Constructivist Teaching Approach Research Articles

Teacher Training in Educational Robotics: The ROBOESL Project Paradigm

This paper presents the training curriculum for teachers developed in the context of the ERASMUS+ project, ROBOESL (2015–2017). The paper focuses on the robotics-based learning methodologies inspired by constructivism and project-based learning principles and implemented within the framework of the ROBOESL training and learning activities. The ROBOESL project ( www.roboesl.eu ) is an innovative one in educational robotics (ER) in the sense that it introduces ER as a learning tool for children at risk of school failure and early school leaving (ESL). The ambition of the project is to engage students at risk of school failure in an attractive learning environment that can rebuild confidence, self-esteem and social skills and eventually offer a pathway to further schooling. Based on the belief that the role of teachers is crucial for the success of this endeavor, we developed a training curriculum that aims in enabling teachers to master the technical and pedagogical skills that are necessary in order to use the robotic technologies in school, enrich their teaching and learning activities in classrooms with robotics and, finally, become able to develop their own robotics activities by using innovative, student-centered and constructivist pedagogical approaches with a focus on preventing school failure and ESL. The paper presents the main innovative characteristics of the training curriculum and concludes with exemplary training activities for teachers in the form of ready to use worksheets.

Constructivist tenets applied in ICT-mediated teaching and learning: higher education perspectives

ABSTRACTThis study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana.

The NISPI framework: Analysing collaborative problem-solving from students' physical interactions

Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in students' CPS behaviours when they are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Interactivity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology.

Attitude of Student Teachers towards Constructivist Approach in Teaching

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization. This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

Developing reflective dispositions through collaborative knowledge-building during small group Bible study

This article explores the use of a constructivist pedagogical approach to cultivate reflective dispositions during small group Bible study. Conducted in a local church Bible class setting ( n = 12), the instructional design emulated the reflective thinking process, while adopting collaborative knowledge-building as its pedagogical framework. Results showed that the participants exhibited dispositions of reflective thinking in terms of open-mindedness, rootedness and responsibility in the social learning environment. Results also showed that participants were more confident of their own beliefs at the end of the course, and arrived at the desired biblical understanding with respect to the study topic.

Learning about social determinants of health through chronicles, using a virtual learning environment

To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

The Practice and Challenges of Constructivist Teaching Approach in Dangila District Second Cycle Primary Schools, Ethiopia

The Practice and Challenges of Constructivist Teaching Approach in Dangila District Second Cycle Primary Schools, Ethiopia

Construction and Standardisation of teacher's Attitude Scale towards constructivist Approach in teaching (tAScAt)

The present study was undertaken to construct and standardize an attitude scale to measure the attitude of teachers towards constructivist approach in teaching. Initially a pool of items was framed by reviewing related literature, which was then given to experts for analyzing the content. After preliminary try out and item analysis was done, only items with ‘t’ value of above 2.77 were retained for the final form of the scale. The final form of the scale thus consists of 40 items. The reliability of the scale was ascertained by Karl Pearson split half method and Cronbach Alpha and it was found to be relatively high. Content validity and face validity was also ascertained. Norms was also established for the interpretation of the obtained scores.

An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics

Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology : A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners: To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society : The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.

Teachers’ Beliefs About Grading Practices and a Constructivist Approach to Teaching

ABSTRACTWe examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers.

Teachers' Perception and Practice of Constructivist Teaching Approach: The Case of Secondary Schoolsof Kamashi Zone

The purpose of this study was to investigate teachers’ perceptions and practices of constructivist teaching approach, assess the extent to which teachers’ perceptions influence their practices and identify factors affecting the implementation of constructivist teachi approach in Kamashi Zone, Benishangul Gumuz Regional State. To conduct the study, descriptive survey design was employed. A total of 138 respondents participated in the study and completed questionnaires. To be successful in the study three basic questions were raised. The research design employed in the study was mixed incorporating both quantitative and qualitative approaches. A qualitative approach that used observation check lists, focus group discussion and interviews for data gathering: ten lessons were observed while the teachers were teaching in the actual classes. In addition, semi-structured interviews were conducted with five teachers, five school principals, five students and three supervisors. In the sample population, comprehensive and random samplings were used. The data were analyzed using percentage, mean and frequency counts. The findings of the study revealed that the respondents have perceived constructivist teaching approach positively. In spite of their good perceptions, their practices of constructivist teaching approach were low. Among the major factors affecting the effective implementation of constructivist teaching approach were teachers’ lack of commitment, lack of students’ interest and language deficiency, shortage of time to cover the available contents of textbooks, lack of instructional material and large class size. From the result of this study, it is possible to conclude that teachers were positively perceived the constructivist teaching approach and it was inadequately practiced. Finally, recommendations were, during the change of teaching materials and methods the concerned bodies take into account teachers' perceptions, teachers’ active involvement to protect the preferring of students' traditional approach in teaching learning process, Ministry of Education and other concerned bodies should organize successive workshops and in- service training, training institutions should strengthen constructivist teaching approach requirements for teachers trainees, discussion is needed between implementers of constructivist teaching approach to overcome the classroom conditions and lastly it is important to conduct research on the area in order to know teachers' perception and practice of constructivist teaching approach and factors affecting its implementation in schools were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of constructivist teaching approach in the study area.

INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING

In the present scenario educational curriculum and instructional methods are changing to the challenging needs of the learners. The most important component of the current redevelopment of all subjects’ area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. National Curriculum Framework (NCF 2005) recommends that curriculum should help learners to become constructors of knowledge and emphasizes the active role of teachers in relation to the process of knowledge construction. This paper highlights that the Constructivist approach of teaching and learning fosters critical thinking, interactive and reflective attitude, collaborative and inquiry based knowledge among the learners. In the constructivist approach, learners construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying them to new situations and integrating new knowledge gained with preexisting intellectual constructs. It frees teachers to make decisions that enhance and enrich learners' development in all areas.

Need for cognitive closure may impede the effectiveness of epistemic belief instruction

The present article examines the effects of need for cognitive closure on epistemic belief instruction efficacy. Individual differences in need for closure were assumed to interfere with the mechanisms postulated in Bendixen's (2002) process model of epistemic change and thus impede intervention effectiveness. A short-term epistemic belief intervention drawing on both the presentation of diverging (i.e., controversial) information and on constructivist teaching approaches (i.e., moderated discussion) was developed. Instruction primarily aimed at reducing absolute and multiplicistic beliefs in psychology freshmen. In a pretest-posttest field-experimental study, 83 psychology freshmen were randomly assigned to the intervention group or one of two control groups (learning strategies instruction group or untreated control group). As expected, epistemic belief intervention reduced both absolute and multiplicistic beliefs. With regard to multiplicistic beliefs, high need for closure significantly reduced instruction efficacy. Our findings thus highlight the crucial importance of considering individual differences in epistemic belief instruction.

MODEL STRATEGI PEMBELAJARAN BUDI PEKERTI DENGAN PENDEKATAN KONSTRUKTIVISTIK DI SEKOLAH MENENGAH PERTAMA

The study tries to identify the difficulties and weaknesses surfacing in moral education and assess the need for and the possibility of the implementation of constructivist teaching approaches in moral education. Using a qualitative design, specifically, grounded theory, data were collected through observations, in-depth interviews, and focused group discussions from the subjects which were selected using snow-ball technique within the setting of Madiun Municipality. The data were analyzed using an interactive data analysis model. The results show that there have been serious weaknesses and difficulties in moral education brought about by internal and external factors. While the former includes those residing in the teachers (e.g., lack of innovations), school system and facilities, curriculum, and teaching-learning process, the latter encompasses such factors as limited support from the (local) government, school committee, and students’ parents, and the socio-culture of the society. This study also reveals the need for the implementation of alternative instructional strategies. In this regard, the study proposes the use of constructivist paradigm in moral education.

Investigating the barriers to technology integration in the Singaporean junior colleges

This survey examines the perceptions of 27 teachers on the barriers to technology integration (pedagogical beliefs, technology beliefs, school level, and system level factors) to support the implementation of interactive-constructive learning activities within constructivist pedagogical approaches to enhance the teaching and learning of mathematics in the Singapore-Cambridge General Certificate of Education Advanced Level course. Several barriers were identified and their possible relationships are discussed with implications to strategies which can help foster an environment that supports teachers' decisions to integrate technology. Further research directions are discussed together with the findings and limitations of the study.

Investigating the barriers to technology integration in the Singaporean junior colleges

This survey examines the perceptions of 27 teachers on the barriers to technology integration (pedagogical beliefs, technology beliefs, school level, and system level factors) to support the implementation of interactive-constructive learning activities within constructivist pedagogical approaches to enhance the teaching and learning of mathematics in the Singapore-Cambridge General Certificate of Education Advanced Level course. Several barriers were identified and their possible relationships are discussed with implications to strategies which can help foster an environment that supports teachers' decisions to integrate technology. Further research directions are discussed together with the findings and limitations of the study.

