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Authenticity is one of the central components of the tourist experience and has been the subject of substantial academic research. Despite this attention, debate on the notion is ongoing. This paper aims to enhance the analytic potential of the largely Western-centric notion of authenticity by examining the value and meaning of Suzhou food authenticity, from the perspective of producers and suppliers of food and food tourism experiences. Using semi-structured interviews, participant observation and documentary analysis, this study finds that the broad notion of authenticity has considerable relevance to supply-side stakeholders' perceptions of food tourism experiences in Suzhou, however in describing certain foods, local stakeholders do not use a term that directly translates to "authentic", and instead rely on many other Chinese concepts and expressions to authenticate food attractions and experiences. This study confirms the significance of authenticity to food tourism experiences from the producer and supplier perspective but also suggests that authenticity is a culturally specific notion and, fundamentally, there is great utility in applying a constructivist epistemology to study the Chinese concepts of authenticity. [ABSTRACT FROM AUTHOR]

This paper presents the rationale for incorporating engineering design into project-based laboratory learning. To ensure an effective and efficient pedagogy for the new laboratory format, we placed the emphasis of the pedagogical framework on constructivist learning for deep laboratory learning, and integrated experiential learning cycle with cyclic engineering design to formulate a sequential instruction and formative assessment methodology. The implementation of the pedagogy was exemplified using a case study of a concrete distillation design consisting of conceptualizing the design, reasoning the adequacy and experiment-based validation of the design correlations, and verifying the final design as per experimental observations. The impact of the novel lab format on student learning experience was surveyed and compared to that of a traditional laboratory. The survey results revealed that the project-based laboratory with design resulted in an improved learning experience in addressing high-level learning outcomes and engineering skills. Evidence of the survey also suggested that the sequential instruction and formative assessment methodology was effective with every stage of the experiential learning and formative assessment essential for the successful and efficient implementation of the project-based laboratory learning. • Project-based laboratory (PBL) with design promotes deep laboratory learning. • Integration of experiential learning with design for an effective instruction pedagogy. • A practical distillation design case exemplifies implementation of the novel pedagogy. • PBL with design improves students' learning experience in laboratory learning. [ABSTRACT FROM AUTHOR]

Abstract This paper takes as its point of departure David Olson's contention (as expressed in The Mind on Paper , (2016) CUP, Cambridge) that writing affords a meta-representation of language through allowing linguistic elements to become explicit objects of awareness. In so doing, a tradition of suspicion of writing (e.g. Rousseau and Saussure) that sees it as a detour from and contamination of language is disarmed: writing becomes innocent, becomes naturalised. Also disarmed are some of the concerns given rise to by the observation made in the title of Per Linell's book of a 'written language bias in linguistics' (2005, Routledge, London) with its attendant criticisms of approaches (e.g. Chomsky's) that assume written language to be transparent to the putative underlying natural object. Taking Chomsky's position (an unaware scriptism) as a representative point of orientation and target of critique, the paper assembles evidence that problematises the first-order, natural reality of cardinal linguistic constructs: phonemes, words and sentences. It is argued that the facticity of these constructs is artefactual and that that facticity is achieved by way of the introjection of ideal objects which the mind constructs as denotations of elements of an alphabetic writing system: the mental representation of language is transformed by engagement with writing and it is this non-natural artefact to which Structuralist/Generativist linguistics has been answering. Evidence for this position from the psycholinguistic and neurolinguistic literature is presented and discussed. The conclusion arrived at is that the cultural practice of literacy re-configures the cognitive realisation of language. Olson takes writing to be a map of the territory; however, it is suggested that the literate mind re-constructs the territory to answer to the features of the map. Highlights • The facticities of the phoneme, word and sentence are artefacts of alphabetic writing. • Chomskyan linguistics answers to these artefacts, they are not natural kinds. • Writing is a cognitive niche which transforms mental representations of language. [ABSTRACT FROM AUTHOR]

