Socio-constructivist Learning Research Articles

Towards a partnership model for developing core abilities

A tutor and a student together propose a model for integrated student and staff engagement that concentrates on developing students’ core abilities. They build upon their respective experiences of self-managed problem-based learning and of the purposeful promotion of core abilities. They explore the potential of collaborative interaction between trainee tutors and their students, who are both freshly engaged in self-managed experiential learning. The authors’ use of the Kolb Cycle as a framework is exemplified in the student-author’s experiential learning. They relate and comment upon the tutor-author’s iterative attempts to overlap experiential learning cycles for trainee tutors and their students, and extend the emerging model by adding purposeful peer interactions and regular evidence-based evaluations. Their completed scheme features a partnership wherein tutors’ growing experiences of structuring and facilitating socio-constructivist learning are integrated with students’ reflective reviews of recent developmental experiences.

Participation and digital non-formal learning environments

Abstract Participation is a key issue in understanding didactic dynamics. On the one hand, youth participatory cultures are described as incorporating gaming, multitasking, transmedia navigation and networking; on the other hand, the pre-digital meaning of participation retains a political value related to individual commitment for the common good and to socio-constructivist learning design. There is a connection among community, participation and learning, as the tradition of communities of practice highlights (Wenger, 1998, 2000). The present article introduces and discusses the results of the research focussing on the course for civil protection operators engaged in voluntary public assistance service. The course was delivered online following the lockdown measures enacted in response to the SARS-CoV-2 pandemic. Three specific dimensions were examined: a) the trainer’s role; b) group dynamics and c) online participation. It was possible to compare these data with those collected in occasion of other training courses delivered face to face before the 2020 healthcare emergency. The research was conducted as a multimethod case study using quantitative and qualitative tools.

DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS

Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. Keywords: basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach

THE EFFECTS OF OVERCROWDED CLASSROOMS ON TEACHING AND LEARNING IN ONE HIGH SCHOOL IN THE CHRIS HANI DISTRICT

The purpose of this study was to explore the effects of overcrowded classrooms on teaching and learning. The research reflected in this study aimed to highlight the challenges teachers and learners encounter in overcrowded classrooms. A qualitative research approach was chosen as the appropriate methodology for this study. The data generation process was obtained through unstructured interviews with teachers and learners. The study’s sample comprised of three teachers and five learners purposefully chosen as participants who are knowledgeable and have an experience of overcrowded classrooms. The theoretical frameworks used was constructivist learning theory and socio-constructivist learning theory. The overall findings of the study point out that teachers and learners experience numerous challenges during teaching and learning as a result of a large number of learners in the classrooms. These challenges include inappropriate classroom management, inadequate classroom space, lack of motivation to participate and insufficient time allocated for assessment. For effective teaching and learning to occur in overcrowded classrooms it is recommended that teachers must be trained for best practices to improve in such circumstances.

Teaching pharmacology online: Not just another narration

The COVID-19 pandemic necessitated transition of teaching and learning in pharmacology to a fully online space. Not only did this require consideration of the discipline and student complement, but also the tumultuous schedule of the lecturer himself. Given fears of passive and decontextualised learning in the online space, scenario-based and socio-constructivist learning activities were

Providing online STEM workshops in times of isolation

The global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

Socio-Constructivist Learning and Teacher Education Students’ Conceptual Understanding and Attitude toward Fractions

The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and interviews were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced.

Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19

Understanding components that influence students’ enjoyment of distance higher education is increasingly important to enhance academic performance and retention. Although there is a growing body of research about students’ engagement with online learning, a research gap exists concerning whether fun affect students’ enjoyment. A contributing factor to this situation is that the meaning of fun in learning is unclear, and its possible role is controversial. This research is original in examining students’ views about fun and online learning, and influential components and connections. This study investigated the beliefs and attitudes of a sample of 551 distance education students including pre-services and in-service teachers, consultants and education professionals using a mixed-method approach. Quantitative and Qualitative data were generated through a self-reflective instrument during the COVID-19 pandemic. The findings revealed that 88.77% of participants valued fun in online learning; linked to well-being, motivation and performance. However, 16.66% mentioned that fun within online learning could take the focus off their studies and result in distraction or loss of time. Principal component analysis revealed three groups of students who found (1) fun relevant in socio-constructivist learning (2) no fun in traditional transmissive learning and (3) disturbing fun in constructivist learning. This study also provides key recommendations extracted from participants’ views supported by consensual review for course teams, teaching staff and students to enhance online learning experiences with enjoyment and fun.

