Constructivist Theory Research Articles

Research on the effect of mixed teaching strategies on students' ambidextrous innovation

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.

Exploring the Impact of Songs in EFL Teaching Across Age Groups: Perspectives from Vietnamese EFL Lecturers

This study investigates the effectiveness of using songs in English as a Foreign Language (EFL) teaching from the perspectives of Vietnamese EFL lecturers, focusing on identifying the most beneficial age group among young learners, teenagers, and adult learners. Employing a qualitative research design, the study conducted semi-structured interviews with nine EFL teachers from two educational institutions in Vietnam, representing a range of experience levels from novice to near-end career. The data were analyzed using thematic analysis, guided by Constructivist and Socio-cultural theories of learning. The findings revealed that the application and perceived effectiveness of songs varied significantly across different age groups and teacher experience levels. Songs were universally recognized as beneficial in EFL teaching, but their implementation and impact differed, with novice teachers focusing on engagement, mid-career teachers on cultural and linguistic nuances, and near-end career teachers on a holistic language experience. The study found that songs are highly effective with young learners, need careful selection for teenagers, and should be thematically rich for adult learners. These insights have implications for EFL practitioners, curriculum designers, and policymakers, suggesting the need for tailored song-based activities and professional development for teachers.

China-Malaysia Relations and the Belt and Road Initiative: An analysis based on Constructivist Theory

China-Malaysia relations have a long history. At present, benefiting from the solid foundation laid by China and Malaysia, the Belt and Road Initiative has achieved remarkable results, from which both countries have gained. Starting from the background of the Belt and Road Initiative, this paper explores the development of China-Malaysia relations through the view of constructivist theory by reviewing and analysing cases of cooperation outcomes between China and Malaysia in the fields of politics, economy, and culture, and finds that cultural exchanges are indispensable to the advancement of the bilateral relationship between China and Malaysia.

Research on Electrotechnics Teaching Based on BOPPPS Teaching Mode

Electrotechnics has the characteristics of strong abstraction and comprehensiveness. In the current teaching, many teachers have the problems of single teaching method and insufficient design of teaching links, and students' enthusiasm for classroom participation are also weak. This is due to the unclear role of teachers in the teaching process and the lack of timely and effective feedback from students in the learning process. In this paper, BOPPPS teaching mode is applied to the teaching of electrotechnics. It follows the student-centered principle and is designed based on constructivist learning theory. This teaching method is highly implementable and interactive. If teachers apply this new teaching method, they can make the teaching of electrical engineering more diversified, and the number of students' participation becomes more. This paper also combines the electrical engineering course with the BOPPPS teaching mode to analyze the strategy in stages in order to improve the teaching quality of the course.

Exploring Interactive Roles in the Communication Through Drama Online Classroom in Universiti Teknologi MARA, Malaysia

This qualitative study aims to identify and categorize interactive roles within a Malaysian tertiary drama classroom. It examines the impact of virtual interaction on students' language learning experiences when using drama to improve communication. Employing focus group discussions as the primary data collection method, this research involves 20 undergraduates enrolled in the Communication Through Drama (EPC522) course offered under the LG240 program, i.e., the Bachelor of Applied Language Studies-English for Professional Communication (Hons) in Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. The study is based on the Social Constructivist theory by Vygotsky (1962, 1978) and the Visible Thinking (VT) approach identified by Ritchhart (2006) as part of Project Zero (PZ) at Harvard University. Online platforms and tools utilized for interactive drama activities are specified in the study. The findings reveal the challenges faced in completing drama activities online and demonstrate that the implementation of VT routines enhances students' interactive roles and communication skills. Despite the challenges, students embraced this new educational experience that fosters a more interactive and student-centered environment. The implications of these findings for language education and drama pedagogy in Malaysia are discussed.

