Constructivist Methods Research Articles

Nurse Perceptions of Pediatric Mental Health Emergency Care: A Qualitative Study

The key goal of the mental health nurse practicing in emergency mental health care services is ensuring that their patients have access to best practice mental health care. The aim of this study was to examine mental health nurses’ perceptions of their role in and preparation for providing mental health care services for pediatric emergency department patients. A qualitative constructivist method was employed. Inductive data were gathered using a focus group discussion model employing open-ended questions as probes. The participants were nine experienced practicing mental health nurses. Discussion was facilitated through detailed probing of the nurses’ experiences in providing care for clients in emergency departments. Four principal themes emerged from the data about mental health nurses’ experiences during the provision of emergency care: (i) barriers to adequate care provision; (ii) problems among populations; (iii) pediatric special needs; and (iv) the general need for improvements to mental health care. Each participant in this study asserted that they endorse the introduction of care by specialized mental health nurses in emergency care departments to better serve this population in Saudi Arabia. Inclusion and acceptance of psychiatric mental health nurses as full members of the multidisciplinary emergency department team, improved education and training opportunities, standards-based evaluation by collegial supervisors, availability of tools for assessment, and recognition of the role of pediatric psychiatric mental health nurses in emergency department care were goals expressed by the focus group members.

HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.

Promoting L2 learners’ critical thinking skills: the role of social constructivism in reading class

IntroductionIn the rapidly evolving digital landscape, the imperative for success has increasingly spotlighted the essential need for students to develop critical thinking and reading skills as key competencies for the 21st century. This study sought to explore the potential of constructivism to enhance learners’ critical thinking and reading abilities, alongside evaluating their receptiveness to this pedagogical approach.MethodsA mixed-methods research design was employed, combining a quasi-experimental framework with semi-structured interviews. The quasi-experimental component compared the effectiveness of constructivist and traditional teacher-centered methods in promoting critical thinking skills. Semi-structured interviews were conducted to gauge participants’ satisfaction with the constructivist approach and to gather qualitative data on their experiences.ResultsThe investigation yielded two principal findings. First, the constructivist approach significantly outperformed traditional teacher-centered methods in promoting critical thinking skills among students. Second, the majority of participants reported a high level of satisfaction with the constructivist method, attributing this to the approach’s facilitation of deeper knowledge acquisition and increased opportunities for interaction with peers and instructors.DiscussionTheoretical implications of this study underscore the value of constructivism in fostering an engaging and interactive learning environment conducive to the development of critical analytical skills. Practically, the findings advocate for educational practitioners and institutional leaders to consider the integration of constructivist strategies in reading sessions to bolster students’ critical thinking and reading competencies. Moreover, it emphasizes the necessity for educators to receive comprehensive training on the nuances of constructivist pedagogy to ensure its effective implementation. This study thus contributes to the pedagogical discourse by affirming the efficacy of constructivism in enhancing critical cognitive skills and by outlining a pathway for its successful adoption in educational settings.

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

Understanding teachers’ usage of YouTube as a pedagogical tool: A qualitative case study of basic school teachers in Ghana

YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.

A qualitative examination of calling in the context of job mobility among clergy

ABSTRACT We examine the significance of a calling from God in an individual’s experience of seeking to move between jobs and the implications for career theory and career counselling practice. In-depth interview data from 31 ministers in the Church of England (C of E) demonstrate how they invoke, interpret and navigate calling when planning and attempting a job move. Calling was often prominent in participants’ accounts, but institutional practices were experienced as undermining calling and the customary ways in which it was discerned when engaged in moving on. A social constructivist method identified four significant themes in faith-based narratives of calling in relation to job mobility. Prospects for integrating the findings into career theory and counselling practice are discussed.

