Constructivist Principles Research Articles

Student-led Classroom: Review on the advantages and disadvantages

This paper examines the benefits and drawbacks of student-led classrooms within the context of constructivist learning theory. The principles of constructivism align with this educational approach, which emphasizes active participation, social interaction, and contextual learning. The study investigates the influence of student-led classrooms on factors such as engagement, critical thinking, and knowledge retention. Although constructivist approaches, such as problem-based and inquiry-based learning, have notable advantages, they also pose difficulties, such as the requirement for explicit instruction and resource intensity. The study examines existing literature on the efficacy of student-led classrooms and asynchronous online discussion forums (AODFs), providing valuable insights into techniques that improve student engagement and learning outcomes.

Unlocking potential: understanding mobile device use patterns among year 9–11 students for learning

ABSTRACT The study examines the nature of smartphones for learning use patterns among students in grades 9–11 and its contexts in relation to personalised learning extracting risk factors associated with less mobile device use in learning. A latent class analysis (LCA) was employed. Various covariates were used to highlight groups of students at risk for effective smartphone-supported instruction. Participants were recruited for a cross-sectional online survey within the Monitoring of digital transformation series conducted in Russia in 2020/21. We identified four distinct profile groups of mobile device use among school students. Examining profile groups through the lenses of the Personalisation–Pluralisation Quadrant (PPQ) developed by Kucirkova and Littleton and the Substitution, Augmentation, Modification and Redefinition (SAMR) framework of Puentedura, we show that heterogeneous guidance should be provided to help students maximise the potential of smartphones for learning. This study represents a first attempt to examine the heterogeneous structure of mobile use among school students, using a latent class analysis and can be used as a reference to better understand the use of personal mobile devices among school students for educational purposes and personalised learning. The findings also result in targeted approaches to the teachers’ instruction according to the constructivism principles.

HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.

The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.

Towards an idealized model of feedback uptake: longitudinal development of feedback literacy from a social constructivist perspective

ABSTRACT One of the potentials and challenges for the implementation of effective feedback processes lies in promoting and enacting purposeful student uptake of teacher written feedback. The theoretical framework in addressing this puzzle emanates from the inter-related concepts of social constructivist approaches to feedback and student feedback literacy. Feedback from a social constructivist perspective is underpinned by social and relational interaction in co-constructing inferences from feedback information. Feedback literacy represents the capacities to use feedback information productively. The aim of this longitudinal qualitative inquiry is to analyze how an undergraduate student interprets and uses teacher written feedback to enhance her work and her feedback literacy over a four-year period, in collaboration with a co-researcher. The main data sources comprise all written feedback provided by teachers over the four-year period; co-constructed analysis and action planning; enactment of action plans; and the student’s reflective journal of feedback experiences. The findings are presented in three chronological stages to demonstrate the main feedback literacy development of the student in appreciating the value of feedback, enhancing emotional resilience in response to critical feedback and managing feedback uptake. Experiencing successful feedback uptake is identified as a significant factor in enhancing self-efficacy and supporting the development of student feedback literacy. On the basis of the longitudinal evidence, an idealized model of feedback uptake is proposed underpinned by social constructivist principles. The originality of our contribution to social constructivist feedback research lies in illustrating how its principles are implemented over time.

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.

Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students

Education in social entrepreneurship for college students is a gradual and evolving process that shapes their career outlook and skill development. This journey involves employing various strategies to engage with and analyze innovative concepts. Adaptive hybrid learning systems adjust course materials dynamically based on individual students' skills and learning progress, drawing from diverse learning theories and instructional interventions. Empowering students to drive positive social change is a central focus, with social entrepreneurs tackling global challenges such as poverty, unemployment, gender inequality, inadequate education, healthcare, and governance. While some students may find traditional classroom settings inconvenient and prefer the flexibility of hybrid learning, others weigh the risks and benefits of classroom instruction differently. Data Envelopment Analysis (DEA) is utilized for empirical analysis, utilizing early-stage social entrepreneurship education as a performance measure and cultural probabilities as variables. The significance of college students' contributions through social enterprises is increasingly recognized, prompting the development of Convolutional Neural Network (CNN) models to forecast and assess career growth trends. The DEA-CNN framework aims to enhance adaptive hybrid learning systems by evaluating social entrepreneurs' knowledge, skills, and competencies. Social entrepreneurship not only addresses environmental concerns but also enriches cultural diversity. Many college students prioritize practical action over mere ideation, particularly in entrepreneurship.