An Undergraduate Project “For all Seasons”: The pH-Independent Hydrolysis of bis(2,4-dinitrophenyl) Carbonate in Aqueous Solvents

We present an interdisciplinary project (physical- and organic chemistry/spectroscopy) on the kinetics of the pH-independent hydrolysis of bis(2,4-dinitrophenyl) carbonate in mixtures of water and acetonitrile or dimethoxyethane. In order to increase the students' interest in the project, we used the following constructivist teaching approach: we stated the problem (studying the kinetics of ester hydrolysis), and then challenged the students to define an experimental protocol. The students did the experiment and presented their data, namely the dependence of rate constants and activation parameters on water concentration and temperature. We then linked theory to experiment by discussing the mechanistic use of isosbestic points and activation parameters; the determination of the partial kinetic orders with respect to the reactants (ester and water), and emphasized the question of obtaining quality kinetics data. We suggest this project for science students in general, because the experiment is safe, low-cost, and can be used to teach theory.

Green Chemistry in Action: An Undergraduate Experimental Project on the Quantitative Analysis of Bioethanol Blends with Synthetic Gasoline Using Natural Dyes

For the last eighty-five years, bioethanol was used as additive for gasoline in Brazil. Therefore, a project on the quantitative analysis of bioethanol-gasoline blends is timely and important. Using the constructivist approach, we introduced a project on this subject using green dyes, namely β-carotene and chlorophyll, selected by chemistry and pharmacy majors. We organized the project into the following steps: (i) We asked the students to do literature survey on the subject and to suggest natural dye(s) for quantitative analysis of bioethanol-gasoline blends. (ii) We gave a quiz on bioethanol, corrected it, and then discussed their answers in class. (iii) After performing the experiment, the students presented and discussed their data. (iv) The students evaluated the project. Both dyes were suitable for the purpose, and we used the data obtained to teach theory. The students’ evaluation indicated that they liked the constructivist teaching approach; their work in groups; and being a part of decision making of the experimental protocol.

A didactical approach of large-scale electricity generation systems at the elementary school level

This work refers to the organising principles and content of a didactical intervention (addresses to children aged 1 1 -1 2 ) related to the concept of energy on large- scale electricity generation systems (thermoelectric power plants, hydroelectric power plants, wind farms, photovoltaic farms). These organising principles refer to: (a) the structure and the content of school knowledge of the teaching subject where we distinguish for levels of approach: the phenomenological, the technological, the scientific and the environmental level, (b)the constructivist approach of teaching and learning science which is based on the assumptions that children in the age of 1 1 -1 2 years using the linear causal reasoning and the systemic thinking will be able to construct a semi-quantitative energy model that is proper to the description and the explanation of large-scale electricity generation systems, and (c)the pedagogical context based on the practice of problem situations and the socio-cognitive approach of teaching. There will also be presented the didactical aims and some elements of the content of didactical intervention which derive from the basic organising principles above mentioned.

Preferences of Adult E-Learners towards Online Resources

E-Learning offers education at a fraction of a cost in comparison to the cost of enrolling full time for a course. It also provides flexibility to students in terms of choosing their study time and place. Research indicates different factors like computer literacy, learning styles affect student preferences for e-learning. This paper goes a step further to find which learning resources do adult e-learners prefer to learn from, to complete a course successfully. This will aid in adopting an instructional style, which is consistent with their learning style. In addition, the paper aims to find the essential attributes of online learning course that will ensure its success among adult learners. An online questionnaire was sent to e-learners and potential e-learners to find their preferences towards online resources. The data was analysed using frequency distribution and graphical visualization. Some of the findings were that, online and distance education courses are preferred by full time employees who wish to improve their work performance, most e-learners learn by experimenting and feeling, videos are the most preferred resources and they should be long in length, and final assessment should be in the form of MCQ's (Multiple Choice Questions). The study indicates that preferences of the e-learners are consistent with the constructivist approach of teaching. Well-presented and longer videos, adoption of the R2D2 model, rich instructional material, structured content, strong guidance, asynchronous activities, well defined MCQ's, robust student support to prevent dropouts and well tested and bug free technology are the factors that will ensure the success of any online course aimed at the adult e-Learners.