Constructivist Point Research Articles

Beyond Trust: Plagiarism and Truth

Academic misconduct distorts the relationship between scientific practice and the knowledge it produces. The relationship between science and the knowledge it produces is, however, not something universally agreed upon. In this paper I will critically discuss the moral status of an act of research misconduct, namely plagiarism, in the context of different epistemological positions. While from a positivist view of science, plagiarism only influences trust in science but not the content of the scientific corpus, from a constructivist point of view both are at stake. Consequently, I argue that discussions of research misconduct and responsible research ought to be explicitly informed by the authors’ views on the relationship between science and the knowledge it produces.

The Debatable European Future of Turkey: A Constructivist Approach

The accession of Turkey to enter the European Union (EU) is one of the most controversial and long-standing issues, that the EU has ever faced. Its aspirations for joining the EU can be tracked back in the past. The country has implemented many reforms in its economic and political sectors having achieved harmonization of European norms and standards, while the negotiations between the two parts are in process since 2005. However, even today, the county’s incorporation into the EU has not been achieved. Although the country is characterized by highly accepted economic, security and geopolitical significance, many European countries have been opposing Turkey’s goal to join the EU. This tendency has been illustrated not only in many European politicians, elites and officials, but also in the EU public. Their main argument is that a potential Turkish embodiment would undermine the EU societal security, since the country contradicts the EU identity. Taking into consideration the above, the article highlights the necessity for Turkey to undergo a process of securitization. At the same time, instead of the fully Turkish EU membership, eminent European politicians such as the Chancellor of Germany, Angela Merkel and the former President of France, Nicolas Sarkozy have recommended alternatives. The former has advocated a “privileged partnership” which refers to a closer cooperation between the two parts in economical, security, judicial, institutional and visa issues (Icener, 2007: 425). The later has accordingly proposed the Mediterranean Union which also institutes an upgrade cooperation between the two parts (Steunenberg, Petek and Ruth, 2011: 451). The article examines the candidacy of Turkey to join the EU from a constructivist point of view, as it asserts that the rational approaches do not constitute an influential obstacle for the country to be approved by the EU. With no doubts, the Turkish stalemate is totally justified by “the Clash of Civilizations” theory in which Samuel Huntington supports that “the fault lines of civilizations are the battle lines of the future”, in an effort to explain international post-Cold War politics. This case study comprises a strong argument of the critical impact cultural conflicts have on world politics.

추상에서 구체로의 상승을 통한 삼각함수의 재구성

In this article we study a reconstruction of mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete from the pedagogical viewpoint of dialectic. The direction of education is shifting in a way that emphasizes the active constitution of knowledge by the learning subjects from the perspective that knowledge is transferred from the teacher to the student. In mathematics education, active discussions on the construction of mathematical knowledge by learners have been going on since the late 1990s. In Korea, concepts and aspects of constructivism such as operational constructivism, radical constructivism, and social constructivism were introduced. However, examples of practical construction according to the direction of construction of mathematical knowledge are very hard to find. In this study, we discuss the direction of the actual construction of mathematical knowledge and suggest a concrete example of the actual construction of trigonometry knowledge from a constructivist point of view. In particular, we discuss the process of the construction of theoretical knowledge, the ascent from the abstract to the concrete, based on the literature study from the pedagogical viewpoint of dialectic, and show how to construct the mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete. Through this study, it is expected to introduce the new direction and new method of knowledge construction as 'the ascent from the abstract to the concrete', and to present the possibility of applying dialectic concepts to mathematics education.

The exercise pill: should we replace exercise with pharmaceutical means?

New physiological and pharmacological research points to the possibility of a pill that produces the complete physiological effects of exercise. Is replacement of exercise with a pill a good idea? And if so, under what circumstances? To explore answers, I have examined three approaches to the understanding exercise. From a dualist point of view, exercise is explained mechanistically in terms of physiological cause and effect relationships. From this perspective, and in particular for reluctant exercisers, there seems to be no strong argument against the use of a pill. From a phenomenological point of view, exercise is understood from a first person perspective focusing on experiential qualities. It is argued that a pill can never replace the embodied, experiential values of exercising and their potential ethical significance. In other words, the use of a pill is rejected. From a critical social constructivist point of view, exercise is understood as an expression of sociocultural values. Exercise can be a source of both bodily alienation and embodied self-realization and meaning. It is argued that in settings of alienating exercise malpractice, an exercise pill can be a temporary lesser evil approach. It is pointed out, however, that the long-term solution to malpractice is not a pill but a change of practice. In a final section, the possibility of the exercise pill is contextualized in the larger, bio-ethical debate on human enhancement.

