a drawing, if needed. The results showed that before the intervention, neither the control group nor the intervention group students drew almost any drawings. However, after the intervention, both the control group and the intervention group students started to draw more drawings. Also, the intervention group students composed both more drawings and more schematic drawings. The effect of the intervention was visible at both grade levels. Comparing the correctness of answers with the drawing type showed that the fourth grade obtained significantly more correct answers when no drawings were made, while in the second grade, students had fewer correct answers when they had not compiled a drawing. Thus, we showed that even very young students could learn to compose schematic drawings; however, drawings alone may not be of help to solve the problem.

Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts

This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The difference in students’ understanding and the gaps in understanding between UA and LA students were analyzed. The results showed no difference in students’ understanding if treated with Novick’s and collaborative constructivist. Differences in students’ understanding were found in the treatment of STAD. Students’ understanding was higher if treated with collaborative constructivist and Novick’s constructivist than STAD. Collaborative constructivist strategies can reduce the gap in students’ understanding and optimize gain in students’ understanding to the other two strategies.

Collaborative Game-Based Environment and Assessment Tool for Learning Computational Thinking in Primary School: A Case Study

Computational thinking (CT) can be considered a 21st century core skill and, accordingly, it should be taught to students at an early age. Nevertheless, the implementation of CT in school curricula is still in an experimental stage, given that different performance metrics remain unclear, including the appropriate age for learning each skill, the significant and achievable computational concepts for each school year, teaching strategies, learning effectiveness, and strategies for assessing development. Based upon constructivist problem-solving learning strategies and supported by a three-dimensional framework, a game-based environment with both individual and collaborative playing modes has been developed as a learning and an assessment tool via learning analytics. Moreover, an exploratory case study has been carried out involving 176 primary school students. Results suggest that this environment is suitable as a learning and assessment tool for CT skills in primary school, providing enduring learning, particularly when it engages the collaborative playing mode. It seems to be better adapted to early primary school stage students, who showed greater improvements and who were able to assimilate more computational concepts than expected. Likewise, special needs or low percentile students benefit even more greatly from the learning tool and especially from the collaborative playing mode. The combination of different assessment methodologies—including CT pre- and posttests, data-driven analytics, direct observation, and questionnaires—provides assessment for each of the framework computational dimensions.

Multicultural Education through Constructivist Learning Strategies

The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values ​​so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values ​​of multicultural education and what approaches they use in the learning process in the classroom. Finally, this research concludes that teachers instill the values ​​of democracy, tolerance, equality or equality, brotherhood or kinship, and the value of unity in learning Akidah Akhlak. There are four constructivism strategies in the delivery of multicultural education, namely cooperative learning, conceptual achievement, exemplary, habituation, and role-playing. They also rely on historical approaches, gender perspective approaches, and aesthetic approaches. Thus, the claim that the madrasa is inconsistent in delivering Islamic religious material with a multicultural perspective is refuted by the findings of this research.
 Keywords: Multicultural Education, Constructivism Learning Strategies, Cooperative Learning.

Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.

Examining Experienced S&C Coaches’ Reflections on the Effectiveness of Psychosocial Behaviors in Coaching

This study aimed to examine elite, experienced strength and conditioning (S&C) coaches’ reflections on the effectiveness of psychosocial behaviors in S&C coaching. In particular, this study aimed to explore which psychosocial behaviors are essential, the process of how these might influence coaching practice, and how the development of psychosocial behaviors should be encouraged. Eight elite, experienced S&C coaches were recruited and partook in a semistructured interview. Using a reflexive thematic analysis, six themes were identified: understanding athlete’s needs, communicating effectively, caring and connecting with the athlete, practicing what you preach, the importance of reflective practice, and the contribution of formal training. The findings of this study enhance the literature by highlighting that elite, experienced S&C coaches perceive psychosocial behaviors to be essential in effective S&C coaching practice. In particular, the findings describe the processes of how identified psychosocial behaviors might positively influence athlete development by enhancing motivation, buy-in, and autonomy. In addition, the authors’ results suggest that current S&C coach development programs are limited in facilitating the learning of psychosocial behaviors. Thus, their findings strengthen the call for S&C coach educators to utilize constructivist learning strategies including facilitated reflection to encourage the development of essential psychosocial behaviors that contribute to the holistic development of the athlete.