THEORETICAL FOUNDATIONS REGARDING STEAM EDUCATION AT PRESCHOOL AGE

This article supports and promotes the introduction of STEAM education in preschool education and its advantages. Modern education is not a renunciation of the valuable heritage of the past, but a restructuring of its relationship with the future, a 180 degree turn of its point of departure. STEAM education is a challenge of the modern, technological world. Unlike the classical lessons in the traditional system of education where the teacher teaches the students, STEAM is an active, applied and constructivist method of "learning by doing". The children, regardless of their age, should be encouraged to think deeply, so that they have the chance to become innovators and leaders who can solve the most pressing challenges facing our future. STEM and STEAM projects put the foundations of an openness to concepts that would normally come across a lot later and much more theoretical. Postmodern education is adapting day by day the needs of tomorrow's future adults, the key to success being knowing how to adapt and how to use what you have learned, for continuous change and development.

Ethics Inside the Black Box: Integrating Science and Technology Studies into Engineering and Public Policy Curricula.

There is growing need for hybrid curricula that integrate constructivist methods from Science and Technology Studies (STS) into both engineering and policy courses at the undergraduate and graduate levels. However, institutional and disciplinary barriers have made implementing such curricula difficult at many institutions. While several programs have recently been launched that mix technical training with consideration of "societal" or "ethical issues," these programs often lack a constructivist element, leaving newly-minted practitioners entering practical fields ill-equipped to unpack the politics of knowledge and technology or engage with skeptical publics. This paper presents a novel format for designing interdisciplinary coursework that combines conceptual content from STS with training in engineering and policy. Courses following this format would ideally be team taught by instructors with advanced training in diverse fields, and hence co-learning between instructors and disciplines is a key element of the format. Several instruments for facilitating both student and instructor collaborative learning are introduced. The format is also designed for versatility: in addition to being adaptable to both technical and policy training environments, topics are modularized around a conceptual core so that issues ranging from biotech to nuclear security can be incorporated to fit programmatic needs and resources.

Development of Learning Devices Based on Ethnoscience Project Based Learning to Improve Students’ Critical Thinking Skills

One of the causes of the low critical thinking skills of participants is caused by the learning process that focuses on mastering concepts alone without involving students to construct knowledge independently. Less comprehensive learning tools are the main obstacles that are often encountered in the implementation of learning. Project based learning is a constructivist method that is able to involve students to construct knowledge empirically, one of which is by utilizing the content of ethnoscience as a contextual approach in project learning. This study aims to develop a quality ethnoscience-based Project based learning devices in terms of content validity and empirical validity. This study uses the research and development method with the ADDIE model. The research was conducted at SMA Negeri 1 Gandapura. The research instrument used a validation sheet, student response questionnaires and teacher response questionnaires. Data analysis used the Aiken V coefficient for critical thinking skills test questions; Interclass correlation coefficient for lesson plans, Student Worksheets and Handouts; percentage formula for teacher and student response questionnaires. The results showed that the ethnoscience-based Project based learning devices were categorized as very feasible and could improve the critical thinking skills of students with an N-gain of 0.88 which was classified as high, and received a positive response from the teacher with a percentage of 96.71% and students by 86.35%

From wasted ferric sludge to valuable waste: a systematic review using the knowledge development process—constructivist method

From wasted ferric sludge to valuable waste: a systematic review using the knowledge development process—constructivist method

The Effect of Lego Robotics Coding on Primary School Students' Academic Achievement and Attitudes of Science

The current research aims to examine the effects of LEGO robotics coding on primary school students' academic achievement and attitudes toward science courses. A pretest-posttest control group design was used in the study and the participants joined the study randomly divided into control and experimental groups. While the control group was trained with the traditional method, the experimental group was trained via the constructivist method. To determine the effects of two different teaching methods on the student's success and attitudes, the science lesson attitude scale was applied in a pre-test and post-test form. The study group consists of 33 students who were randomly selected. Through the study, we concluded that LEGO robotics coding provides more meaningful and effective learning on primary school student's academic achievement and attitudes when compared with the control group.