Design Thinking: creatividad y pensamiento crítico en la universidad

El modelo educativo propuesto desde el Espacio Europeo de Educación Superior requiere una transformación orientada hacia un aprendizaje socio-constructivista desde el que se prepare al alumnado para la globalización, el avance tecnológico y la capacidad de innovación constante. A este respecto, la utilización del enfoque metodológico Design Thinking está cobrando cada vez mayor relevancia en el proceso de formación universitaria de los futuros docentes. Desde esta perspectiva, se describe una experiencia de Design Thinking cuya finalidad es el diseño de un proyecto de innovación educativa y se analizan, mediante un cuestionario, las percepciones de 107 estudiantes universitarios sobre dicho proceso. Los resultados indican que los equipos de trabajo lograron diseñar planteamientos innovadores a problemáticas reales de su entorno comprometiéndose activamente en el proceso compartido de búsqueda de soluciones. Esta metodología activa supone un impulso a la confianza de los estudiantes en sus capacidades creativas y desarrollo de las habilidades empáticas.

The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches

This paper presents a study about Students Evaluation of Teaching (SET). Student surveys delivered at the end of the academic course is an approach currently applied in all Italian university courses. However, the quality of teaching is a multi-layered phenomenon whose evaluation might require additional methods. In this study, concerning a course offered during the academic year 2016/2017, we propose the qualitative analysis of students’ final essays, which includes the students’ opinion about teaching quality. The qualitative evaluation of teaching is then compared with the results of the standard SET survey. 48 students filled in the survey, while 47 delivered their final essay (a corpus of about 650 text pages). Our study shows that while the standard survey provides an overall picture useful at institutional level for Quality Assurance (QA), the qualitative approach captures an accurate account of students’ reactions, sensitive to the pedagogical approach adopted. This provides additional information on the students’ perspectives regarding the specific features of the course. Our case study suggests that the integration of traditional SET survey with qualitative teaching evaluation approaches, at least for innovative courses based on socio-constructivist learning, might provide information, overlooked in the Italian SET survey, that is useful for Quality Enhancement (QE) of teaching.

I’ll share with her, but not with you: A mixed methods approach to investigating children’s naïve theories about resource allocation decisions

Unlike in science and math content areas, little is known about how kids think about economics. Socio-constructivist learning theory contends this is problematic for kids’ learning. Specifically, new learning should build up on previous understandings and knowledge. If educators are unaware of kids’ previous understandings and knowledge, they cannot build on this knowledge. This study, the second phase of a multi-phase project, begins to fill that gap by employing a mixed methods approach to investigate how kids think about allocating resources. Based on my findings in the first phase, an ethnographic observation of second- and fourth-grade kids, I designed a multi-recipient dictator game where recipients were selected based on their role in the dictator’s social network. First, I used social network analysis to determine best friends, acquaintances, popular kids, and isolated kids in the dictator’s social network at school. Second, I used those recipients in one round of a multi-recipient dictator game and anonymous recipients in a second round. I found the relationship of the recipient with the dictator was significantly associated with the amount of resource they received, and that when recipients were anonymous, dictators were more likely to distribute resources equally. These findings contribute to our understanding of kids’ naïve theories about economics with implications for elementary economics benchmarks and curriculum.