Implementing constructivist teaching to foster inclusive educational practices in accounting programmes

ABSTRACT The global underperformance of underrepresented students in accounting programmes is a significant concern. Existing literature identifies socialisation, identity, and literacy deficiencies as factors contributing to this disparity. In South Africa, challenges are compounded by numeracy and literacy skills gaps. Prior interventions have focused on addressing student inadequacies. However, this paper presents a novel contribution by elucidating how accounting educators can facilitate positive outcomes for underrepresented students through constructivist pedagogical principles. Twenty-one Black African chartered accountants reflected on their university experiences during their accounting studies. Insights from interviews underwent thematic analysis aligned with constructivist principles, revealing a prevailing sense of exclusion. Recommendations for promoting inclusive teaching practices include educators redefining their role as facilitators of learning, embracing diversity, fostering reflective practice, introducing tailored study techniques, and promoting peer learning and mentorship. These strategies aim to create a supportive environment nurturing student curiosity and collaboration, aiding their learning journey.

STRINGS OF INNOVATION: EXPLORING GUZHENG PEDAGOGY THROUGH THE 'INTERNET +' LENS

This study explore the evolving landscape of Guzheng pedagogy in the "Internet +" era, exploring the integration of traditional teaching methods with digital innovations. Applying Uses and Gratifications Theory (UGT) and social constructivist principles, the research examines how online platforms like "ChinaGuzheng.com" and Douyin cater to learner motivations and facilitate knowledge construction within a community-driven environment. Through a mixed-methods approach, the study analyzes user demographics, satisfaction data, and behavioral engagement metrics from both platforms. Findings reveal that digital platforms effectively address the diverse needs of Guzheng learners, offering flexible learning pathways, fostering social interaction, and promoting cultural preservation. However, challenges remain in terms of platform usability and catering to individual learning styles. The study proposes an integrative enhancement that merges the strengths of both platforms, creating a holistic learning experience that embraces the core principles of UGT and social constructivism. This model has the potential to serve as a blueprint for the future of Guzheng pedagogy, ensuring the instrument's cultural legacy thrives in the digital age.

Decolonial research methodology: an assessment of the challenge to established practice

ABSTRACT The decolonization project challenges the hegemony of Western knowledge and colonial ways of thinking. This article explores this challenge specifically in relation to research methodology. It notes how decolonization focuses on exposing the inappropriate use of positivistic/modernist/universalist approaches by Western researchers, and how it proposes alternative approaches that better protect the interests of indigenous and ‘Other’ minority groups. These alternative approaches are generally based on constructivist principles, and typically involve the use of qualitative methods such as participatory action research within a transformational paradigm. The degree to which these represent a new and/or distinct challenge to Western research methodology is discussed noting, in particular, the challenge posed by research involving Indigenous communities.

Exploring the impact of street play as a powerful pedagogical tool in public health programs

This case study reports on the production, performance and evaluation of a public health street play by MSc Public Health students at York St John University (London Campus) in the United Kingdom. The street play was performed on World AIDS Day 2023. This paper focuses on the dynamic and interactive nature of street play as a pedagogical technique that aligns with constructivist principles, fostering meaningful learning experiences. Increased confidence, engagement and programme commitment were observed in students both in in-person and online sessions following the street play. While recognising these strengths, we discuss the need to address challenges, foster collaborations and implement continuous improvement strategies to make street play even more effective as a teaching method in the public health discipline.

Biomedical Researchers Should be Taught Statistics Differently than Biostatisticians in Training: Illustration of a Module within a Clinical Research Seminar Course

The predominant model for biomedical research is team science. Two critical members of the team are the clinical investigator and the biostatistician. Typically, the biostatistician performs statistical analyses and the clinical investigator interprets the results. Clinical investigators have different background and interests than biostatisticians, and should be taught statistics differently. Concepts should be phrased in plain language, illustrations should replace mathematical derivations, and underlying statistical concepts should be explicitly named. Consistent with basic principles of constructivism, clinical investigators and biostatisticians will (and should) have different but overlapping mental maps of statistics. Our approach is illustrated through the description of a module within a research seminar course for clinical investigators.