KANT AND THE CONSTRUCTION OF PURE REASON: AN ANALOGY WITH A CHEMICAL EXPERIMENT

This paper defends a constructive interpretation of the Critique of Pure Reason, which is built in analogy with an experimental construction that Kant believes to characteristic of chemistry. I also argue for a way to reconcile the methodological perspective of the constructivist method with that of transcendental reflection. I therefore provide a constructive explanation for what Kant describes as being pure reason and the argument of the transcendental deduction. I propose to frame the different perspectives in such a way that the experimental construction is the ratio cognoscendi of pure reason, while pure reason is the ratio essendi of the experimental construction. O’Neill (1989, 2015) is one of the most important scholars that have argued for a constructivist reading of the Critique of pure reason (CPR). In this paper I develop and explore new aspects of this line of interpretation. One of the main criticisms raised against constructivist readings of Kant’s philosophy is an alleged commitment to subjectivism or voluntarism (cf. Kleingeld & Willaschek 2019). This concern led some scholars to rename their position as constitutivist instead (Korsgaard 2009; Sensen 2013, 2017; Formosa 2011). Constitutivism, is intended to be a sort of constructivism capable of avoiding voluntarism. However, it becomes difficult, sometimes, to differentiate between the constitutivist and foundationalist positions, which are based on transcendental reflection and imply a sort of realist perspective on reason. The same preoccupation applies to the constructivist interpretation of the CPR. In order to deal with this issue, the following questions must be addressed: how can constructivism justify the necessity and universality of transcendental principles of pure reason without compromising the normative and procedural aspects of the construction? How to reconcile arguments based on the analysis of representations and faculties with a constructivist procedure? Or even, how may transcendental reflection, as a view of the possibility of a priori cognition, be rendered compatible with a constructive procedure? This paper is divided into three sections, followed by brief final remarks. The first section outlines the main characteristics of constructivism and relates them to Kant’s positions about the nature of philosophy and its method. The second part argues for a type of experimental constructivism that might serve as a guiding analogy to understand the method underlying the CPR. Thirdly, I will show how the transcendental subject and pure reason are derived from this experimental construction. The conclusion briefly points out some advantages of this position.

Evaluating a Constructivist Model for Learning Clinical Skills in Pre-Clinical Years of a Dental Curriculum

Objective: The purpose of this study was to investigate whether or not using a constructivist model for teaching clinical skills had an impact on students' performance in a pre-clinical operative dentistry course. Study Design: Randomized Control Trial Place and Duration: College of Dentistry, Jouf University, Saudi Arabia, two months (March and April 2022). Methods: A total of 50 second year BDS students participated in this trial. The students were divided randomly into two groups. Group I received traditional method and group II received constructivist method. The students' capability of performing rubber dam application skill on the typodont tooth was evaluated through the use of laboratory activities. After the conclusion of the research, the participants were given a questionnaire to complete out and provide feedback on. Examinations that were objective and systematic were performed on both groups clinically (OSCEs). Results: There was a statistically significant difference in learning modes (p 0.001). The students learning method has nothing to do with their age or gender. Group II (constructivist) demonstrated considerably higher development in scores across lab tasks (p<0.05). While students of all backgrounds valued supplemental learning resources, those who got aligned materials reported feeling more grateful for them. Conclusion: The constructivist approach can be used as a complementary teaching strategy in pre-clinical operative dentistry courses to improve students' learning outcomes and prepare them for success in the dental profession. Keywords: preclinical education, predoctoral education, learning styles, operative dentistry, and education.

It’s the Way I Tell Them. A Personal Construct Psychology Method for Analysing Narratives

Qualitative research methods aim to produce some form of narrative for analysis and many alternative forms of narrative analysis exist, mostly informed by social constructionist perspectives. This creates a dilemma for personal constructivist researchers, who now have access to a plethora of methods for understanding and intervening in people’s sensemaking processes but are faced with a distinct absence of a uniquely personal constructivist method for analyzing the emerging narratives. This paper aims to outline a Personal Construct Psychology (PCP) (Kelly, 1955) view of the person as an agentic being and provide a contextualized, step by step guide for analyzing personal narratives from a Kellian perspective that encompasses identification and analysis of constructs, metaphors, roles, implicit beliefs and emotions. Kelly advocated working with the ‘whole’ person by credulously exploring their lived reality through the entirety of their emotions, cognitions and behaviors, which goes beyond an extraction of narrative themes or phenomenological interpretations contained in the realm of the person’s known world. In PCP, language is regarded as symbolic, contextual, performative, and incomplete but, unlike social constructionist approaches, the focus favors the identification and explanation of internal identity processes, social cognitions, and personal meanings, rather than how language is utilized externally as a cultural tool. By articulating an explicit process, we aim to improve the accessibility of PCP as a full research process and overcome the current limitations posed by utilizing qualitative analytical methods drawn from alternative epistemologies.