CREACIÓN DE UNA INFOGRAFÍA COLABORATIVA PARA PROMOVER EL CONSUMO DE FRUTA EN LA ETAPA DE INFANTIL

This paper presents a didactic experience developed in early childhood in which infographic technics have been applied as the main didactic resource. The proposal has been raised under a socio-constructivist learning approach. The methodology used integrating contributions from visual thinking that support the use of infographic. The case of study was a classroom of 25 children of 4 years old, who build their own infographic materials through a project. The content obtained by the experience favoring a meaningful and comprehensive learning process, focusing mainly on the habit of fruits consumption. At the end, the children show a greater interest in the fruits by incorporating them in their habits, and promoting, from the class environment, a health education with a more favorable diet.

A Longitudinal Study to Explore the Impact of Preservice Teacher Health Training on Early Career Teachers’ Roles as Health Promoters

Teachers play a key role in promoting children and young people’s health and therefore require health training during their initial teacher education (ITE). However, little is known about the impact of such training on teachers’ knowledge, attitudes, confidence, and competence toward promoting health in school, especially long term. We report on Phase 1 of an 18-month project examining the long-term impact of an innovative health education program, based on socio-constructivist learning and critical reflection, during preservice teacher training at one ITE university in England. It also explored barriers and facilitators to promoting health in school. We sent a questionnaire to 1,014 primary and secondary school teachers from three consecutive cohorts: preservice teachers ( N = 334), newly qualified teachers ( N = 334), and early careers teachers ( N = 346). Of these, 164 (16%) responded (32% of preservice teachers, 8% of in-service teachers). This low response rate presents limitations but is in accordance with other research following up early career teachers. The majority of the respondents found the training useful, felt confident and knowledgeable teaching and dealing with health issues, and held positive attitudes about promoting health. They indicated that practical experience, supportive colleagues, and a positive school ethos toward children’s health and well-being were important facilitators to teaching health education. We conclude the training is associated with a positive, long-term effect in the minority who responded, and we argue that the socio-constructivist nature of the health education training is a contributor. However, school environment factors might mitigate or support the impact of training provided during ITE.

“We can’t believe what we see”: Overcrowded classrooms through the eyes of student teachers

The effects of overcrowded classrooms are far-reaching for teachers and learners. Many parents base their decision on whether to send their child to a particular school on the prospective number of learners in the child’s classroom (Mustafa, Mahmoud, Assaf, Al-Hamadi & Abdulhamid, 2014:178). All teacher training institutions ought to ascertain whether they offer appropriate teacher training programmes that will enable student teachers to deal with the numerous demands associated with the teaching profession, among others, teaching in overcrowded classrooms. The aim of the research reflected in this article was to explore student teachers’ challenges when teaching in overcrowded classrooms. An exploratory research design and qualitative research approach was chosen as the appropriate methodology for this project. Data was collected by means of a non-compulsory written assignment set out in student teachers’ teaching practice workbooks. The theoretical frameworks used constructivist learning theory and socio-constructivist learning theory. The research revealed that numerous problems were experienced by student teachers, who were teaching in overcrowded classrooms. Guiding principles regarding support from lecturers, significant observation and the responsible engagement of mentor teachers are suggested. Keywords: Internships; Large classes; Mentor teachers; Overcrowded classrooms; Practicum; Pre-service teaching; Student teachers

In-Service Education of Science Teachers: Virtual Simulators as a Resource for Experimental Work

This article presents a 50 hour course for in-service science teachers who wish to conduct experimental work with their students using the potentialities of the Information and Communication Technologies (ICT). This course was designed taking into consideration that several studies in Portugal have shown that in-service science teachers still have lots of difficulties in setting experimental work in a coherent pedagogical framework and also that teachers don’t know how to use ICT resources under a socio-constructivist learning approach. The course aims to help teachers on how to choose virtual simulators that are adequate to certain learning objectives and how to create learner-centred activities using these resources under the main pedagogical guidelines of experimental work.

Supporting the writing up of teacher research: peer and mentor roles

This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic writing skills. This was achieved by research partners sharing responsibility and negotiating the writing process and content. The data suggest that this process led to the teacher researchers experiencing longer term learning and greater autonomy as writers, although not all benefitted from collaboration, possibly because of conflict due to perceived differences in commitment. The study’s implications highlight the importance of participant commitment, and, in particular, a supportive institutional environment. In the current study, the mentor played a key role in supporting the intrinsic motivation of the teacher researchers, but also in providing the essential instrumental motivations of conference presentation and publication opportunities.