How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation

ABSTRACT Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cognitive, behavioral, and academic outcomes. Yet, novice teachers struggle to grasp constructivist teaching practices and tend to emphasize teacher-directed activities. The present study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ understanding of constructivism and children’s self-regulation. Eight education students participated in a 4-week summer undergraduate class in a public-school setting. Students’ understanding of constructivist principles was assessed through a 30-statement questionnaire. Kindergarten classrooms were randomly assigned to either the Project Construct classroom where Education students participated in or the control classroom. Children’s self-regulation skills were assessed through the Head Toes Knees and Shoulders (HTKS) Task before and after the 4-week class. Results revealed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Children’s performance on the HTKS grew significantly in the Project Construct and control classrooms, although there were no significant differences between the Project Construct and control classroom. These findings have implications for teacher education and how constructivist pedagogy can affect child self-regulation.

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

Implementation of the Merdeka Belajar Kampus Merdeka Theori Freire Program

Learning that prioritizes freedom of expression, smart in socializing, and virtuous becomes the principle of independent Learning Program. This principle has been introduced by Paulo Freire, which is also in line with the principles of Constructivism. The purpose of this study was to describe the effectiveness of the implementation of the independent Learning Independent Campus (MBKM) program for UKI Toraja students. The research method applied is a qualitative approach, with data collection techniques through open questionnaires to students. The implementation phase of the research started from the registration of MBKM programming students, followed by sending an open questionnaire to interns at the South Sulawesi Language Center by applying the principle of Independent Learning according to a constructivist approach. The second stage is to classify the results of the questionnaire from students, then discuss the results of the questionnaire, by linking the results of the questionnaire with the constructivist approach, and Paulo Freire's theory. To determine the validity of the data, triangulation was carried out to students regarding the results of the questionnaire. This research was conducted in the even semester of 2021/2022, for UKI Toraja students in 2019. The results showed that the Independent Learning Campus (MBKM) was effective in developing creativity, independence, and social interaction. Based on the results of this study, it is recommended for further researchers to examine aspects of personal communication in the implementation of the Independent Learning Campus (MBKM) program

Pyrates: Design and Evaluation of a Serious Game Aimed at Introducing Python Programming and Easing the Transition from Blocks

This article reports on a design-based research study centered on the conception and the assessment of the Pyrates application. This online serious game aims at introducing Python programming to K–12 students while easing the transition from block-based to text-based languages. After we present the various aspects underlying the block-to-text transition as well as the related existing applications, we describe the design of Pyrates . First, we built the levels of the game to deal with the different fundamental concepts of programming in a constructivist approach. Next, we were inspired by advantageous characteristics of block-based programming editors to create the editing environment of Pyrates . To assess this conception, we tested the application in eight classrooms with 240 French 14–15 years old students. Students’ activity traces have been collected and were augmented by a qualitative online survey. By analyzing this dataset, we showed that the levels’ design generally allows to apprehend the targeted concepts consistently with the constructivist principles. Regarding the editing environment, we established that it supports the block-to-text transition in several aspects: concept transposition (general models and illustrative examples), reduction of errors (beginners aware syntax analyzer), command catalog (programming memo for discovery and syntax reference), and program composition (copy button that limits keyboarding). Finally, Pyrates , which has already been played over 140,000 times, offers practitioners an environment that facilitates the transition from blocks to text, as well as a serious game to master the fundamental concepts of Python programming, and novel avenues to follow for tool designers.

A Reading Teacher’s Perspective in Constructing the Students' Critical Thinking

In this research, a descriptive qualitative design was employed to delve into the perspectives of reading teachers concerning the cultivation of students' critical thinking skills. Through in-depth interviews, the research aimed to unravel the specific methods and instructional techniques these teachers utilized to nurture critical thinking in their students. The research emphasized an open-ended interview process, allowing for a nuanced exploration of the strategies employed by experienced teachers, with a focus on those possessing over 10 years of teaching expertise. The findings revealed that reading teachers, according to the constructivist principles outlined by Brooks and Brooks (2005), acted as facilitators, empowering students to independently construct their understanding of content. The constructivist approach emphasized autonomy, hands-on experiences, and cognitive language use in assignments. Teachers adapted lessons based on student responses, encouraged dialogue, inquired about students' understandings before presenting their own, and fostered experiences that challenged initial hypotheses. Despite challenges posed by standardized testing and ingrained educational approaches, constructivist principles proved effective in cultivating critical thinking skills. The research contributed valuable insights into the complex dynamics of critical thinking in reading instruction, advocating for student-centric and constructivist approaches in education.
 Keywords: Reading teachers’ perspective: students, critical thinking