DENG XIAOPING'S THEORY OF BUILDING "SOCIALISM WITH CHINESE CHARACTERISTICS": THEORETICAL RECONSTRUCTION OF THE SOCIO-POLITICAL CONTENT OF THE CONCEPT

B a c k g r o u n d . Deng Xiaoping is considered the main architect of socialist reforms and the founder of China's modernization theory. He mastered and developed the socialist system, trying to adjust it to the national conditions of China. Deng Xiaoping believed that it was by following the course of "socialism with Chinese characteristics" that China would transform from a poor country into a highly developed one. The article provides a theoretical reconstruction of the main content of Deng Xiaoping's concept of "socialism with Chinese characteristics." The main philosophical and socio-political aspects of the concept of building socialism with Chinese characteristics are presented in a systematic form in the context of the foundations of Chineseization of Marxism. M e t h o d s . In the article, a historical-logical approach was used to reveal the specified research topic, which allowed us to determine the socio-political prerequisites for the emergence of Chineseized Marxism. An interdisciplinary approach made it possible to carry out a theoretical analysis of social, economic, and political changes in modern China, which were caused by the proposed theory of Deng Xiaoping's "socialism with Chinese characteristics". Systemic, structural-functional, and constructivist methods, as well as methods of synthesis and generalization, were also applied. R e s u l t s . Because of the above, the purpose of this study was to carry out a theoretical reconstruction of Deng Xiaoping's theory of building "socialism with Chinese characteristics" and to find out how his ideas influenced the development of modern China after the completion of the "Great Leap Forward" and the "Cultural Revolution" of Mao Zedong. The key features of Deng Xiaoping's proposed theory of "socialism with Chinese characteristics" were established, including the idea of democratization of society and implementation of the legal basis of state functioning; the beginning of a new period of "reforms and openness"; determining the course for socialist modernization; following Marxism-Leninism and the ideas of Mao Zedong. C o n c l u s i o n s . In conclusion, it can be noted that the main feature of Deng Xiaoping's ideas was that they were inextricably linked with the national and cultural traditions of Chinese civilization, starting from Confucianism and the gradual synthesis with Marxist ideology. Evaluating the theory of Deng Xiaoping, it can be defined as a relatively complete scientific system that covers the fields of philosophy, political economy, and scientific socialism, it contains the doctrine of socialist ideology, and the doctrine of the essence and ways of socialist development, theories of the reform of socialist political and economic systems, the theory of building a socialist country.

The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.

Системная парадигма и разработка альтернативных стратегий построения институциональных экономических теорий

This article addresses the key aspects of constructing contemporary theories in institutional economics. The goal is to uncover the paradigmatic framework guiding different strategies in institutional theo­ries and their potential for change. Using interdisciplinary constructivist methods from social sciences, the study highlights the intersubjective nature of economics and contrasts the principles that serve as the foundation for the development of institutional economic theories. The study’s historical review shows that shared research strategies have emerged from a paradigm rooted in the marginalist revolution. In this approach, collective phenomena explain the behavior of agents pursuing utilitarian motives. The unorthodox strategy involves constructing macro-, micro-, and historical-economic theories based on the distinction of two main levels of research: value-normative and institutional-instrumental. Meanwhile, the mainstream strategy concentrates only on institutions and tools. Relying on the established paradigm results in the creation of structuralist and eclectic theories that lead to a fragmented view of the economy. The paper advocates a transition to a poststructura­list paradigm via constructivist logic. This shift entails examining the relationship between agents and institutions from the perspective of economic culture, values, and ideas, rather than psychology. This approach enables a multi-level assessment of the economy as a system of institutions forged through value compromise. It also allows us to show internal changes, considering the impact of path determinacy linked to new values and ideas (ideational path determinacy).