Whenever masculinity and school violence are considered in South African research, the focus is often on the high school. In this paper, we consider a different direction by drawing on Connell’s (1995) concept of hegemonic masculinity to understand the workings of power and violence amongst a group of South African primary school boys. Little is known about how forces of hegemonic masculinity operate to shape every day gender relations amongst younger boys. Against this background, this paper focuses on a particular group of boys, between 10 and 13 years old, who attend a ‘black’, working-class primary school in South Africa. In addition, they identify themselves as ‘real boys’, where being a ‘real boy’ is inextricably linked to violent ‘performances’ of hegemonic masculinity on the school playground during break time. The paper explores how these boys use forms of violence to claim control of the playground space and to exclude, marginalise and denigrate the other group of boys whom they construct as ‘unmasculine’ and ‘gay’. The findings raise implications for ways of curbing the violence, such as working with the boys to promote non-violent interpretations of performing, being and becoming a ‘real boy’. [ABSTRACT FROM AUTHOR]

Developmental stages in general and Piaget's stages in particular have given rise to considerable controversy. Much of this controversy revolves around the responses that have been given to the following five central questions: (1) Do developmental stages exist? (2) If they exist, where are they? (3) What features define a developmental sequence as a sequence of developmental stages? (4) What psychological processes underlie developmental change? (5) Should we abandon the concept of developmental stages? The main goal of this paper is to present a critical review of such responses, while arguing for a strong conception of development and a “non-received” view of Piaget's theory. After an introduction section, we elaborate on each of the five questions. Finally, we present several reasons why this paper often appeals to Piaget's theory, and why his theory has been greatly misunderstood. [ABSTRACT FROM AUTHOR]

Abstract: The paper reviews the literature from 1986 on the management of those safety rules and procedures which relate to the workplace level in organisations. It contrasts two different paradigms of how rules and their development and use are perceived and managed. The first is a top-down classical, rational approach in which rules are seen as static, comprehensive limits of freedom of choice, imposed on operators at the sharp end and violations are seen as negative behaviour to be suppressed. The second is a bottom-up constructivist view of rules as dynamic, local, situated constructions of operators as experts, where competence is seen to a great extent as the ability to adapt rules to the diversity of reality. The paper explores the research underlying and illustrating these two paradigms, drawn from psychology, sociology and ethnography, organisational studies and behavioural economics. In a separate paper following on from this review (Hale and Borys, this issue) the authors propose a framework of rule management which attempts to draw the lessons from both paradigms. It places the monitoring and adaptation of rules central to its management process. [Copyright &y& Elsevier]

The changing profile of students, the expectations of business and the capabilities offered by Information and Communication Technologies (ICT) makes it necessary to change teaching practices, particularly in higher education. This paper proposes a methodological framework destined to force disciplinary course modules to evolve in order to integrate high-level cognitive skills and professional competencies. In this paper, we examine this framework in terms of the primary currents in educational psychology: behaviorism, cognitivism, constructivism and social constructivism. We present and analyze three case studies showing the evolution of three disciplinary course modules. We show that the lessons taught in these three modules are more motivating and more efficient, producing results that are closer to what employers are asking of their employees. [Copyright &y& Elsevier]

Abstract: This paper is about narrative and identity in classes of English for Speakers of Other Languages (ESOL). ESOL students, adult migrants to the English-dominant West, are positioned by policy and by their institutions primarily as potential employees and as test-takers. The paper considers ways in which ESOL students negotiate and perhaps resist the identity positions offered to them in policy and institutional discourse. I adopt a broadly constructivist approach to identity in narrative in my analysis of interaction in one ESOL lesson. The analysis advances a current theme in research into the language learning of minority language adults in migration contexts: bringing the outside in. Drawing on notions of positioning in interaction () and in narrative tellings () I demonstrate how, by claiming discursive space in ongoing classroom discourse, students can introduce into the talk aspects of their life story narratives. The analysis suggests that claiming space to do so extends students’ options for the bringing in of a range of identity positions – and of opportunities for learning – as they open up, through narrative, aspects of their identities that remain under-explored when classroom talk is limited to instrumental concerns. [Copyright &y& Elsevier]

