Constructivist Learning Research Articles

The effectiveness of a program based on constructive learning in developing analytical thinking skills and functional expression among female secondary school students in the Republic of Yemen

The effectiveness of a program based on constructive learning in developing analytical thinking skills and functional expression among female secondary school students in the Republic of Yemen

Pedagogical Strategies and Critical Success Factors for Enhancing Active Learning of Undergraduate Construction and Surveying Students

Pedagogical Strategies and Critical Success Factors for Enhancing Active Learning of Undergraduate Construction and Surveying Students

Examining the Impact of Chatbot-based Language Learning Support, Adaptive Learning Algorithms, and Virtual Reality Language Immersion on EFL Learners' Language Learning Proficiency and Self-Regulated Learning Skills

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

Study on the Utilization of Pictures in Vocabulary Instruction for International Chinese Language Education

Vocabulary is the fundamental component of discourse, and its teaching effectiveness will directly impact the construction of learners' Chinese language learning system. In order to enhance the effectiveness of vocabulary teaching, international Chinese teachers actively explore various teaching methods. Among them, pictures are considered an important and effective teaching tools that has been widely adopted and applied. Using pictures to assist in vocabulary teaching can enhance learners' understanding and retention of vocabulary. This paper delves into the advantages and potential issues of using pictures in vocabulary teaching. It also present specific opinions and suggestions, aiming at providing some references for international Chinese teachers in vocabulary teaching.

Mengintegrasikan Teori Pembelajaran Konstruktivis melalui Teknologi Digital Dalam Pendidikan Islam

Constructivist theory is a learning theory that emphasizes the active role of students in constructing their own knowledge. This theory continues to be the dominant research program in producing new research and findings. With the development of technology, this theory has also begun to be integrated into digital technology, this integration prompted us to conduct research on this integration. This integration is also applied in Islamic education, so we examine the integration of constructivist theory with digital technology in Islamic education. This study aims to analyze the integration of constructivist learning theory in digital technology Islamic education. This study using library research produces research data regarding the challenges, strategies, benefits and impacts of integrating constructivist learning theory in digital technology Islamic education. This study has implications for increasing literature on Islamic education, a development to incorporate learning theory into technological advances on digital Technology, so that it can add to the body of knowledge in the field of education regarding this integration, especially in Islamic education.

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

Analisis Kurikulum Merdeka dalam Perspektif Gender : Tinjauan Epistimologi

This research was born from the author's concerns about various cases of sexual violence and bullying in the world of education, for example there were reports of 202 students being victims of sexual violence in the school environment. With the emergence of cases like this, it is necessary to make efforts to disentangle these matters, one of which is through implementing a gender-based curriculum, so that the idea of ​​studying the independence of the curriculum from a gender perspective in epistemological observations emerged. This research aims to 1) analyze how essential it is to implement gender-based values ​​in the independent curriculum in schools, 2) how the epistemological philosophical vision responds to the independent curriculum with a gender perspective. This journal study uses library study by collecting various data sourced from books, journals, articles and certain writings, one of which is data sources related to the curriculum in Indonesia or similar references to obtain valid and actual data. After carrying out the analysis, it was found that the independent curriculum really includes the values ​​of gender equality in it, including: the independent curriculum with a differentiated approach, the P5 Project for Strengthening the Pancasila Student Profile and also in the national assessment of education reports on the Gender Equality Climate assessment. From an epistemological perspective, an independent climate from a gender perspective represents a spirit that is in line with the constructivist learning paradigm. From the results of this research, it is hoped that a curriculum with a gender perspective can be implemented on a massive scale to create a more gender-equitable educational environment.

Constructing Based Mathematics Learning Bruner's Theory to Improve Learning Outcomes Grade IV students at SD Negeri 15 Ternate City

This study aims to construct learning mathematics based on Bruner's theory to improve the learning outcomes of fourth grade elementary school students in studying the material for adding fractions with different denominators. The research approach used is a qualitative approach with a class action research design (CAR). Place of research, in SD Negeri 15 Kota Ternate. The subjects in this study were 4 students, taken one high ranking student, two medium ranking students, and one low ranking student. Data collection techniques in this study were student ability tests, observations, and interviews. The collected data were analyzed qualitatively and quantitatively. This research was conducted in 3 learning actions. Based on the results of this study it is suggested (1) in teaching fraction addition operations material, the teacher needs to relate the knowledge that students already have, namely the concept of fractions and the concept of equivalent fractions, (2) to teach the concept of arithmetic operations for adding fractions with different denominators, the teacher should make a learning plan through three stages of presentation namely the enactive stage, the iconic stage, and the symbolic stage by using a variety of teaching methods so that it is fun for students, (3) the teacher needs to know the difficulties and causes in learning the arithmetic operations of adding fractions with different denominators, and(4) the results of this study can be used as reference material for researchers, teachers who teach mathematics in elementary schools.

