Constructivist Model Research Articles

Teaching and Learning of Indonesian by Constructivism Model with Inquiry Approach

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El trabajo grupal como estrategia de desarrollo cognitivo, desde lo cooperativo hacia lo colaborativo

Parala Universidad Estatalde Milagro (UNEMI) hastaelaño 2011, hatransitado su influencia académica bajo contextos de modelos inicialmente conductistas y luego constructivistas; en su proceso evolutivo se recoge un modelo educativo distinto a lo practicado anteriormente para ellos; algo que concuerde a un modelo institucional propuesto desde el CEAACES, planteándose cambios en el diseño y contenido del macro y micro currículo, llegándose en la actualidad a disponer de docentes que planifican sus recursos didácticos apegados al propuesto módulo de enseñanza andragógica. Este trabajo de investigación responde a la necesidad de documentar cómo se están implementado estrategias de enseñanza aprendizaje desde las universidades. Muchas de las veces, instruir a personas hacia la cooperación o la colaboración, es tarea que merece de conocimientos claros sobre cómo se construye en comunidad, y de la cimentación de valores para el trabajo compartido. El objetivo que se plantea para la investigación es evaluar las estrategias de enseñanza - aprendizaje con enfoque colaborativo aplicadas por los docentes del quinto semestre de la carrera de Ingeniería en Contaduría Pública y Auditoría de la UNEMI. Se consideró a una población y muestra de 65 estudiantes matriculados en el quinto semestre, así como a sus 14 docentes. Aplicados los instrumentos de investigación se logró determinar que los ambientes para el trabajo colaborativo no estaban plenamente creados y que las herramientas didácticas que se utilizaban por los docentes inducidos por su sistema de gestión académico si responden a este enfoque de la colaboración, pero no eran plenamente utilizados.

Asserting the leadership in Brexit negotiations

Negocjacje tzw. Brexitu, czyli wyjścia Wielkiej Brytanii z Unii Europejskiej były nie tylko jednym z największych wyzwań stojących przed Unią Europejską w 2017 roku. Dla unijnych instytucji – Rady, Komisji Europejskiej i Parlamentu Europejskiego – okazały się też być kolejną odsłoną gry o pozycję w porządku instytucjonalnym Unii Europejskiej. Wszystkie trzy instytucje aktywnie w tej grze uczestniczyły, jednak to zaangażowanie Parlamentu Europejskiego było najbardziej zauważalne. Niniejszy artykuł analizuje starania PE by wykorzystać uruchomienie procedury z art. 50 Traktatu Unii Europejskiej do wzmocnienia swojej pozycji politycznej, poprzez celowo sformułowaną komunikację. Autor chce wykazać, że działania Parlamentu wpisały się tym samym w model konstruktywistyczny. Aktywność Parlamentu Europejskiego jest poddana analizie także w świetle teorii instytucjonalizmu historycznego, pozwalającej wyjaśnić motywy specyficznego zachowania PE: regularnie powtarzanych prób zwiększenia władzy. Jako że w chwili pisania niniejszego artykułu proces negocjacji „Brexitu” nie był jeszcze zakończony, autor sugeruje konieczność przeprowadzenia dalszych badań dynamiki międzyinstytucjonalnej. Zebrane do tej pory dowody zdecydowanie sugerują, że proces wychodzenia Wielkiej Brytanii z Unii Europejskiej może trwale wpłynąć na relację sił między głównymi instytucjami UE.

Different novelties revealed by infants\u2019 pupillary responses

To account for infants’ perceptual and cognitive development, the constructivist model proposes that learning a new object depends on the capability of processing simpler lower-level units, and then integrating these units into more complex higher-level units based on their relationships, such as regular co-occurrence. Here, we demonstrate that the process of associating visual and auditory attributes to build a new multisensory object representation is not only observed in the course of development, but also in the course of infants’ in-the-moment information processing. After a brief familiarization session of learning two pairs of novel audiovisual stimuli, 15-month-old infants showed two components in pupil dilations over time: A rapid dilation was observed when processing perceptually novel compared to familiar stimuli, and a slower dilation was observed when processing novel combinations of familiar stimuli. However, in 10-month-old infants, only the effect elicited by novel stimuli was observed. Our results therefore demonstrate that detecting perceptual novelty occurred earlier than detecting association novelty in infants’ information processing. These results support the view that infants perceive newly-learned objects by processing their constituent attributes and then integrating these components, as suggested by the constructivist model.