Socialización de unidades didácticas para la enseñanza-aprendizaje de enlace químico a estudiantes que cursan asignaturas básicas en educación superior

En esta investigación se socializa un modelo para la planificación de la enseñanza, basado en el diseño de Unidades Didácticas; este instrumento no puede considerarse de validez universal, pero es reproducible, ya que cada dispositivo didáctico aporta un perfil profesional emergente a nivel de educación superior, esto con miras a potenciar la comprensión del tema de Enlace Químico, con la identificación de algunas dificultades que presentan los estudiantes al entender la relación de las propiedades físicas de los compuestos con los Enlaces Químicos, con la complejidad que esto demanda. El tipo de investigación es empírica y se ubica en el enfoque constructivista. El test Enlace Covalente y su estructura, se aplicó como instrumento de diagnóstico a 42 estudiantes de Química y Licenciatura en Ciencias Naturales y Educación ambiental, en formación inicial universitaria en Ciencias Naturales de la Universidad Pedagógica y Tecnológica de Colombia, teniendo como hipótesis: a) nula, las primeras 5 preguntas tendrán un 80% de aciertos; b) alternativa, las primeras cinco preguntas arrojarán un porcentaje de acierto,mayor al 80%; c) la percepción de este tema resulta ser un campo que permite dar explicación a los fenómenos naturales y d) su acertada explicación permite evitar que los estudiantes adapten errores conceptuales y aprendan significativamente.

La place du constructivisme dans des scenarios pédagogiques numériques de la plateforme AESOP en Grèce

This paper aims at reporting on the program of digital educational scenarios which was realized in Greece in 2015 and to search the impact of constructivism in digital scenarios of the mechanical engineering sector of vocational education. Texts and electronic productions that have been prepared by the IEP (Institute of Educational Policy) are taken into account and all the scenarios constructed in the framework of the electronic platform AESOP (Advanced Electronic Scenarios Operating Platform) are analyzed. A frame of criteria concerning constructivist teaching has been put in place and used for the analysis. The principal results indicate that a number of interesting interactive instruments have been used in the scenarios but the constructivist point of view is relatively absent.

Una revisión de tres modelos para enseñar las habilidades de pensamiento en el marco escolar

The development of thinking in the school context is an educational priority that has been recognized by various countries. Considering thinking as a set of skills that can be learnt and taught, this paper delimits four key dimensions of thinking to be promoted at school (metacognition, critical thinking, problem solving and creative thinking), and then discusses some alternative models for teaching them (separate teaching, immersion and infusion). From a constructivist and sociocultural point of view, the infusion model is proposed, and, within this framework, some criteria to teach thinking skills are presented. It is argued that keeping a known and intended action both in the classroom and in the whole system, and an active participation of every subject involved in the process, is necessary in order to develop such a model.

Human Rights and National Security Post 9/11

This article seeks to examine the relationship between human rights and national security within the context of counter-terrorism legislation in the United States following 11 September 2001. Working from a constructivist point of view and using discourse analysis and public-opinion data, I aim to determine whether changes have been made to the right to privacy and the anti-torture norm under the administrations of presidents George W. Bush and Barack Obama.

Kommunikation kring elevens förkunskap som en del av den formativa bedömningen<br>Communication about pupils´ prior knowledge as a part of formative assessment

Communicating pupils´ prior understanding and knowledge is essential when you look upon learning from a constructivist point of view. Formative assessment is an important factor influencing learningand making learning visible for the pupil and the teacher. This qualitative study focuses on how primary school teachers look upon communicating the pupils´ prior understanding and knowledge in the science subjects. The main aim of the study is to clarify class-teachers´ perceptions of communication about pupils´ prior knowledge according to the extent and the form. The semi-structured interviews were conducted in spring 2012. The teachers´ perceptions of communication about the pupils´ prior knowledge can as a result from this study be categorized into four different categories: 1. A structured control considering both the students and the teacher’s awareness. 2. A discussion about the upcoming theme. 3. The teacher feels that he or she is aware of the knowledge level without communication. 4. Avoidance of discussion and control because the teacher feels unsecure about his or her own subject knowledge. The research implies that because teaching science in very heterogeneous classes can be challenging the teachers seem to need more knowledge about how to improve the quality of formative assessment. Further, they need more knowledge about what benefits you as a teacher and the pupils get from using formative assessment.