Analysis of Constructivism Philosophy in Academic Student Management at MAN Insan Cendekia Paser

This study delves into the philosophical underpinnings of constructivism within the realm of student management. Constructivism, a pedagogical approach rooted in the belief that learners actively construct knowledge through their experiences, interactions, and reflections, has gained prominence in educational discourse. This research aims to critically examine how the principles of constructivism shape and influence the management of students in educational settings. The investigation employs a philosophical lens to scrutinize the core tenets of constructivism, exploring its implications for the design and implementation of effective student management strategies. By synthesizing educational philosophy and practical management methodologies, this study seeks to provide insights into how educators can leverage constructivist principles to enhance the overall learning experience for students. Through a comprehensive literature review and analysis, the research aims to contribute to the ongoing dialogue on the integration of philosophical perspectives into educational practices. By unraveling the connections between constructivism and student management, this study endeavors to inform educators, administrators, and policymakers about the potential benefits and challenges associated with adopting a constructivist approach in shaping the educational journey of students. The findings aim to guide educational stakeholders in fostering an environment that nurtures active learning, critical thinking, and meaningful engagement among students.

Applying a Constructivist Approach to Designing Virtual Reality Experiences that Facilitate Authentic Learning for Adolescents

This article explores how constructivist learning theory can be applied to the design of virtual reality (VR) experiences aimed at fostering authentic learning opportunities for adolescents. As VR becomes more common in educational settings, it is beneficial for educators and instructional designers to carefully consider how learning theories and pedagogical strategies influence the learning process and outcomes. Moreover, understanding and integrating student perspectives is necessary to ensure VR education is relevant and meaningful. To study student experiences in a VR-enhanced classroom built on constructivist pedagogy, a class of 28 eighth-grade students (ages 12 to 14) participated in two days of VR learning, which included authentic tasks, social interaction, and knowledge-creation activities using FrameVR and MultiBrushVR. Qualitative methods were employed using pair interviews, in which the students questioned each other about their personal experiences in learning, creating, and sharing VR artifacts. The findings revealed that the VR environments provided substantial opportunities for adolescents to develop and practice skills such as collaboration, empathy, creativity, and problem-solving. The study contributes to the field of applied instructional design by demonstrating how constructivist principles can be applied in VR-enhanced classrooms to support authentic learning experiences for middle-school students.

대학교 색채교육과정의 개선을 위한 통합교육 관점에서의 탐색적 연구

Color education in university fails to take into account the importance of colors and their application rate in industries, and is performed under the false perception that it is the tool of design and arts to raise a small number of producers. In fact, colors are a critical medium to make it possible for humans to have a diversity of experience, to build one’s ego, to control one’s emotions and feelings, and to increase individuals’ sensibility, expression, imagination, and creativity. Accordingly, in the digital information era, people have to continue to observe and think of the true meaning and new instruction technique of color education. Therefore, this study tried to look into the progressive education in the education program of International Baccalaureate(IB), which draws a lot of attention as an innovative plan for raising talented people from the perspective of integrated education, and to put the arts education guides of the IB DP education program into the objectives of color education, main syllabus, and evaluation subjects, and to apply actively the principles of constructivism to color education aiming at well-rounded education. More specifically, it explored the essential meaning of colors discussed in related works, and set the goals of a general subject or a main subject for each competency to provide a balanced teaching-learning technique and professional & convergent subject into theory, activity of making, and activity of planning. In other words, its main section-‘knowledge theory’, ‘research essay’, and ‘creativity, activity, and voluntary work’-help to evaluate not only learners’ knowledge but their attitudes and values to accept colors. The arts education in the IB DP education program makes it possible for university students to take on the challenge of deep thinking, and to establish a learner-oriented education environment. Even though some problems of the evaluation program-somewhat abstract evaluation process or difficult tasks-are point out, the IB education program is judged to be a creative approach as an alternative to a university-level color education course to respond to a new turning point of education. In addition, it is expected that the contents proposed in a variety of teaching-learning cases are used as the explanation and guide of more universal and professional color education.