Abstract: In this paper we describe an action-research project that our research team proposed to a group of teachers working in a special education school. The main idea was to introduce new methods to teach reading and writing in their school, mainly constructivist-based ones on teaching the function of writing text. In this paper we focus on the process that as researchers, teachers and practitioners followed in order to achieve this goal, and the resistances we found in students upon introducing a new way of functioning in the classroom. From this analysis, we will conclude how these kinds of innovation projects must take into account that the change of the practices of an institution requires a reflection about what a change of this kind supposes for all the participants and their ecological relationships. Conversation Analysis (CA) can be a useful tool to create this type of reflection. [Copyright &y& Elsevier]

Abstract: This paper examines the effectiveness of three different online writing activities in formal university education: forums, blogs, and wikis. Constructivism – reflective and collaborative learning fostered by scaffolding – provides a main support for their use in education. Prior research regarding the use of blogs and wikis, especially in language education, is reviewed. The lack of detailed examination to determine learning outcomes, the absence of an evaluation mechanism, and the special difficulty language education holds for their appreciation are noted. The latter half of the paper presents exploratory research executed by the authors on the usage of forums, blogs, and wikis in an English as foreign language (EFL)-blended learning course in a university in Tokyo, Japan. A mixed-method approach was applied with survey, interview, and text analysis used for triangulation. The survey revealed students'' positive perceptions of the blended course design with online writings – wikis being the most favorable, followed by blogs and forums. Qualitative text analysis of forum and wiki writings showed progress in their ability to differentiate English writing styles. The interview script analysis clarified the different merits students perceived from each activity. The variations provided by the blended course design served well in meeting challenges and were fun for them. [Copyright &y& Elsevier]

This paper attempts to answer three questions: (1) What are the benefits of fully implementing ICTs for the education of professionals, such as architects? (2) What are the difficulties involved with carrying out these technological changes? and (3) How do these benefits and difficulties interact in a rapidly developing Asian nation such as Taiwan? A brief literature review reveals that ICTs are especially well fitted to the educational paradigm of constructivism and that cultural considerations must always be kept in mind when attempting to implement ICTs. Particular attention is given to the increased potential for collaborative work that crosses international and cultural boundaries, molding studies and exercises to the interests of students and teachers rather knowledge that has recently evolved, and how this maximized use will benefit architectural education. Throughout the paper special attention is given to the possibility of fully implementing ICTs for the education of professionals in Taiwan. [Copyright &y& Elsevier]

The current paper qualifies previous assumptions on the link between physiology and learner states during constructivist learning, employing a study design where electrodermal activity data (EDA) is collected across two distinctive pedagogies -- direct instruction and hands-on learning. Our results are surprising in that higher arousal during hands-on learning is not indicative of higher learning gains, nor is the strength of the EDA response clearly different when transitioning across pedagogies. However, qualitative investigations show that varying sources of physiological arousal likely to be present in hands-on learning, such as stress, may have led to this mixed connection between EDA and learning during hands-on learning. Moreover, identical tests for the direct instruction section show that higher EDA during this more passive form of learning is indeed indicative of higher learning gains. Our machine learning prediction models achieved fair performance for both learning gains and engagement, providing support for the use of physiological data in gauging and supporting learner states despite its polysemy. We conclude with informed suggestions for building theory-based, nuanced connections between EDA and constructivist learning. • Learners' electrodermal activity (EDA) levels and peaks were positively associated with learning gains. • EDA levels did not clearly differ between direct instruction and hands-on learning; however, EDA synchrony levels did. • EDA synchrony did not have consistent ties with learning outcomes, contrary to findings in previous peer dyad research. • An EDA-based predictive model achieved substantial explanatory power for key learning outcomes. [ABSTRACT FROM AUTHOR]