Filozofia zmiany — zmiana w filozofii? Uwagi o nie-dualizującej filozofii Josefa Mitterera

The present paper is aimed at a short presentation of the non-dualizing way of speaking formulated by Josef Mitterer, the Austrian philosopher. In the first part I focus on metaphilosophical conception of the non-dualism which is assumed as alternative for the dualizing way of speaking (dominating not only in the philosophical discourses but also in ordinary acts of speech). According to the from-object-cognition (which is understood as the option for traditional epistemology directed towards the object), there is no distinction between object and description. Thus, in the non-dualizing way of speaking, one speaks from the object, not about the object. This is impossible to present the object without a rudimentary description. As a consequence, the discourses are directed towards the change, not toward the truth (which is understood as the aim of the dualizng discourses). In the second part of the paper there is a short critique of Mitterer’s analyses, especially the notion of contingency and the notion of description. Assuming that one can formulate any kind of description from the object, Mitterer reaches the idea of anything goes which is unacceptable also from constructivist point of view (S. Fish’s notions, especially institutional nesting, are used in order to provide more acceptable solution: our conceptions are always based on pre-understandings and conventions). The notion of description, the central point of Mitterer’s deliberations, is involved in dualizing and this seems not to be the best way to present the different way of speaking.

Rethinking early school transitions as social transactions

<p><em><span style="font-size: medium;">The purpose of the study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and to offer an in-depth description of their transition experiences and perspectives. The overall transitions were investigated and variables such as stress, stressors, emotions, coping and life skills were included. A case study research design was used and the research was conducted from an interpretivist and social constructivist point of view. The primary participants were two monozygotic boys within a twinship, their mother, their Grade R, Grade 1 and Grade 2 teachers.</span></em><em><span style="font-size: medium;"> The findings suggest, that the transition was predominantly uncomplicated from Grade R through to Grade 2, and secondly, that the transition to Grade 2, was more stressful than their transition to Grade 1. The findings also indicated that although the life skills that were taught by the researchers helped them to cope with negative stressors, their overall support structures were probably the most important factors in easing their transitions from Grade R through to Grade 2. The life skills learned, mostly helped the two children to deal effectively with bullies, to contract and maintain satisfying friendships, and to control their personal emotions.</span></em></p>

Proceso de reconocimiento del alumno problema como legítimo otro de escuelas vulnerables

Esta investigación tiene por objetivo analizar, desde la perspectiva de los profesores, las contradicciones y tensiones que surgen en el encuentro entre alumnos vulnerables y la cultura oficial de la escuela. Los sujetos de esta investigación cualitativa, de inspiración fenomenológica, son ocho profesores de enseñanza básica de establecimientos educativos municipales y privados subvencionados de la Región del Bio-Bio, Chile. Las percepciones de los profesores entrevistados dan claras indicaciones de un complejo tránsito desde la no aceptación y rechazo de los estudiantes hasta su aceptación como legítimos otros. Los resultados alcanzados demuestran que la co-construcción del conocimiento, deseable desde el punto de vista constructivista del aprendizaje, sólo es lograda cuando los docentes alcanzan el estadio de aceptación de sus estudiantes como legítimos otros.

Wittengstein’s <i>Language Games</i> and <i>Forms of Life</i><i> </i>from a Social Constructivist Point of View