The Knowledge of Reality: Critical Assessment of Stanley J.Grenz’s Methodology

The article is devoted to the study of the knowledge of Reality in the context of critical assessment of Stanley J. Grenz’s methodology. Many contemporary Evangelical scholars who study the question about our knowledge of Reality think that «critical realism» is the best model that describes the process of knowledge in the postmodern context. Grenz supports the constructivist model of knowledge. Vanhoozer believes that hermeneutical epistemology is the best rubric for discussing theological truth claims about reality. Grenz speaks about «givenness» to this world which is eschatological, and thus he talks only about eschatological objectivity. Peter Berger and Thomas Luckmann, on whom Grenz’s draws his constructivist’s views, make their thesis about social construction of reality and knowledge through the language (the constructivist view). We think Grenz says that language creates our understanding of reality. The author of the article concludes that, by providing an interpretation of reality, we in some way construct it, not in a sense that we give ontological status to that which did not exist before we started talking about it, but rather in a sense of hermeneutically organizing our experience of reality into a worldview and narratives. We should conclude that the world is fundamentally given, and it is objective in a sense that it is shared by all and its truth is eloquent, though it is construed differently by those who share it. Our interpretations of reality are connected then into an imaginative projection of the world. Nevertheless it does not mean that since our projections imaginative they are necessarily fictive and do not correspond to the way things are.

Qualitative study on experience of nursing undergraduates in the application of constructivism in obstetrics and gynecology

Objective To study the practical experience of constructivism teaching in clinical practice of obstetrics and gynecology nursing, to understand the application effect and existing problems of constructivism, and to provide the basis for improving and perfecting probation teaching methods. Methods Using the phenomenological research method in qualitative research, we conducted semi-structured in-depth interviews with 12 undergraduates, and analyzed and sorted the information. Results Nursing undergraduates The practice of obstetrics and gynecology in obstetrics and gynecology mainly includes four topics: Promote autonomous learning, build implementation situation, the embodiment of the team cooperation spirit and ability, the importance of teachers' guidance. Conclusions Constructivism is applied to obstetrics and gynecology practice, which can promote the enthusiasm of nursing students to learn independently, realize the construction of clinical situation, solve the problem through collaboration, put forward higher requirements on the instructive function of teachers, Constructivism model used in nursing undergraduate trainee deficiencies in order to ensure the use of constructivism in clinical nursing teaching in the smooth implementation and quality assurance. Key words: Constructivism; Nursing undergraduate; Trainee experience; Qualitative research

Teaching food production and preservation using constructivist - based strategy to SS1 biology students for self-reliance

The world’s population is growing everyday but the process of food production to meet the needs of the growing population is dwindling Consequently, conscientious efforts are being made towards improving teaching methods where students are actively involved in thinking and creating ideas themselves, guided by the teacher (rather than being spoon-fed) to acquire knowledge and skills towards improving crop yield and preservation of excesses. This paper identified 5Es constructivist teaching model to be most appropriate. A sample lesson note for effective teaching of food production and preservation using 5Es constructivist model was developed as a guide. Researchers suggested that activity based strategies should be employed in teaching biology concepts to enhance acquisition of scientific knowledge and skills for student’s self-reliance.KEYWORDS: food production, food preservation Biology, 5Es constructivist model, self-reliance

A Historical and Theoretical Review of Cognitive Behavioral Therapies: From Structural Self-Knowledge to Functional Processes