Evaluation of universal design for constructivist-based statistics learning module for students’ increased motivation

This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the researchare provided along with suggestions.This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the researchare provided along with suggestions.

فاعلیة توظیف بعض استراتیجیات التعلم البنائى لتدریس هندسة الفراکتال فى تنمیة الاستدلال التکیفى ومهارات التفکیر الجانبى لدى طلاب کلیة التربیة.

هدف البحث إلى التعرف على فاعلية توظيف بعض استراتيجيات التعلم البنائى لتدريس هندسة الفراکتال فى تنمية الاستدلال التکيفى ومهارات التفکير الجانبى لدى طلاب الفرقة الثالثة شعبة الرياضيات ، واتبع الباحث المنهج شبه التجريبي ، وتکونت عينة البحث من (50) طالب وطالبة (من الطلاب المعلمين بالفرقة الثالثة شعبة الرياضيات بکلية التربية طنطا) وتم تقسيمها إلى مجموعتين إحداهما مجموعة تجريبية (25) طالب وطالبة درست وحدة فى هندسة الفراکتال باستخدام استراتيجيات التعلم البنائى والأخرى ضابطة وعددها (25) طالب وطالبة، وأعد الباحث اختبار فى الاستدلال التکيفى فى هندسة الفراکتال واختبار فى مهارات التفکير الجانبى ، وتم التحقق من الصدق والثبات والتحليل الإحصائي لهم ، وکان من نتائج البحث فاعلية توظيف بعض استراتيجيات التعلم البنائى لتدريس هندسة الفراکتال فى تنمية الاستدلال التکيفى ومهارات التفکير الجانبى لدى طلاب الفرقة الثالثة شعبة الرياضيات. The effectiveness of employing some constructivist learning strategies to teach fractal geometry in the development of adaptive reasoning and lateral thinking skills among students for the Faculty of Education The study aimed to identifying the effectiveness of employing some constructivist learning strategies to teach fractal geometry in the development of adaptive reasoning and lateral thinking skills to third year mathematicsStudent teachers’department. The researcher followed the semi-experimental method. The sample consisted of (50) students, (25) students studied a unit in the geometry of fractal using constructivist learning strategies and the other 25 control group. The researcher prepared a adaptive reasoning test in fractal geometry and Lateral Thinking skills test, have been verified validity and reliability and statistical analysis for it, and the results of the study the effectiveness of the employment of some constructivist learning strategies to teach fractal Geometry on developing adaptive thinking Lateral Thinking skills

POLAZIŠTA I PERSPEKTIVE EKOLOŠKO-HUMANISTIČKOG PREDŠKOLSKOG PROGRAMA “MI SMO ZEMLJANI’’

Autorke polaze od činjenice da su današnja deca, koliko i odrasli, pozvana da uče ekološki, da misle, osećaju i deluju razumevajući duboku povezanost i delikatnu uslovljenost ljudskih i prirodnih sistema. Pedagoški osmišljeno vođenje ovih procesa nude ekološko-humanistički programi usmereni na izgrađivanje saosećanja, ličnog stava, ekološkog kritičkog mišljenja i sposobnosti da se o ekološkim, socijalnim, tehnološkim i drugim problemima čovečanstva zajednički misli i na osnovu procene rizika kontrolisano deluje. Neke od ovih dimenzija već u predškolskom detinjstvu razvija i neguje program “Mi smo Zemljani”. Program se više od dve decenije realizuje u različitim sredinama. Zasnovan je na eko-humanističkim filozofskim postavkama novijeg datuma i zahtevima savremenog obrazovanja sa uporištem u socio-kulturnoj teoriji i konstruktivističkim strategijama učenja. On deci omogućava da se emocionalno, socijalno, intelektualno i stvaralački angažuju kroz zajedničke projekte sa vršnjacima, vaspitačima i roditeljima izgrađujući temeljna ekološka i humanistička saznanja i uverenja već na predškolskom uzrastu.

Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia

Students have unique ways in managing the information in their learning process. VARK learning styles associated with memory are considered to have an effect on emotional intelligence. This quasi-experimental research was conducted to compare the emotional intelligence among the students having auditory, reading, and kinesthetic learning styles in elementary school in Ambon-Maluku. Emotional intelligence was measured by a questionnaire developed based on the theory of emotional intelligence according to Goleman (1998). The learning style instrument was adapted from Fleming (2001). The results of this research show that learning styles have significant effect on emotional intelligence. Kinesthetic learners have a higher emotional intelligence than those of the auditory and reading learners, as much as 8.35% and 6.11% respectively. This research recommends that schools and teachers need to provide a conducive learning environment, including utilizing constructivist learning strategies which are appropriate with the development of the elementary school students. Further researches are required to investigate the changes of the students’ learning styles along with their development into higher education levels, and its effect on their emotional intelligence.

Developing Module on Constructivist Learning Strategies to Promote Students’ Independence and Performance

Constructivist learning strategies addresses learner’s characteristics in addition to learner’s active participation and connection to his or her knowledge and experience in learning process. The use of learning module supports the learning. The present article was to describe the development of learning module on the basis of constructivist learning theories for the Research Methodology course of the Elementary School Teacher Education Department. It includes (a) the description of the earlier teacher-centered learning in the course, (b) analysis of student and lecturer needs, (c) analysis of student characteristics, (d) identification of common goals, (e) identification of specific learning purposes, (f) development of constructivist learning strategies, and (g) development of prototype products. The data collection techniques used in this study included: (a) document studies, (b) questionnaire, and (c) observation. The collected data were then analyzed using descriptive statistics for quantitative and qualitative data. The result revealed that the use of the constructivist learning strategies, and the learning module became a necessity. The module to be developed included: (a) lecturer’s guidance, (b) learning module, (c) students’ worksheet. The content was illustrated in the prototype products.

The Effect of Inquiry-Based Teaching-Learning Sequence in Ameliorating Alternative Conceptions and Conceptual Difficulties of Conservation of Mechanical Energy

The understanding of the scientific meaning of the concept of energy and the principle of the conservation of mechanical energy is affected by various connotations and meanings that the concept and principle have in everyday language use. Young children develop and formulate their own conceptual meanings and understanding of the concepts that often differ from the scientific meanings. These preconceived ideas are termed alternative conceptions of the learners. Learners associate the concept of energy with living and moving objects, in other words, the difficulties experienced by learners in comprehending the scientific concept of energy and its conservation are embedded in their anthropocentric and anthropomorphic views. Focusing on the nature and origins of these alternative conceptions held by learners, a literature study of contemporary constructivist teaching and learning strategies was conducted. The theoretical investigations led to an empirical study. A quantitative action research methodology was undertaken. Firstly, a questionnaire was designed and administered to grade 10 learners to diagnose their alternative conceptions about the concept of energy and the principle of conservation of energy. The results of the questionnaire were analyzed to determine the nature of the alternative conceptions held by the learners. Secondly, an intervention program was designed. During the intervention various factors that might contribute to learners' conceptualization of the concept of energy were utilized. Contemporary teaching-learning approaches and strategies, which are constructivist in nature, were used. Inquiry teaching was implemented through the 5E instructional model. The teaching and learning experiences were contextualized, i.e., they were designed using situations and experiences that were familiar to the learners. Thirdly, the success of the intervention to accomplish conceptual change was assessed. The analysis of the results of the empirical study shows a significant improvement of the learners' understanding of energy and its conservation. This was reflected in the calculated normalized learning gain of 65%. The results show the importance for teachers to continuously do action research on various aspects of the educational environment like learners' alternative conceptions, contemporary teaching-learning strategies and contextual factors that might influence effective teaching and learning DOI: 10.5901/mjss.2014.v5n15p366

Learning informally to use teaching games for understanding

This article reports on a study of one recently qualified teacher’s employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational socialization was used to explore how childhood experiences of physical education (PE) and sport, higher education and the workplace influenced the experience of learning informally to use the model. Qualitative data are reported from interviews, lesson observations and teacher documentary evidence. Findings illustrated that informal learning during organizational socialization had developed the teacher’s use of TGfU. However, a partial understanding of the tactical problem-solving nature of games and issues around the use of social constructivist learning strategies impeded effective use of the model. It is recommended that teachers attempting to learn informally how to use TGfU effectively receive sustained external expertise and continuing support from colleagues.

Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by pre-service teachers following the microteaching session. Bivariate correlation and ANOVA anayses were conducted to evaluate the learning style-teaching relationship. Results showed that students' teaching evaluation scores were positively correlated with their active experimentation (AE) and negatively correlated with their reflective observation (RO) scores. ANOVA results showed that accommodating students had significantly higher self-evaluation scores than diverging and assimilating students. Moreover, converging students rated themselves higher than diverging students on constructivist teaching. These results imply that pre-service teachers who prefer constructivist learning strategies deliver better constructivist lessons based on their self reports.

Creating an Interactive Environment for Software Application Learning in Graduate Programs

Despite the growing application of design and development of constructivist teaching and learning strategies in many fields of study, the effort devoted to exploring the role of the constructivist view of teaching methods for computer software learning is still limited. This study experimented with a new teaching strategy for software applications, in which more interactions and class participation were expected. The strategy had been previously implemented in an undergraduate level course. This was a continuation at the graduate level and aimed to investigate the experiences from both the perspectives of the instructor and students. The findings show that the students strongly felt that the innovative teaching strategy helped them better concentrate in class, which resulted in more peer interactions and class participation. The instructor was satisfied with and appreciated the teaching innovation and considered the strategy effective in meeting the learning goals. Several drawbacks were discussed based on the experience.

Constructivist approach of evaluation strategies in science education

Constructivist approach of science education is undertaking of wide scope nowadays, mainly in teaching and learning processes. According to constructivist evaluation there are important the skills students achieved during learning process, their abilities to use in real life, what they learned and the way they refer themselves to others. New constructivist learning strategies are more and more numerous, so the evaluation has to be discriminating from the traditional one. Constructivist teachers develop alternative evaluating methods according to students’ different learning styles as to offer to everyone the opportunity to express themselves. During evaluation process students may interact one to each other, may use ICT or online environments. Auto evaluation and peer review evaluation are also encouraged as to develop communication and social skills. Assessing testes and home works in traditional way will not be a common preoccupation for today teacher, but to think out of how to implement new evaluating strategies. In this paper we present some alternatives to traditional evaluation for middle and college school students who studied advanced science concepts in constructivist classes

Elements to Successful Interpretation: A Multiple Case Study of Five National Parks

The multiple case study described further investigates and identifies elements associated with successful interpretive programs through assessing what is perceived as important elements by interpreters in five U. S. National Park units. Data sources included semi-structured interviews with interpretive personnel, analysis of documentation related to interpretive programs in the units, and participant observation of interpretive programs conducted at each site. Four themes surfaced from this data: (a) an interpretive program must relate to the visitor, (b) it must attempt to achieve its goals through innovative techniques, (c) attain basic program needs and, (d) promote community outreach. One discrepancy found, based on the researchers’ analysis of program observations, was no attempt at receiving responses from the program participants. This “one-way” form of communication differs from the profession's interest in connecting with the visitor. One recommendation from this study is to explore constructivist learning strategies that could help bring about “two-way” communication between the interpreter and visitor.

Geografi på nett - interaktiv læring eller digital distribusjon?

Information and communication technologies (ICT) have recently been integrated in teaching for on-campus as well as distance students in the Department of Geography at NTNU, Trondheim. Through the project 'Geography on the Net', a learning platform has been developed, consisting of several learning resources and communication tools. First, the article gives a description of constructivist theories of learning, which the project builds upon. Student evaluations and statistics showing how the platform is used are analysed and seen in relation to the constructivist approach. It is shown that whereas the idea was to provide a platform for student-initiated and collaboratively oriented learning, the students mainly seek information and resources prepared by the lecturers. Collaborative learning is particularly difficult; students seem to prefer working on their own, and if they interact, they ask the lecturer rather than their student peers. Despite this, it is concluded that the project has produced satisfactory results, taking the available resources into account. However, it is suggested that the evaluations should be taken into account in terms of producing more prepared materials, and making committed arrangements for stimulating collaborative learning. Methods and criteria for evaluation should also be revised to promote more constructivist learning strategies among the students.