The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator

The educational integration of information and communication technologies (ICTs) has led to unfounded hopes of meeting many recurring educational challenges: from increasing learner motivation to lowering drop-out rates. ICTs are not an educational revolution per se; in some situations, their pedagogical usage lead to truly technologically-enhanced learning (TEL) situations, whereas in others, ICTs could relegate the learner to a passive spectator or low-interactivity user/consumer of multimedia content that limits the implementation of a socio-constructivist learning process based on a collaborative knowledge construction process. In this article, we analyze the limits of techno-centric approaches in the integration process of ICTs to teaching and learning, and argue for active learning and reflexive approaches to TEL. The Passive-Participatory (P-P) model we are suggesting can be termed as being socio-constructivist, participatory and inclusive as it allows teachers to integrate ICTs into their own specific educational context. Our model introduces five learning engagement levels in the pedagogical usage of technology: (Level 1) passive ICT usage, (Level 2) interactive ICT usage, (Level 3) content creation, (Level 4) content co-creation and, ultimately, (Level 5) participatory knowledge co-creation, which is oriented toward problem understanding within learning/knowledge-building communities. Building on Coates' definition of learning engagement as being the extent to which learners are actively involved in educational activities, the PP model of TEL activities stresses learning engagement could be limited to passive listening (e.g. video), low-interactivity usages (e.g. interactive school manuals), or could be supported through the usage of technologies for engagement in creative work.

Developing Pre-service Teachers’ Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

This case study explored the development of two pre-service teachers’ subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers’ SMK in electromagnetism was enhanced after having been taught SMK in a university module on electromagnetism via a lecture mode. The participants’ progress in acquiring SMK was monitored when they engaged in individual-constructivist learning and socio-constructivist learning when working in pairs. Data were collected from concept maps on electromagnetism and from individual interviews. This interpretive case study suggests that the participants benefitted in several ways in consolidating their SMK of electromagnetism through integrating CM activities and engaging in CL. These benefits included the revision of previous work; the reflection on choices of the big conceptual ideas in electromagnetism; making appropriate conceptual connections supported by experiments; using new terminology in conceptual linkages; sharing ideas via arguing and explaining to each other; and consolidating learning by drawing and extending concept maps over time. The study suggests that the pre-service teachers did benefit from both the individual constructivist and socio-constructivist approaches in consolidating their SMK through the integrated CL and CM activities.

Toward a neural basis for peer-interaction: what makes peer-learning tick?

Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The “two-body” and “second person” approaches have begun to explore the “dark matter” of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the “intrinsic” motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives.

Competences and knowledge: Key-factors in the smart city of the future

The effective and modern management of competence development, which represents a distinguishing key-factor in future Smart Cities, cannot be limited to the Learning Management exclusively, but rather be inclusive of aspects pertaining to Human Capital and Performance Management in a holistic vision that encompasses not only the sphere of operations but also the tactical and strategic levels. In particular, organizations need solutions that especially integrate Learning Management, Performance Management, and Human Resource Management (HRM). We propose an approach considering the competences as key-factors in the management and valorization of Human Capital and making use of a socio-constructivist learning model, based on the explicit (ontological) modeling of domain competences as well as a learner and didactic oriented approach. Unlike most of the current solutions, far from the proposed vision and concentrated on specific functionalities and not on the processes as a whole, the solution offered by MOMA, spin-off of the Research Group of the University of Salerno led by Prof. Salerno, is here presented as a demonstrative case of the proposed methodology and approach. A distinctive feature of our proposal, supported by the MOMA solution is the adoption of semantic technologies that for instance allows for the discovery of unpredictable paths linking them in the Knowledge Graph. Finally, we discuss how this framework can be applied in the context of the Smart Cities of the future, taking advantage of the features, enabled especially by semantics, of researching, creating, combining, delivering and using in a creative manner the resources of superior quality offered by Smart Cities.