This paper examines the effects of meeting in a relevant empirical setting with the purpose of co-writing an academic book. A writing seminar is used to explore how such encounters impact scholars’ motivations and actions regarding writing. Data were collected through participant observation, discussions, and in-depth interviews. Based on experiential and learning theories, the study led to the identification of four categories of academic co-writing, reflected through data from formal and informal meeting contexts: writing to process information; to develop knowledge; to play, socialize, and have fun; and to present oneself. The study findings suggest that academic institutions should arrange and support scholarly meetings to fulfill goals such as knowledge building, publication, and networking. At the individual level, being together and discussing and clarifying topics, constructs, and ideas motivate scholars to write and to publish. [ABSTRACT FROM AUTHOR]

Implicit feedback such as users’ examination behaviors have been recognized as a very important source of information in most recommendation scenarios. For recommendation with implicit feedback, a good similarity measurement and a proper preference assumption are critical for the quality of personalization services. So far, the similarities used in the state-of-the-art recommendation methods include the predefined similarity and the learned similarity ; and the preference assumptions include the well-known pairwise assumption . In this paper, we exploit the complementarity of the predefined similarity and the learned similarity via a novel mixed similarity model. Furthermore, we develop a novel recommendation algorithm, i.e., pairwise factored mixed similarity model (P-FMSM) , based on the mixed similarity and pairwise preference assumption. Our P-FMSM is able to (i) capture the locality of the user-item interactions via the symmetric predefined similarity, (ii) model the global correlations among items via the asymmetric learned similarity, and (iii) digest the uncertain implicit feedback via the pairwise preference assumption. Empirical studies on four public datasets show that our P-FMSM can recommend significantly more accurate than several state-of-the-art methods. [ABSTRACT FROM AUTHOR]

This paper presents a graduate course project on humanoid robotics offered by the University of Padova. The target is to safely lift an object by teleoperating a small humanoid. Students have to map human limbs into robot joints, guarantee the robot stability during the motion, and teleoperate the robot to perform the correct movement. We introduce the following innovative aspects with respect to classical robotic classes: i) the use of humanoid robots as teaching tools; ii) the simplification of the stable locomotion problem by exploiting the potential of teleoperation; iii) the adoption of a Project-Based Learning constructivist approach as teaching methodology. The learning objectives of both course and project are introduced and compared with the students’ background. Design and constraints students have to deal with are reported, together with the amount of time they and their instructors dedicated to solve tasks. A set of evaluation results are provided in order to validate the authors’ purpose, including the students’ personal feedback. A discussion about possible future improvements is reported, hoping to encourage further spread of educational robotics in schools at all levels. [ABSTRACT FROM AUTHOR]

In our paper, we take a constructivist approach to early forms of ‘academic language’, based on a conversation analytic framework. Adopting an interactional linguistic framework that is based on ethnomethodological and conversation analytic theoretical thinking, we aim to describe the social and linguistic norms that emerge in so-called ‘morning circles’, a highly ritualised interactional routine that transfers part of the interactional responsibility to the children and at the same time teaches the prerequisites for specific communicative practices. As morning circles are turned into language teaching lessons on a regular basis, we describe the linguistic features that emerge as learning objects, and some of the learning practices in which they are embedded. We will argue that language learning practices are situated practices, connecting the use of linguistic forms with ideologies of linguistic and social appropriateness. Our analysis is based on video recordings of three sessions in a first grade class in a primary school in a medium sized town in Germany, which have been transcribed and qualitatively analysed. [ABSTRACT FROM AUTHOR]