This paper critically examines the historical conceptualization of cognitive behavioral psychotherapy approaches (CBT) as a direct clinical counterpart of the cognitive revolution. The main “second wave” cognitive psychotherapies, either standard cognitive therapy (CT) or constructivist, in spite of their differences, share a common conceptualization of psychopathological factors as superordinate structural cognitive content belonging to the self: self-beliefs, self-schemata, personality organizations and so on. On the other hand, rational emotive behavior therapy (REBT) is an exception given that in REBT self-knowledge is not the core psychopathological tenet, being rather a derivate mechanism. Moreover, in non clinical cognitive science cognition is conceived as a regulatory function that operates retroactively and not in a hierarchically super- ordered fashion centered on the self. A historical review suggests that in both CT and constructivist model the structuralistic model of self-centered cognition may have emerged for both cultural and scientific reasons: self-centered cognitive models may be more readily understandable to clinicians as they allow for a straightforward identification of operationalizable self-beliefs. The emergence of new “third wave” process-centered CBT approaches may represent a comeback to functionalism, where cognition is considered again a regulatory function and not a structure. In addition, REBT’s interest in dysfunctional evaluations not focused on the self presaged this clinical and scientific turning point toward functionalism.

Mobile Technologies as a Catalyst for Pedagogic Innovation Within Teacher Education

This article reviews the use of mobile technologies within teacher education at the University of Northampton. In order to develop a strong commitment to digital literacy, the School of Education is using sets of teaching iPads with trainee teachers and has allocated an iPad to every member of the academic staff. Experiences from mobile technology projects involving ITT students, primary teachers and academics are shared to illustrate how mobile technologies have been a catalyst for new pedagogies based on a social constructivist model of learning in the teacher education programmes. The author aims to develop creative, self-directed learners who can work in collaborative teams within a professional community of teachers, academics and students. The author has considered ways in which mobile devices extend learning beyond taught sessions, and how the use of apps to make shareable digital artefacts can lead to purposeful engagement. To this end, the School of Education is focusing on a set of core apps that facilitate the creation, collaboration, curation, and capture of content.

Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto

Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by questionnaire: (1) improve the use of resources in applying the model (2) Change the way of evaluation in the use of the model (3) Improve the model appearance or change the learning strategy. 2) The developed product is attractive for classroom learning in a classical and independent manner. 3) This product product can ease the burden of teacher in teaching. 4) The result of expert validation and trial, Constructivistic Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education. 5) The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of productive learning model.

Autonomous weapons systems and changing norms in international relations

AbstractAutonomous weapons systems (AWS) are emerging as key technologies of future warfare. So far, academic debate concentrates on the legal-ethical implications of AWS but these do not capture how AWS may shape norms through defining diverging standards of appropriateness in practice. In discussing AWS, the article formulates two critiques on constructivist models of norm emergence: first, constructivist approaches privilege the deliberative over the practical emergence of norms; and second, they overemphasise fundamental norms rather than also accounting for procedural norms, which we introduce in this article. Elaborating on these critiques allows us to respond to a significant gap in research: we examine how standards of procedural appropriateness emerging in the development and usage of AWS often contradict fundamental norms and public legitimacy expectations. Normative content may therefore be shaped procedurally, challenging conventional understandings of how norms are constructed and considered as relevant in International Relations. In this, we outline the contours of a research programme on the relationship of norms and AWS, arguing that AWS can have fundamental normative consequences by setting novel standards of appropriate action in international security policy.

From Socratic Behaviourism to Digital Constructivism

The paper presents a synopsis of the evolution of methods and techniques up to digital age and characterises the main aspects of behaviourist and constructivist models, in order to study the development of new advanced pedagogical tools and methods in education science in constructivist environment. For the purpose of the study, an analysis of the technological evolution during the last decades and its impact on education science was made, with a special focus on virtual teaching and learning. The practical outcome of the study was a series of online seminars and workshops, prepared by the international team of the IRNet project. The keynotes and workshops were held during DLCC conference 2017 (Theoretical and Practical Aspects of Distance Learning, Subtitle: Effective Development of Teachers’ Skills in the Area of ICT and E-learning) at the University of Silesia in Katowice, Poland.

