Constructivist View Of Learning Research Articles

Teaching and learning lifestyle medicine during COVID-19: how has living during a pandemic influenced students’ understanding and attitudes to self-care and population health? A qualitative analysis

BackgroundIn 2019 a new Lifestyle Medicine (LM) module was introduced to the undergraduate medical curriculum at Imperial College London. Lifestyle Medicine is an emergent discipline which aims to tackle the increasing burden of non-communicable disease. Previous work has suggested that students value clinical teaching over traditional Public Health topics. Taking a constructivist view of learning, this paper assesses changes in medical students’ attitudes towards Public Health and LM in response to living through a pandemic. We then make suggestions as to how this lived experience might be useful in teaching LM, and discuss the interaction between teaching, behaviour, and experience with consideration of self-determination theories in learning.MethodsFirst-year medical students were surveyed at the end of their first year of teaching and asked if living during the COVID-19 pandemic had changed the value they place on LM and if so, how. Thematic analysis was conducted on responses representing 71% (n = 216) of the year group.ResultsFour themes were defined in the data: acknowledging importance; impact on behaviour; health inequalities and the wider determinants; and promoting Public Health and prevention. These themes highlight the distinct levels through which the pandemic has had an impact: from personal behaviour to population health.ConclusionsThis is the first study to look at the impact of living through a pandemic on attitudes to LM. Our results suggest that the pandemic has led to increased reflection on health behaviours. The lived-experience of COVID-19 may facilitate a better understanding of health inequalities and their impact, alongside the opportunities presented by effective LM interventions.

Coach Developers as ‘Facilitators of Learning’ in a Large-Scale Coach Education Programme: One Actor in a Complex System

The Canadian National Coaching Certification Program (NCCP) redesigned its coaching education programmes to utilise a learner-centred, problem-based approach. The purpose of this paper is to document the design, delivery, and subjective assessment of this large-scale coach education programme through the perspectives of the different actors, with a special focus on the coach developers (CDs) as an essential and important group within the coach education system. A constructivist view of learning, supported by the work of Jennifer Moon on the impact of short courses and workshops, guided this work. Part 1 of the results provides an overview of the studies conducted on the revised NCCP. Part 2 examines the perspectives of 26 CDs concerning their training and experiences delivering the redesigned NCCP. Conclusions include the importance of considering the cognitive structures of the CDs and coach learners; issues related to covering the module content versus addressing coaches’ learning needs; ensuring adequate time for questions and reflection to enable deep learning; specific training for CDs to support post-workshop learning; and the importance of taking a systems approach to coach development that considers all the actors involved in a national programme being delivered at the provincial/territorial or sport organisational level.

Research review on coaches' perceptions regarding the teaching strategies experienced in coach education programs

Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.

A qualitative analysis of context-aware ubiquitous learning environments using Bluetooth beacons

ABSTRACTThe use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments.

“Inspire me” - High-ability students’ perceptions of school science

A decline in the number of students opting to study science in high school is a matter of international concern, particularly in relation to students who demonstrate high academic ability in science. These high-ability students have the potential to be the innovators and leaders of the future. There is a paucity of research that provides insight into how schools address the motivational and learning needs of high-ability science students. Underpinned by a constructivist view of learning, this exploratory case study research used student questionnaires and focus group interviews to explore students’ views about their learning experiences in science. It investigated high-ability students’ perceptions of how their needs were being met. Findings indicate that these students generally experienced a wide range of teaching approaches across all science disciplines. Learning was mostly limited to science content and procedures with little evidence of students learning about how science works through Nature of Science.

Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: a qualitative study

ABSTRACTIn recent decades, a constructivist view of learning has triggered a change in teaching-learning environments (TLEs). Teacher-centred TLEs have been replaced by student-centred ones where the teachers’ approaches to teaching are more learning- than content-focused. Previous research exploring the relationship between student-centred TLEs and the quality of learning has shown contradictory results. Previous studies also indicate that various elements of TLEs may influence students’ learning. This study explored course-level types of elements, enhancing or hindering, related to TLEs, which the course students described. The TLEs of the courses varied because the teachers adopted different types of approaches to teaching. The data for this study were collected through semi-structured interviews with undergraduate students (N = 33) from three compulsory courses. The interviews were designed so that students could describe their perceptions of the course as well as their learning experiences and processes. The data were analysed using qualitative content analysis. The results revealed that when the teacher employed a consonant learning-focused approach to teaching, the students perceived almost all elements of the TLE as enhancing. When the teacher’s approach to teaching was identified as dissonant, the students perceived several elements of the TLE as hindering. This study revealed that inclusion of student-activating teaching-learning activities is important when designing TLEs, but that it is also crucial to design elements which guide and structure students’ learning.Abbreviation: TLE: teaching-learning environment

Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms

Abstract As the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

The first step to incorporate intercultural competence into a given translation curriculum: a micro-level survey of students’ learning needs

ABSTRACTBased on the constructivist view of learning and needs-based philosophy of education, this research aims at analysing students’ learning needs in six intercultural competence (IC) components at classroom level to inform course design. Fifty-four participants contributed to data collection by completing two online questionnaires. Results showed that the participants rated all IC components as highly important, that they had moderate to medium-high levels of competence in some IC components and low levels of competence in others, and that they had preferences for some course materials, instructional methods and assessment formats over others. Pedagogical implications for IC course design were then discussed. Some results of this micro-level survey in a non-EU context are similar to those of PICT’s EU-based macro-level survey, confirming the universal value of the PICT’s contributions in guiding IC course design. The two surveys also show a divergence, highlighting the necessity of considering the particularities of local contexts in course design and adapting the PICT products to serve local needs. As an initial attempt to illustrate the integration of IC into a given translation programme, this study may shed light on the use of micro-level learning needs analysis in IC course or module design in various teaching contexts.

The LAB studio model: enhancing entrepreneurship skills in higher education

Entrepreneurship is increasingly being included as a component in higher education and training curriculum internationally. This paper introduces a multidisciplinary studio model, called LAB studio model, for higher education established at the Oulu University of Applied Sciences (OUAS) in Finland. This LAB studio model is theoretically grounded in a constructivist view of learning with problem-based education at its core and draws from traditional studio models for training (Schon, 1987). Furthermore, the model merges work-life experience with studio training in a multidisciplinary and multi-professional environment. Using the categories outlined by Bull et al. (2013), this paper compares existing studio training models with the LAB studio model. This comparison suggests that the LAB studio model is more closely aligned with industry needs and work place reality, in contrast to existing studio models, because it focuses on instruction in a competitive structure; integrates experienced professionals and coaches from the industry; includes problems or ideas from industry; and builds multidisciplinary project teams. Overall, it is suggested that the LAB studio model holds promise to more fully integrate entrepreneurial competences in contrast to existing training models. Further research is currently being conducted to explore this hypothesis.

Thai Pre-service Chemistry Teachers’ Constructivist Teaching Performances

The aim of this study was to investigate Thai pre-service chemistry teachers’ performances in their class based on the lens of constructivist learning environment. Methodology regarded interpretive paradigm. Participants included four pre-services chemistry teachers who taught Grade 10, 11 and 12 students. Pre-services chemistry teachers’ constructivist teaching were observed for one month. After the class, each of them was interviewed to explore their understanding of constructivist view of learning and their approaches to apply constructivist issues in their classes. Their constructivist teaching performance were interpreted based on the framework of the constructivist learning environment survey (CLES) originally developed by Taylor & Fraser (1991). The CLES provided five dimensions of constructivist learning environment including Personal Relevance (PR), Student Negotiation (SN), Shared Control (SC), Critical Voice (CV), and Uncertainty (UN). The findings indicated that there were rarely appearances of constructivist classroom learning environment in these 4 pre-services chemistry teachers. Mean of rating on CLES for four classrooms revealed that four dimensions of CLES (PR, SN, SC, and UN) were evaluated in level of sometimes. Only critical voice (CV) had mean of rating scale in level of often. The interviewing also suggested that 4 pre-service chemistry teachers were not aware of dimensions of constructivist learning environment. It seemed that they could not integrate knowledge of chemistry, pedagogy, and student and school context for their constructivist teaching. This study may have implications for enhancing constructivist teaching for Thai pre-service teacher program. DOI: 10.5901/mjss.2015.v6n4s3p223