This article reports on the learning and professional development of 15 Bachelor of Education student teachers and the kinds of knowledge they gained through a cohort model of teaching practice during a four week residential practicum in a rural South African school. Drawing on concepts around socio-constructivism and teacher knowledge, data were collected from the student teachers’ reflective journals and audio-taped collaborative reflection sessions. Content analysis indicates that these pre-service teachers gained general pedagogic knowledge and, pedagogic content knowledge from, subject specialization collaborations, collaborative reflections and personal reflections and journaling. Reflections on their observations and participation in school activities, offered them knowledge of context. The paper illustrates that a cohort approach to student teaching practice, promotes learning and professional development and, adds value to their practicum. [ABSTRACT FROM AUTHOR]

Abstract: This article challenges the predominant occupation with documents as text in international relations theory and critical geopolitics and advances a new understanding of documents. First, it unpacks the manifold practical and material entanglements of documents that are crucial for their production. Second, it discloses the political dimensions of routinised action and its supporting infrastructures by shedding light on the conflicting practices behind agreed documents. Third, it reconsiders the role of documents as neutral media in politics by paying tribute to the performative role they play in organisational action. By regarding documents as ‘effects of organisational practice’ and as having ‘effects in organisational practice’, the article grounds international politics at its site of production, points to the mundane practices and tacit politics of policy-making, and thus goes beyond explanations referring to realpolitik based on manifest interests or poststructuralist constructivism. The empirical background that illustrates the argument derives from the 2012 Doha Conference of the United Nations Framework Convention on Climate Change (UNFCCC), with a special focus on the National Adaptation Plans. The paper concludes by arguing that documents are not only the necessary condition for international politics but might also inform a social ontology called ‘documentality’, as developed by the new realism philosopher, Maurizio Ferraris. [Copyright &y& Elsevier]

By engaging in construction-based robotics activities, children as young as four can play to learn a range of concepts. The TangibleK Robotics Program paired developmentally appropriate computer programming and robotics tools with a constructionist curriculum designed to engage kindergarten children in learning computational thinking, robotics, programming, and problem-solving. This paper documents three kindergarten classrooms' exposure to computer programming concepts and explores learning outcomes. Results point to strengths of the curriculum and areas where further redesign of the curriculum and technologies would be appropriate. Overall, the study demonstrates that kindergartners were both interested in and able to learn many aspects of robotics, programming, and computational thinking with the TangibleK curriculum design. [Copyright &y& Elsevier]

In this paper we present the development of a mobile application (named Explora México) for 9 to 10 years old children as a complementary learning tool for Mexico's geography and develop multiple intelligences through gamification techniques. The content to develop such learning activities was taken from the official curricula from SEP (Secretaría de Educación Pública, Public Education Bureau) 4th grade elementary level Mexico's Geography book. Explora México consists in 450 multiple choice questions in order to have more than one correct answer in the advanced levels. The learning activities were developed keeping in mind the Constructivism theory with the objective to develop multiple intelligences according to Howard Gardner's theory. Geography provides an excellent opportunity to develop spatial, naturalistic and interpersonal intelligences, and provide appropriated feedback to the student is an important process to allow student analyze, interpret and evaluate their answers. Gamification techniques were considered to engage and motivate the child, each correct answer gives bonus coins which later can be trade for Mexico stickers and augmented reality (AR) car game accessories. Mexico's stickers and the AR game become a great motivation to the child who becomes eager to collect more coins by answering more questions; it is also a great activity to support and according to Garner's theory to develop kinesthetic intelligence. [ABSTRACT FROM AUTHOR]

Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications. [Copyright &y& Elsevier]