The Inescapability of Ethics and the Impossibility of “Anything Goes”: A Constructivist Model of Ethical Meaning Making

A constructivist model of ethical meaning making is developed. The effort begins by distinguishing three versions of constructivist theory—personal construct psychology, radical constructivism, and social constructionism. Then, the following four premises of an integrated constructivist perspective are presented: (a) People are informationally closed systems, (b) people are active meaning makers, (c) people are social beings, and (d) people construe epistemologically and ontologically. These premises are used to examine and counter criticisms that portray constructivism as endorsing an “anything goes” relativism. This clears a space for the development of a constructivist model of ethical meaning making, outlined in the final section of the article. This model is rooted in personal construct psychology, but is also influenced by radical constructivism and social constructionism.

Constructivism, Ethics, and Knowing What's Right: A Reply to McNamee, Burr, McWilliams, Osbeck, and Held

Five responses to Raskin and Debany's (this issue) original target article on a constructivist model of ethical meaning making are discussed. The authors responding to the article raise many important issues about constructivist approaches to ethics. Differences between social constructionism and constructivism, the importance of multiple modalities of knowing, and a continuing hope for rapprochement between constructivist and realist perspectives are briefly explored.

Continuous assessment in a large group of psychology undergraduates

Introduction. A continuous classroom assessment method was applied to a higher education course aimed at a large group of educational psychology students at the Universitat Autònoma de Barcelona. Following the Bologna directions and the constructivist model, both declarative and procedural knowledge was taught in the module, and the students were participating in both oral and written activities, individually or in a group, which were at the same time, teaching, learning and assessment activities.Method. The 91 undergraduates of the module were asked to freely answer an anonymous survey at the end of the course. The questions were aimed at providing us with information about the satisfaction level of the students when doing the assessment activities, and about their tendency to procrastinate in our course and in another one with only a final exam as assessment method.Results. Qualitative and quantitative findings suggest that this sort of teaching and assessment system incorporates many advantages as the students enthusiastically welcomed the opportunity to gain so much theoretical and procedural knowledge at the university, and they stated that this methodology was highly motivating, useful for their learning and that it had help them to curb their procrastination.Discussion and Conclusion. The results confirm the adequacy of teaching declarative and procedural curricular content at the university and the satisfactoriness of assessing its learning by applying a continuous method. Moreover, the study shows that the students are glad to participate in experiences like this; they get more involved with the course content and enjoy learning this way.

Single Parenthood and Adolescent Sexual Outcomes

Research suggests that children of single parents are at heightened risk of precocious sexual behavior, STDs, and other risky sexual outcomes. However, few such studies have addressed the type of single-parent family (single mother or single father), or differences across other-sex parent–child dyads. While gender essentialist models assume differences among youth living only with mothers or with fathers, constructivist models propose more flexible modes of parenting that lead to more similar outcomes. Using data from the National Longitudinal Study of Adolescent to Adult Health (n = 2570) on youth between the ages of 15 and 19, we compared sexually-related outcomes among adolescents, both boys and girls, who lived with a single mother or a single father. These outcomes include sexual intercourse and knowledge, use of contraception, attitudes toward intimacy and pregnancy, and diagnosis of sexually-transmitted diseases. The results from linear and logistic regression models indicated few differences between single-mother and single-father families, or between same-sex and opposite-sex parent–child matches, using p values of .05 or smaller. Our results called into question essentialist models that posit higher risks for adolescents living with a particular parent or with an opposite-sex parent.