In this paper our main objective is to interpret the major concepts in Wittgenstein’s philosophy of mathematics, in particular, language games and forms of life, from a social constructivist point of view in an attempt to show that this philosophy is still very relevant in the way mathematics is being taught and practiced today. We start out with a brief discussion of radical constructivism followed by a rudimentary analysis of the basic tenets of social constructivism, the final blow against absolutism – the soulless landmark of mathematics as often construed by the uninitiated. We observe that, the social constructivist epistemology of mathematics reinstates mathematics, and rightfully so, as “…a branch of knowledge which is indissolubly connected with other knowledge, through the web of language” (Ernest 1999), and portrays mathematical knowledge as a process that should be considered in conjunction with its historical origins and within a social context. Consequently, like any other form of knowledge based on human opinion or judgment, mathematical knowledge has the possibility of losing its truth or necessity, as well. In the third section we discuss the main points expounded in Wittgenstein’s two books, Tractatus Logico-Philosophicus and Philosophical Investigations, as well as in his “middle period” that is characterized by such works as Philosophical Remarks, Philosophical Grammar, and Remarks on the Foundations of Mathematics. We then briefly introduce the two main concepts in Wittgenstein’s philosophy that will be used in this paper: forms of life and language games. In the fifth and final section, we emphasize the connections between social constructivism and Wittgenstein’s philosophy of mathematics. Indeed, we argue that the apparent certainty and objectivity of mathematical knowledge, to paraphrase Ernest (Ernest 1998), rest on natural language. Moreover, mathematical symbolism is a refinement and extension of written language: the rules of logic which permeate the use of natural language afford the foundation upon which the objectivity of mathematics rests. Mathematical truths arise from the definitional truths of natural language, and are acquired by social interaction. Mathematical certainty rests on socially accepted rules of discourse embedded in our forms of life, a concept introduced by Wittgenstein (Wittgenstein, 1956).We argue that the social constructivist epistemology draws on Wittgenstein’s (1956) account of mathematical certainty as based on linguistic rules of use and forms of life, and Lakatos’ (1976) account of the social negotiation of mathematical concepts, results, and theories.

Lebewesen verstehen

Abstract Artefacts are made whereas living entities generate themselves: the extent to which this distinction seems obvious is the extent to which it tends to transform the relation between living entities on the one hand and artefacts on the other into a contradiction, a tendency which in consequence conceals the intricate dialectics between φύσις and τέχνη. The aim of this paper is to develop the dialectical relations between life - in terms of living entities - and artefacts from a constructivist point of view. The explication of the functionalistic structure of an Aristotelian concept leads to a constructivist reconstruction of the epistemic relation between living entities and artefacts on the one hand and living entities and organisms on the other hand. The resulting argumentation avoids some restrictions of Aristotelian approaches as well as of their modern counterpart (i. e. synthetic biology).

El impacto de la cooperación estructurada permanente (CEP) sobre la comunidad de seguridad europea

It is clear from the conclusions of the European Council on 19 and 20 December 2013, that the issue of defense has regained prominence within the European integration process. The EU is facing a new strategic environment where cooperation is fundamental in this process and where the PEC mechanism has several important elements to provide. The objective of this article is on one hand, to analyze why and how the PEC is presented as a dynamic element for the CSDP itself, and on the other hand, to show from a constructivist point of view, how the PEC can help in the creation of a “European security community. All this will facilitate a better understanding on how the CSDP can be presented, from a political point of view, as a tool to improve the process of European integration, more than as an instrument to enhance national military capabilities of the EU Member States.

Medical Student Introduction to ‘Patient Centred Healthcare' Through a ‘Constructivist' Learning Session in Cardiology

To compare constructivist and traditional power point teaching modalities in a cardiology workshop for medical undergraduates. The purpose of introducing the constructivist method was to activate the cognitive domain of the students and promote self learning. A cross sectional qualitative and quantitative study was planned on hundred, second and third professional medical students (III to IX semester) who were screened to participate. Topics discussed with the constructivist method were clinical case discussion, basic and advanced cardiac life support, electrocardiography, and community cardiology. The traditional power point method topics discussed were cardiac surgeries, paediatric cardiology and advanced diagnostic cardiology. Assessment on feedback of the students and interpretation of the interviews of medical educators, students and patients and grading of lectures from 0-10 was undertaken. Seventy two percent liked the active participation of students in the constructivist method of teaching. Seventy two percent of the participants found power point presentations as monotonous and no different from the usual didactic lectures conducted in the class room teaching. There was an up gradation of scores after the teaching sessions for clinical case discussion, ECG, BLS/ACLS and cardiac surgeries. The medical educators also found the constructivist method of teaching more practical. Constructivist method of teaching may be regarded as a new better way of teaching medical students as it considers the students as adult learners and promotes self learning.

Tesis de la carga teórica de la observación y constructivismo

The Thesis of Theory-Laden [TTL] holds that is not possible a neutral observation. From this thesis, some philosophers have inferred that the facts, i.e., the subject’s independent reality, do not exist or that they are social constructions only. The aim of this paper is assess if TTL necessarily implies a constructivist point of view or if, conversely, we can still speak about the reality. In order to do this, we will clarify these terms: “the theoryladenness of observation” and “constructivism”. Then, we will argue that although TTL is possible, we are not committed to constructivism, and on the contrary, TTL can be an interesting frame to the realistic thesis. Finally, we will point out the impact this had has when evaluating many epistemological proposals.