Demystifying Lesotho, Rwandan and Nigerian educators’ viewpoints on smart technologies supporting AI in higher education

AbstractGiven the deluge of technology flowing into African countries from the global north, it is not a hyperbole to make a point that developed nations are better equipped to practically integrate Smart Technologies supporting Artificial Intelligence (STAI) into higher education teaching methodologies. However, conversations regarding the application of AI in higher education have been spurred by attempts at its practical implementation in developing countries such as Lesotho, Rwanda, and Nigeria. Furthermore, a dearth of literature exists regarding STAI in higher education within the contexts of higher education in Lesotho, Rwanda, and Nigeria. This dearth points to a necessity for research to be conducted to include the three countries’ higher education contexts in order for researchers to be able to comprehend the perspectives of educators in these countries on their use of STAI in teaching and learning, as well as to identify the challenges associated with integrating STAI into higher education instructional practices. This study examines these three countries as case studies to gain insights into the perspectives of these educators on smart technologies which support AI in their higher education sectors. Vygotsky’s (1978) emphasis on ‘cultural tools’ and social interaction remains crucial in the knowledge-building process, and his social constructivist learning theory underpins the study. An online, semi-structured questionnaire was designed to address the question: What are e the viewpoints of a sampled group of higher education educators from Rwanda, Nigeria and Lesotho on Smart Technologies which support AI in Higher Education? The findings revealed participant from these countries to possess varied technological knowledge of the use of STAI to facilitate content comprehension and achievement of their teaching objectives. However, we argue in this paper that the participating educators’ varied understandings of the use of STAI in higher education needs to expand and to be swiftly accommodated if the three countries are to be on par with developed countries.

Educational impact of Metaverse learning environment for engineering mechanics dynamics

AbstractMechanics dynamics course is challenging for mechanical engineering students. Strong abilities in abstract thinking, reasoning, and problem‐solving are prerequisites for this course. Technology advancements in Industrial Revolution 4.0 have brought about significant changes in engineering education, and traditional teaching methods may no longer be sufficient to prepare students for the requirements of this industrial revolution. Relating to all Internet technologies, the Metaverse is an emerging environment that allows immersive interactive experiences to enhance comprehension. Combining Metaverse with constructivist learning, students can engage in engineering tasks and receive real‐time feedback for deeper understanding. Education 5.0 emphasizes the use of new applications and technology to provide more humanized education, with an emphasis on students' social and emotional growth and solutions that improve life in society. However, since the Metaverse learning environment is still in its infancy, more empirical research is required regarding the application of the Metaverse environment using a constructivist approach to facilitate teaching and learning in engineering, particularly in the setting of mechanics dynamics. This research proposal aims to investigate and design a conceptual framework for the Metaverse environment as an additional learning aid in mechanical engineering education. The research findings could enhance the quality of mechanical engineering education, which is in line with the current Malaysia education blueprint that is, the incorporation of new educational technology aids and interventions. Additionally, the findings could provide new insights into the design of engineering curricula teaching practices and the Malaysian Science, Technology, Innovation, and Economy policy of providing new educational platforms that is, to nurture a creative society and a skilled workforce.

Multi-cell-line learning for the data-driven construction of mechanistic metabolic models.

Mammalian cells are commonly used as hosts in cell culture for biologics production in the pharmaceutical industry. Structured mechanistic models of metabolism have been used to capture complex cellular mechanisms that contribute to varying metabolic shifts in different cell lines. However, little research has focused on the impact of temporal changes in enzyme abundance and activity on the modeling of cell metabolism. In this work, we present a framework for constructing mechanistic models of metabolism that integrate growth-signaling control of enzyme activity and transcript dynamics. The proposed approach is applied to build models for three Chinese hamster ovary (CHO) cell lines using fed-batch culture data and time-series transcript profiles. Leveraging information from the transcriptome data, we develop a parameter estimation approach based on multi-cell-line (MCL) learning, which combines data sets from different cell lines and trains the individual cell-line models jointly to improve model accuracy. The computational results demonstrate the important role of growth signaling and transcript variability in metabolic models as well as the virtue of the MCL approach for constructing cell-line models with a limited amount of data. The resulting models exhibit a high level of accuracy in predicting distinct metabolic behaviors in the different cell lines; these models can potentially be used to accelerate the process and cell-line development for the biomanufacturing of new protein therapeutics.