Boosting biology students’ achievement and Self concept through constructivist-based Instructional model (CBIM)

This study ascertained the effects of engaging learners with Constructivist-Based Instructional Model (CBIM) for achievement and self concept in Biology in a learner-centered Science classroom. The quasi-experimental design which involved pre-test and post-test activities with intact groups. The sample consists of 100 SS 2 students selected through a purposive sampling procedure. The Biology Achievement Test (BAT) was used to determine the students’ achievement in both pre-tests and posttests while self-concept inventory which includes 15 items of general self-concept, 20 items of academic self-concept, and 20 items of non-academic self-concept. The reliability of the instrument (BAT) was ascertained by the use of Kuder Richardson formula 20 (K – R) 20. The co-efficient of internal consistency was established at 0.78 while the reliability of self-concept inventory established using Cronbach Alpha had a coefficient of 0.69. Findings from the study showed that Learners taught with Constructivist-Based Instructional Model (CBIM) had higher achievement in the researcher-made Biology Test than those taught using Lecture method. Equally, the self-concept of students taught with Constructivist-Based Instructional Model (CBIM) was higher than their counterpart taught with Lecture method .The reason for this result could be that the learner’s in the CBIM group had good interaction with the materials which offered the learners hands-on, minds-on as well hearts-on experiences. The constructivist model is not gender selective as the outcome of its use did not discriminate against the gender of the students. This is because in this model the key factors that influence the learning process – the learners, teachers, tasks and context do not exist in isolation. Students taught with constructivist method show evidences of knowledge retention than those taught with lecture method. The study therefore recommended that Science Teachers (Biology) should use Constructivist-Based Instructional Model (CBIM) in teaching so as to create a learning environment that is invigorating, interactive and informative.

Wisdom and How to Cultivate It

Abstract. Some folk beliefs characterize wisdom as an essence – a set of immutable characteristics, developing as a consequence of an innate potential and extraordinary life experiences. Emerging empirical scholarship involving experiments, diary, and cross-cultural studies contradicts such folk beliefs. Characteristics of wise thinking, which include intellectual humility, recognition of uncertainty and change, consideration of different perspectives, and integration of these perspectives, is highly variable across situations. Cumulatively, empirical research suggests that variability in wise thinking is systematic, with greater wisdom in ecological and experimentally-induced contexts promoting an ego-decentered (vs. egocentric) viewpoint. Moreover, teaching for wisdom benefits from appreciation of context-dependency of intentions and actions depicted in the narratives of wisdom exemplars’ lives. I conclude by advancing a constructivist model of wisdom, suggesting that cultural-historical, personal-motivational, and situational contexts play a critical role for wisdom, its development, and its application in daily life.

INOVASI PEMBELAJARAN PAI DENGAN PENGEMBANGAN MODEL CONSTRUCTIVISM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

So far, the methods used by teachers in the learning process tend to conventional teaching methods which only includes students come , sit, write material that has been written by the teacher on the board , listening to the teacher explaining the material and do the work , using the lecture method . The impact, learning tends to be passive and bored quickly. This kind of learning situation is almost no opportunity for students to express their creativity, so the quality of the quality of learning also becomes low. Constructivism learning model seems to be one of the answers to these problems. Therefore, in this learning model students are preferred. Teaching and learning process in constructivism model student centered more colored than teacher centered. Constructivism model is more empowering for the class as a learning centered not for teaching; not teaching process but learning process. This is in accordance with the curriculum 2013, is autenthic assessment; assessment process and results.

INOVASI PEMBELAJARAN PAI DENGAN PENGEMBANGAN MODEL CONSTRUCTIVISM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

So far, the methods used by teachers in the learning process tend to conventional teaching methods which only includes students come , sit, write material that has been written by the teacher on the board , listening to the teacher explaining the material and do the work , using the lecture method . The impact, learning tends to be passive and bored quickly. This kind of learning situation is almost no opportunity for students to express their creativity, so the quality of the quality of learning also becomes low. Constructivism learning model seems to be one of the answers to these problems. Therefore, in this learning model students are preferred. Teaching and learning process in constructivism model student centered more colored than teacher centered. Constructivism model is more empowering for the class as a learning centered not for teaching; not teaching process but learning process. This is in accordance with the curriculum 2013, is autenthic assessment; assessment process and results.