Human Rights and the Refugee Crisis

Purpose: This study sought to explore human rights and the refugee crisis. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to human rights and the refugee crisis. Preliminary empirical review revealed that significant gaps remained in the protection of refugee rights despite existing international frameworks and policies. It found that refugees frequently faced inadequate living conditions, limited access to essential services, and insufficient integration opportunities. The research also highlighted the growing impact of environmental factors, such as climate change, on displacement, revealing that current policies often failed to address these emerging challenges effectively. The study emphasized the need for a more integrated approach that combines immediate humanitarian relief with long-term strategies to enhance both protection and integration for refugees. Unique Contribution to Theory, Practice and Policy: The Human Rights Theory, Realist Theory in International Relations and the Constructivist Theory in International Relations may be used to anchor future studies on the refugee crisis. The study recommended several key actions to improve the response to the refugee crisis. It suggested enhancing international collaboration and coordination among various stakeholders to ensure more effective aid delivery. It also emphasized the need to incorporate environmental considerations into refugee policies and strengthen legal frameworks to better protect refugee rights. Additionally, the study advocated for improved access to essential services, community-based integration approaches, support for advocacy and capacity building, and long-term planning to ensure sustainable and effective responses to the refugee crisis.

Professional Learning in the International Baccalaureate Diploma Programme

The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

Constructing knowledge: the role of AI in medical learning.

The integration of large language models (LLMs) like ChatGPT into medical education presents potential benefits and challenges. These technologies, aligned with constructivist learning theories, could potentially enhance critical thinking and problem-solving through inquiry-based learning environments. However, the actual impact on educational outcomes and the effectiveness of these tools in fostering learning require further empirical study. This technological shift necessitates a reevaluation of curriculum design and the development of new assessment methodologies to measure its effects accurately. Additionally, the use of LLMs introduces significant ethical concerns, particularly in addressing inherent AI biases to ensure equitable educational access. LLMs may also help reduce global disparities in medical education by providing broader access to contemporary medical knowledge and practices, though their deployment must be managed carefully to truly support the training of competent, ethical medical professionals.

Exploratory study of reciprocal parenting scale: based on social constructivist theory

Exploratory study of reciprocal parenting scale: based on social constructivist theory

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

Representation of Turkish Identity and Norms in the Media: 2020 Karabakh War

The Nagorno-Karabakh issue between Azerbaijan and Armenia became one of the most critical agenda items in the international community again in 2020, resulting in thousands of casualties from both countries due to the conflicts. This study discusses Türkiye’s attitude towards the 2020 Karabakh War in the context of international relations, based on the constructivist theory. It focuses on explaining how the country’s national identity, as well as the international norms it adheres to, played a decisive role in its current foreign policy implementation. To do this, news articles related to the 2020 Karabakh War were gathered from Turkish and Azerbaijani news portals and subjected to content analysis. The analysis findings revealed that both Turkish and Azerbaijani media heavily emphasized messages related to shared identities and norms that play a significant role in shaping the perception and identities of the parties involved in the conflict. Furthermore, the media depicted the war as a matter of national identity and sovereignty.

Testing the Construct Validity and Reliability of the Student Learning Motivation Scale Using Confirmatory Factor Analysis (CFA)

Constructivist learning environments are created by utilizing constructivist theory to raise teaching standards and motivate students to learn more. The low level of student motivation in the learning process is caused by several problems that occur. Thus, learning motivation is very important in the progress of learning, namely to encourage enthusiasm during the learning process. This research aims to measure students' learning motivation. The sample for this research was fourth grade elementary school students. This research uses a quantitative approach designed using measuring instruments in the form of questionnaires. The results of the research show that these four aspects are: the desire and desire to succeed, the appreciation for learning, the desire to be interested in learning, and optimism. There is one indicator that does not meet the criteria, namely the reward aspect of learning. Therefore, the three aspects that have been described are proven to meet the criteria of goodness of fit, validity and construct reliability. Therefore, the scale developed is suitable for use in collecting data to measure student learning motivation.

STRATEGIC CULTURE OF SAUDI ARABIA

The publication analyses the impact of Saudi Arabia’s strategic culture on the formation of its foreign policy. The relevance of the topic is connected to the growing challenges in the field of international security associated with the full-scale invasion of Ukraine by the Russian Federation, which has demonstrated fundamental changes in the modern system of international relations with a tendency towards multipolarity with mega-centres of power. Within the Middle East international political space, the Kingdom of Saudi Arabia may become such a centre of power, one of the national interests of which is the desire to gain regional leadership. The article analyses the theoretical foundations of the concept of strategic culture and extrapolates these conclusions to the study of the attitude of the Saudi political elite to the use of force, as well as the tools for preventing and combating potential risks and threats to national security. Thus, through the prism of constructivism theory, the article outlines each of the main components of Saudi Arabia’s strategic culture, namely: the role of the country’’s strategically important geographical location, historical retrospective of the state’s formation, analysis of the perception of threats and tools for overcoming them, the state’s attitude to its enemies and allies in the international arena, and the factor of «soft power”.It is determined that the strategic culture of the Kingdom of Saudi Arabia is based on a high level of sensitivity to internal and external threats, which is the reason for the active militaristic policy of the state, rivalry for regional dominance with Iran and development of strategic relations with a strong ally, which historically has been the United States of America. At the same time, it should be noted that in order to achieve national interests in the turbulent international security environment, Saudi Arabia actively uses the soft power factor, which has a direct correlation with its national identity as an Islamic state.