El portafolio: la evaluación de su aplicación en la enseñanza de medicina por competencias. Facultad de Medicina de Matamoros, UAT

IntroductionThe new educational policies, with the need to achieve their goals and objectives have given the responsibility to the professors in order to realize the whole teaching-learning process. Trying multiple ways to achieve the learning process and knowing its quality, we have procedures and instruments like portfolio. From a constructivist point of view and with competency model the portfolio has become a versatile and modern teaching tool that has been implemented at the Faculty of Medicine, Matamoros, UAT; then the main question emerge: What has been the impact in the quality of education in the Surgeon Program at the Faculty of Medicine, Matamoros, UAT, using the portfolio as a teaching tool? ObjectiveKnowing the advantages of portfolio as a support system for study strategies throw organization, documentation and the use of homework, investigations and personal advances. Material and methods: This research was quantitative, prospective, exploratory with homogeneous nonrandom purposive sampling, 90 students participated, 57 females and 43 males, age rank 18-27 years old, they were students of Medical-Surgical Propaedeutics Courses I and II (August to December 2012). Instruments: Evaluative questionnaire Likert type self-applyied. ResultsWe used SPSS program, version for statistical analysis, and the results show that those students with self-directed studying recommend the use of the portfolio to other subjects. Conclusion: With respect to learning, with the use of portfolio we got very favorable results and as for the evaluation of medical competency, with the application of portfolio, students were achieved in the three domains of general competence profile for the Mexican General Practitioner being: 1) The general medical care, 2) the methodological and instrumental capacity in science and humanities and 3) the domain of the scientific basis of medicine. So consider recommending the portfolio for the medical career.

Représentation et théorie : une analyse critique du point de vue constructiviste

De nombreux didacticiens des sciences contemporains estiment qu’un apprentissage réussi implique une « transformation des représentations » de l’élève. Cet article se propose de montrer, en utilisant des analyses issues de l’épistémologie poppérienne, que ce point de vue repose sur une confusion : confusion entre, d’une part, les effets psychologiques qui résultent parfois de l’appropriation d’une connaissance scientifique et, d’autre part, le travail intellectuel par lequel cette appropriation s’effectue. Selon Karl Popper, en effet, le processus par lequel nous parvenons à connaître un objet intellectuel, telle qu’une théorie scientifique, s’apparente à celui par lequel nous apprenons à connaitre un objet physique quelconque. Il consiste essentiellement dans l’acquisition progressive d’une forme de familiarité opératoire avec un « objet du monde 3 » et n’implique en lui-même aucun bouleversement mental soudain, aucun modification interne de nos « représentations ».

PROFIL PENGETAHUAN AWAL (PRIOR KNOWLEDGE) SISWA SMP TENTANG KONSEP KEMAGNETAN

According to constructivist point of view, learning outcomes depend not only on the learning environment but also on the prior knowledge of the learner. Learning involves the construction of meaning. Construction of meaning is to a large extent influenced by our prior knowledge.The purpose of this research is to recognize the junior highschool students prior knowledge on magnetism concept. The subject of this research are eight graders student at one of the state junior highschool in Bandung.Purposive non-random sampling is the technique of this research sampling. Students prior knowledge derived by interview about instances and interview about events technique. The result of interview in the form of audio recording and field notes were analyze and concluded in narration form of three different topic, which is magnetism, electromagnetism, and electromagnetism induction. Students prior knowledge on magnetic vary in aspect of compliance towards scientific concepts also the speciousnes and deepens of the knowledge which they will learn formally in school. The level of conformity of students prior knowledge could be in the different stage, which is close to right or relatively same, may be not in the proper understanding, or even in the stage of scientifically out of context. Furthermore, students knowledge speciousnes and deepens which will learn by student preceded by unawareness, doubtfulness, limited knowledge, and fully knowing. In conclusion, student prior knowledge information showed that is important to know how is our students level of knowledge before the teaching and learning process, so that we can planning the learning process as an active process of student knowledge construction, which teacher as a learning mediator and facilitator. Keywords : learning outcomes, prior knowledge, construction of meaning