Utilizing Blogs on ESL learners’ vocabulary learning through social constructivist theory: A descriptive study

During this period in history, the advancement of technology is developing at a fast pace, and it is becoming more important to every normal person. In particular, the smart phone, which is quickly becoming one of the most frequently used gadgets in ordinary life, is no longer considered a luxury commodity. Because of the COVID-19 epidemic, students are not required to utilise textbooks while studying. Beyond textbooks, there are numerous other media that may be used to advance an individual's education and development. The purpose of this research study is to investigate the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. A questionnaire was adopted for data collection from 60 people from different universities, and the results were analysed using a descriptive method. Following the responses given by the respondents, it was noticed that a lot of ESL learners believed that using Blogs to improve vocabulary development is beneficial since it raises the degree of involvement in studying. The current research investigates the use of social constructivist theory in the teaching of ESL learners. The purpose of this study report is to demonstrate the statistically significant impact of the use of Blogs on the growth of learners' vocabulary. Finally, the article concluded that, in light of the descriptive study, the social constructivist method is very significant in English language learning, particularly in vocabulary development.The following objectives were established for the study through Descriptive Method of Social Constructivist Theory of Learning Vocabulary:•To explore the relationship between the use of Blogs and an interest in ESL learners' vocabulary knowledge.•To identify the effect of Blogs on the development of English vocabulary among ESL learners by using social constructivist theory.•To examine the effect of using Blogs on students' capacity to improve their vocabulary usage.

The effect of mobile-assisted online flipped learning process on pre-service teachers' information literacy skills and educational beliefs

In today's world, where the accessibility of information is increasing thanks to the development and transformative effect of technology, the use of technology in the education system is now indispensable. The use of technology in the learning experiences of students, who are defined as digitally native in particular, has facilitated both the design of activities more appropriate for their learning habits and the application of contemporary methods based on the constructivist approach. The pandemic process has increased the application of constructivist methods and the importance of research on these methods in order to increase the quality of distance education. In this context, the effect of the mobile assisted online flipped learning experience on pre-service teachers' information literacy skills and their educational beliefs was examined. A total of 74 pre-service teachers studying in the first year of the Guidance and Psychological Counseling Department of Tokat Gaziosmanpaşa University, Faculty of Education, participated in the study, which was carried out in a four-week period. The research was conducted with the quasi-experimental design with pretest-posttest control group. In the study, the pre-service teachers in the experimental group taught the selected topics within the scope of the Instructional Design course online through the mobile assisted flipped learning model, while the pre-service teachers in the control group taught the same topics online through the leacture-based instruction model. Before and after the process, measurement tools were applied to both groups, and the differences between and within groups were evaluated. In addition, by conducting a focus group interview with the pre-service teachers in the experimental group, their experiences about the process were tried to be understood in depth. As a result of the research, it was determined that the flipped learning model is also an effective method in the distance education process, and the course conducted through the mobile assisted online flipped learning model contributes to the increase of the information literacy level and edicational beliefs by improving the different skills of the pre-service teachers.

Desafios no caminho metodológico de construção do processo de Acreditação Institucional de ouvidorias do SUS

ABSTRACT This paper aims to reflect on the theoretical and practical challenges in the methodological path of building the Institutional Accreditation process of the Unified Health System (SUS) ombudspersons, developing teaching materials, and the dynamics of fundamental interactions between the stakeholders involved. It discusses the trajectory of a working partnership between a team of researchers and a department of the Ministry of Health, which aims to theoretically and methodologically support the actions of the sector working on the principal participation and social control topics and, in particular, the ombudspersons, generating evidence for management decision-making. The authors present the challenges in partnership and the process and discuss from a methodological, reflective, and participatory viewpoint, presenting ideas and concepts that have evolved and govern the pedagogical materials prepared for the instrumentalization of the Institutional Accreditation process of SUS ombudspersons as a theoretical-practical framework. The authors conclude that adopting a challenging constructivist method is a healthy effort for self-improvement and guarantee of the affirmation of democratic values, effective in the constant search for the qualification of the actions of the ombudspersons, research activity, management practice, and services and public policies.