Constructivism in Music Education

Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what it might or might not mean to take a constructivist teaching stance in the music classroom. Building on constructivism as a theory of learning, I revisit its principles and their implications for our work with learners, the nature of knowledge, and the musics and musical experiences we bring into our classrooms. Further, I consider how constructivism has informed music education reform efforts. Throughout, I discuss ways in which a constructivist view of learning and teaching might better inform our professional practice by finding a balance between progressive and traditional views of music education. Through this, we can find a constructivist view that is more resonant with music educators.

A Constructivist, Modeling Methodology for the Design of Educational Card Games

This paper presents a specific modeling methodology for the creation of educational card games. This methodology is based on the creation of the following three models: (a) the model of the subject matter; including all aspects of the learning subject in question, (b) the learners’ model; including learners’ non scientific conceptions about the aforementioned learning subject, and (c) the learning model; consisting of an appropriate learning strategy for the learning of the subject in question through card-game play, taking into account basic social and constructivist views of learning in combination with as well as key structural characteristics of games which can contribute to players’ engagement. Based on the aforementioned methodology, the design of various types of cards is proposed.

Learner-instructor similarity: a social attribution approach to learning

Purpose– The purpose of this paper is to test a model in which instructor’s attributes (i.e. personality, age) are specified as social stimuli. Drawing on a constructivist view of learning (Palincsar, 1998) and similarity-attraction paradigm (Byrne, 1971), the authors hypothesize that instructor’s attributes influence learners’ reactions and dictate key attributions for learning: instructor’s competence and goodwill. The authors place these attributions as antecedents of learning results.Design/methodology/approach– In a quasi-experimental design, undergraduate business students (n=133) participated in a training program of managerial skills over a three-week period. Regression and path analyses were utilized in testing the hypothesized model.Findings– Results provide partial support to the hypothesized model and suggest that learning is a social event wherein learners’ attributions play a key role. Results also indicate that learner-instructor similarity in personality is an important antecedent of learners’ social reactions. The authors discuss how instructor’s attributes become social stimuli.Practical implications– The authors address why the instructor’s personality might be more consequential for learning than his/her demographic attributes. Also, the authors discuss why the manipulation of learners’ attributions might be considered an appropriate pedagogical strategy.Originality/value– Scholars primarily considered learners’ traits (e.g. IQ) and educational practices (e.g. teaching style) in explaining learning results. This emphasis has neglected analysis of the social role of instructors. This study contributes by examining how instructors induce social reactions on learners with significant repercussions for learning.

Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?

In this self-study, the author reflects on her implementation of empathetic, critical integrations of multiple perspectives (ECI), which she designed to afford preservice teachers the opportunity to discuss and collectively reflect upon the oft-diverging multiple perspectives, values, and practices they experience during their practicum (Daniel, 2014; Grossman, Smagorinsky, & Valencia, 1999; Thompson, Windschitl, & Braaten, 2013; Zeichner, 2010). Because candidates can experience conflicting values in practicums, such as the use of transmission-based pedagogy versus constructivist views of learning (Anderson & Stillman, 2010), they need support and opportunities to talk about how they navigate these contradictory goals and visions of effective instruction. The author found that ECIs help candidates to participate in building connections between university-based and practicum-based learning experiences in teacher education, a problem that Zeichner (2010) has suggested teacher educators remedy. Results of this self-study led the author to a new goal of cultivating responsiveness at two levels—(1) in her own responsiveness with candidates, and (2) in her abilities to cultivate candidates’ responsiveness with ELLs.