Influence of a rural Longitudinal Integrated Clerkship on medical graduates’ geographic and specialty decisions: a constructivist grounded theory study

BackgroundLike many countries, Australia is suffering from a longstanding and persistent medical workforce maldistribution with fewer doctors per capita in rural locations and a trend towards sub-specialisation. Longitudinal Integrated Clerkships (LIC), a medical education model, are more likely than other clerkship models to produce graduates who work rurally, in communities of increasing remoteness and in primary care. While this quantitative data is essential, there has been a dearth of program-specific evidence explaining this phenomenon.MethodsTo address this knowledge gap, a constructivist qualitative grounded theory approach was employed to identify how the Deakin University comprehensive rural LIC influences graduates’ (2011–2020) career decisions in terms of both medical specialty and geographic practice location.ResultsThirty-nine graduates participated in qualitative interviews. The Rural LIC Career Decision Making Framework was developed, postulating that an alignment of personal and program factors under the central concept of ‘choosing to participate’ can influence graduates’ geographic and specialist career decisions, both individually and symbiotically. Once embedded in the clerkship, participation was augmented by the concepts of learning design affordance and learning in place, providing the participants with longitudinal opportunities to experience and compare medical disciplines in an integrated manner.ConclusionsThe developed framework presents contextual elements of the program that were deemed influential on graduates’ subsequent career decisions. The alignment of these elements with the program’s mission statement has the capacity to enhance the program’s rural workforce goals. Regardless of graduates’ willingness to participate in the program, a transformation occurred. Transformation occurs through reflection, either challenging or confirming the graduate’s pre-conceived ideas about career decisions and in turn influencing professional identity formation.

De-anthropocentrification now: a call for problematizing revisions of human-animal positions in social thought

This article adds to an evolving literature arguing for revised human-animal positions in social thought. It elaborates on how writings fundamental to the modern human world ought to be problematized for their anthropocentric assumptions. It offers a way forward for approaching such “de-anthropocentrification” methodologically, and for the social sciences to thereby adjust their impact for sustainable futures. An implicit debate about the applicability of social constructionist theory to nonhuman animals provides an exemplary case to highlight the need for this turn in social thought. The article thus argues for the grand theory of social constructionism being applicable to a wide range of nonhuman animals too, and how this could have extensive consequences for embedding human abilities and experiences in a wider cosmos of social life and its unfolding.

“Standard” Appearance and “Accentless” Speech: How Performance Neutrality Limits Diversity in Broadcast News

Scholars commonly reference journalistic neutrality, but not in the context of self-presentation. This study examines how journalists feel compelled to demonstrate neutrality through their performance of self. Through in-depth interviews ( n = 57) with broadcast journalists and those who shape their on-air presentation, I explore the construct of performance neutrality, identifying dimensions related to speech, appearance, and demeanor. Journalists negotiated expectations of performance neutrality by conforming to—and in some cases challenging—restrictive institutionalized norms. Drawing on social constructionism theory and the notion of White normativity, I argue that neutrality is a false ideal that upholds the status quo and limits diversity in broadcast journalism.

The Application of CTI Teaching Model in High School Mathematics teaching

CTI teaching mode is a kind of teaching mode based on constructivism theory and successful intelligence theory to develop students' core literacy, and its core is to develop students' core literacy in the process of knowledge exploration, construction and application. Based on the introduction of CTI teaching mode, this paper takes the knowledge of " arithmetic progression" as the carrier, and applies CTI teaching mode to high school mathematics teaching, in order to provide reference for the utilization of CTI teaching mode in high school mathematics teaching.

Engagement of science process skills for teaching science concepts in early childhood

This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey.

Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.

Vygotsky's social constructivist theory and its impact on developing the skills of students in the Art Education Department With layout and colors

Vygotsky's social constructivist theory and its impact on developing the skills of students in the Art Education Department With layout and colors