Research on the Linked Teaching Mode Constructed with TBL and CIM for Master of Translation & Interpreting

The purpose of this paper is to explore a new teaching mode suitable for master of translation & Interpreting based on the characteristics of students’ powerful practicality and high degree of engagement, linking the Task-Based Learning (TBL) of Constructivist Learning Theory and the Collaborative-Inquiry Model (CIM) in the teaching and integrating their advantages. At the same time, this paper also explores how to make full use of the advantages of the English-Chinese translation course, how to combine the teaching of the English-Chinese translation course with ideological and political education, and how to incorporate ideological and political elements into the teaching content, teaching methods and evaluation methods. According to the teaching objectives, the teaching content is designed into one or more tasks, and students are given a specific situation or a task to be handled, so that they can proactively think under the drive of strong motivation of the problem, and complete the task through learning and doing. Then basing on the guided cooperative learning, research learning and the theory of group dynamics, and on the basis of a certain content of the lecture, the teacher, the students and the media interact with each other to conduct research on a certain problem. The application of this linked teaching mode in the teaching for master of translation and & Interpreting aims to adapt to students’ learning, research, practice and cooperative needs to the greatest extent, which can greatly improve students’ logical thinking ability, collaborative research spirit and reflective evaluation ability, and also maximize students’ participation in classroom and pride in self-worth realization, so that they can learn well and happily, and take initiative in learning. The results show that: 1) the linked teaching mode of TBL and CIM can rationally allocate teaching resources; 2) it can promote students to absorb new knowledge in a task-oriented way, improve their problem-solving ability, and help cultivate the spirit of inquiry and research in students’ active learning. At the same time, it is conducive to the cultivation of teamwork spirit so that students can use the team’s strength to solve problems and to maximize the learning efficiency; 3) it can help students have a systematic and clear understanding of the macroscopic and microscopic differences between the English and Chinese languages, and choose the appropriate translation strategies according to the characteristics of the English and Chinese languages.

The Development of Instructional Considerations for Using Augmented Reality (AR) in Light of the Principles of Constructivism Learning Theory in Social Studies Classrooms

Objectives: There is a growing interest in embedding virtual technology such as Augmented Reality (AR) into social studies classrooms. Unfortunately, many social studies teachers struggle with technology in general, including AR-aided learning. Method: To help them learn how to employ AR technology effectively, this study used the ADDIE model to develop a set of AR instructional considerations based upon constructivist learning theory. Results: The authors validated this work via two rounds of expert panel review in four different domains: instructional design and development, technology-based theory in social studies classrooms, AR technology and education, and teaching social studies. In all, twelve experts reviewed the considerations, answering detailed, open-ended survey questions in round 1, and completed a rubric in round two. Conclusion: The resulting consideration set, should provide useful guidance for social studies teachers to integrate AR technology into their classroom practice.

Foundation Phase Teachers’ Point of Views Towards Using Social-Constructivism Learning Theory in Professional Development

The study offers the findings from the Foundation Phase teachers’ interviews assessing the effectiveness of social constructivism learning theory as a teaching method for educating teachers to identify learners with learning barriers in various classroom contexts. South African education officials need to consider which teaching practices have the potential to impact teacher professional development and ultimately improve learners’ outcomes. As the nation transitions to inclusive education, South African teachers have the challenge of not meeting the different needs of learners individually and helping them realise their full potential. An extensive body of work discusses the significance of social constructivism learning theory as the essential instrument to end the circumstance. This research had a quantitative focus. A study of twenty (n = 20) female primary school teachers in the Motheo District of South Africa who were instructing foundation phase learners participated in investigating teachers’ opinions of applying social constructivism learning theory during professional development. Purposively, participants were chosen. Four rural elementary schools were used for the investigation. A questionnaire was used to gather the data. Based on participant responses, it was discovered that social constructivism learning theory may be applied as a teaching and learning technique for teacher professional development, empowering them to identify learners with learning barriers in a range of classroom contexts.