The Importance of Learning Philosophies on Technology Selection in Education

Educators are often overcome by the daily concerns of the classroom so they tend to focus on what has worked in the past. It seems a luxury to take the time to ask the more fundamental question: what is learning? Yet this question lies at the fore of our profession and defines our choice of teaching methods. It has become a truism that social interaction is essential to the educational process. Furthermore, the ubiquity of technology, with its capabilities and its hold on users, has generated endless suppositions about its potential in education. We are told that technology is transforming education. However, at the heart of education lies a philosophical schism about the nature of knowledge and learning. Technology choices depend on and will amplify our teaching philosophy, so examining our assumptions about teaching is essential when designing appropriate learning interventions. This paper explores Socratic, behaviourist, and constructivist views of learning and explores how social interactions is framed within each of these theories. What types of interactions matter and how can we facilitate them utilising contemporary technology? It is proposed that learning philosophies are a fundamental but oft-overlooked consideration for teachers, who would do well to choose a particular model and apply complementary approac

How do Teachers Interpret the Term ‘Constructivism’ as a Teaching Approach in the Riyadh Primary Schools Context?

The constructivist view of learning has been receiving a great deal of attention in the last three decades, because of its impact on science and mathematics education. However, while many educators stressed that there is a difficulty in translating a constructivist theory of learning into the practice of teaching, constructivism helps inform teaching and reminds educators that the learner must be at the centre of pedagogies. This paper report on a study designed to investigate the application, or possibility for the application, of constructivism in Riyadh primary mathematics classes. A survey was conducted to find out how teachers in Riyadh interpret the term constructivism as a teaching approach. Altogether 136 responses, 98 for mathematics teachers, and 38 for pre-service teachers participated in the survey. The instrument used to collect data is a published questionnaire called “The Constructivist Learning Environment Survey (CLES)” with three additional scales added taken from “What is happening in this Class Questionnaire”. In this study and after analysing the data, it is apparent that all correlation coefficients have statistical significance at level 0.01, which indicates very satisfactory internal consistency for all scales, and were fluctuated from 0.57 to 0.84. The results found were that primary mathematics teachers in Riyadh are concerned with helping students learn and like working with students. However, often demanding silent classrooms, they have limited understanding of constructivism class control. Furthermore, teachers do not seem to have confidence in a classroom environment where student prior knowledge is evaluated and built on.

Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice

While constructivist theory is widely promoted in pre-service music teacher education, there has been a lack of research conducted to reveal the ways in which the theory is individually personalized, then subsumed, translated and adopted into in-service classroom teaching practice. To address this shortfall, this article explores some of the ways that music teachers individually apply their understanding of the philosophically generated ideas and the cognitive concepts and principles that are broadly regarded as “constructivist.” In seeking to contribute to professional dialogue and debate surrounding this matter, this study seeks to illuminate how a small sample of music teachers engages both theoretically and practically with constructivist views of learning. Using a qualitative approach, the researchers incorporated staged, informal interviews with invited teacher participants. Preliminary analyses of interview data were returned to the participants for review and further commentary. This process was designed to contribute to both the trustworthiness of representation and to enhance the transactional process between participants and researchers. The commentaries are designed to problematize issues, raise points for discussion and the article concludes with implications for practice in schools and universities.

Trainer-Trainee Similarity: A Social Attribution Approach to Learning.

This study tests a process model in which instructor and learners’ traits are simultaneously used to explain learning outcomes. Drawing on a constructivist view of learning (Palincsar, 1998) and By...

Tennis Shoes Required

Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.

Effect of Different Teaching Methods and Techniques Embedded in the 5E Instructional Model on Students' Learning about Buoyancy Force

The purpose of this study is to investigate the effectiveness of developed instructional material based on the 5E instructional model which is enriched with various teaching methods and techniques for students’ learning of the buoyancy force concept. The teaching strategy based on the 5E instructional model is derived from a constructivist view of learning. The sample group consisting of forty-eight students (Control Group=23; Experiment Group=25) is selected from two different eighth grade classes in Giresun, Turkey. Four two-tier questions are used to collect data, and data are analyzed both qualitatively and quantitatively. The findings suggest that using different teaching methods and techniques embedded in the 5E instructional model enables students to remedy some misconceptions about the buoyancy force, but does not completely eliminate them.