Classroom Action Research on Implementing the Constructive Collaborative Problem-Based Learning (PBL) Method for Developing Character Education through Prophets' Stories among Fifth Graders at SD-2 YPK Bontang

Classroom Action Research on Implementing the Constructive Collaborative Problem-Based Learning (PBL) Method for Developing Character Education through Prophets' Stories among Fifth Graders at SD-2 YPK Bontang

Paints of the Artist’s Palette in STEAM Teaching

This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.

MODELLING OF PROFESSIONAL QUALIFICATIONS OF HEALTHCARE PROFESSIONALS BY MEANS OF LABOUR FUNCTION EXPERT ANALYSIS

To substantiate the modern model of professional competences of healthcare workers based on expert modelling of labour functions in a professional standard as a basic element of the system of assessment of their qualifications and continuing professional development. In the system of healthcare professionals' training, a prognostic approach to designing a structural and functional model of a specialist remains the main one. Using the analysis of modern data on the relations between the labour market and the system of doctors' professional training, the pragmatic (actualisation) model of professional competences is substantiated. The latter is based on the analysis of experts who observe the actual work of doctors in real conditions, build their expert opinion on the basis of self-reflection and analysis of their own professional experience. In contrast to the prognostic model, this model can be used as a basis for the formation and assessment of professional competences of healthcare professionals, in particular those acquired through non-formal and informal education based on constructivist learning principles. The features of the pragmatic (actualisation) model of doctors' professional competences are as follows: methodological reliance on constructivism; expert method of forming the content of labour actions and competences; results of professional self-reflection of healthcare professionals; fixation of professional competences in professional standards by medical specialities; evaluation of the results of non-formal and informal learning; analysis of current labour market information, up-to-date descriptions of activities in the workplace and relevant job functions; realism and pragmatism. In order to develop the National Qualifications System in the field of healthcare, it is necessary to implement the following: implementation as regulated by the current legislation of the procedures for assessment of formal, non-formal and informal results of professional training in the system of continuing professional development; development of professional standards for all specialities of healthcare professionals — doctors, nurses, pharmacists and managers of healthcare facilities; development of a system of independent qualification centres in the healthcare sector.

Decision process for industry 5.0

ABSTRACT Industry 5.0 is an emerging paradigm that enhances the established Industry 4.0. Automation, digitalisation, big data, and artificial intelligence are becoming complemented by human-centricity, active cooperation between people and machines, and decision-making based on human expertise. This research introduces a generic decision-making process for Industry 5.0. It defines the underlying principles to incorporate multi-criteria decision models, decision procedures, and decision support technology into business and production processes for Industry 5.0. We justify the motivation to aggregate holistic objectivedecisions, which are inferred automatically from big data, with subjective judgements and knowledge of human decision-makers to guarantee unbiased actions. We draw parallels with the aggregation-disaggregation paradigm and constructive learning to address the human-centric specification of preferences in cooperation with technology-driven entities. We assess the relevance and efficiency of decision support for Industry 5.0 with a SWOT analysis. Finally, we apply the introduced generic process to the use case of the flexible electricity supply market.

The potential of virtual internships for management education: capturing student journey through experiential learning

PurposeThe study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master’s in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships.Design/methodology/approachAbout 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents.FindingsStudents viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students.Practical implicationsThe study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study.Originality/valueThe themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper.

Teaching Quality Care for Healthcare Professionals: Delphi Consensus on Designing Drama

Purpose: This study aimed to design drama for teaching quality care for healthcare professionals based on the newest evidence for continuous professional development and confront challenges for teaching healthcare professionals through multimedia that shift the trend in education from instructive to constructivist learning. Methodology: This study was conducted through a three-round stepwise Delphi consensus on a judgmental sample of expert panelists. The researchers identified the expert panelists' demographic and professional characteristics, studied the views and expectations of designing drama for teaching quality care, and appraised the designed drama with a self-administered structured questionnaire and a scale, respectively. Findings: Study results revealed that expert panelists achieved consensus on several items concerning the drama's content and design. The expert panelists' appraisals of the internal validity and consistency of the designed drama were (p≤0.05) and (0.767) as measured by the Pearson correlation test and Cronbach α, respectively. Unique Contribution to Theory, Practice, and Policy: The researchers conclude that expert panelists recommend applying drama in teaching, and with in-depth discussion, they verbalize how drama can improve educational outcomes. The researchers recommend adopting and disseminating the designed drama for teaching healthcare professionals’ quality care and instilling drama in teaching curricula to address the gap between theoretical study and what is faced in real fields.