Abstract: This paper emphasizes the relationship between cities and (transport) flows and critically explores the question of how this relationship has changed over time.It ties in with the legacy of Brian Hoyle’s work on port cities and discusses the general mechanisms and trajectories of urban development in the context of transport networks, particularly the tension between the concentration and dispersal of flows and their impact on places. Thus, the relationship between places and flows is considered both fundamental and delicate: that is, it is not only immanent to both, it also causes tensions and conflict. This is discussed in more detail in relation to two distinct cases: ports and airports. In response to related conflicts, the integration of flows in urban areas is pursued as a policy and planning strategy. However, the cases reveal that integration is difficult to achieve, due to complex systems’ dynamics and the individual logic of each sector, where integration is often accompanied by disintegration. Some light is also shed on a constructivist view of the subject matter. Finally, some ramifications for research and planning practices will be presented. [Copyright &y& Elsevier]

Abstract: Recent studies have shown adoption of basic tenets of constructivism in the design of learning environments. Individual representation of knowledge; active learning through exploration; and learning through social interaction or collaboration make-up the basic tenets of constructivism that is addressed in turns in relation to serious games. In contrast to behaviourism which views learners as active recipients of information, in constructivism, the learner is an active processor of information. The constructivist view of learning has been embraced by the video game world. We are currently witnessing a dwindling interest in drill and practice educational games and an overwhelming acceptance of serious games believed to be consistent with the constructivist view of learning. The broadness of constructivism has made it difficult for serious games to completely adopt this principle. This paper aims at ascertaining the extent to which serious games have adopted this pedagogical principle in its approach to facilitating learning. [Copyright &y& Elsevier]

Previous literature reviews or meta-analysis based studies on game-assisted learning have provided important results, but few studies have considered the importance of learning theory, and coverage of papers after 2007 is scant. This study presents a systematic review of the literature using a meta-analysis approach to provide a more comprehensive analysis and synthesis of relevant studies based on four orientations of learning theories and principles: behaviorism, cognitivism, humanism, and constructivism. Major findings of this study include that the majority of published studies were not based on learning theory and the development of learning theory orientations has prompted more studies to focus on constructivism and humanism than on behaviorism and cognitivism. In addition, most studies adopted a descriptive approach, followed by experimental methods and surveys, and most presented positive outcomes. These findings not only advance understanding of game-assisted learning from the important perspective of learning theory, but also provide useful insights for researchers and educators in issues related to game-assisted learning. [Copyright &y& Elsevier]

Abstract: This paper explicitly discusses the designation and implementation thought and method of Microcomputer Principle and Interface Technology virtual experimental platform website construction. The instructional design of this platform mainly follows with the students-oriented constructivism learning theory, and the overall structure is subject to the features of teaching aims, teaching contents and interactive methods. Virtual experiment platform production and development should fully take the characteristics of network operation into consideration and adopt relevant technologies to improve the effect and speed of network software application in internet. [Copyright &y& Elsevier]

In recent years there has been a shift in educational methodologies toward a student-centered approach, one which increasingly emphasizes the integration of computer tools and intelligent systems adopting different roles. In this paper we describe in detail the development of an Intelligent Information Access system used as the basis for producing and assessing a constructivist learning methodology with undergraduate students. The system automatically detects significant concepts available within a given clinical case and facilitates an objective examination, following a proper selection process of the case in which is taken into account the students’ knowledge level. The learning methodology implemented is intimately related to concept-based, case-based and internet-based learning. In spite of growing theoretical research on the use of information technology in higher education, it is rare to find applications that measure learning and students’ perceptions and compare objective results with a free Internet search. Our work enables students to gain understanding of the concepts in a case through Web browser interaction with our computer system identifying these concepts and providing direct access to enriched related information from Medlineplus, Freebase and PubMed. In order to evaluate the learning activity outcomes, we have done a trial run with volunteer students from a 2nd year undergraduate Medicine course, dividing the volunteers into two groups. During the activity all students were provided with a clinical case history and a multiple choice test with medical questions relevant to the case. This test could be done in two different ways: learners in one group were allowed to freely seek information on the Internet, while the other group could only search for information using the newly developed computer tool. In the latter group, we measured how students perceived the tool’s support for solving the activity and the Web interface usability, supplying them with a Likert questionnaire for anonymous completion. The particular case selected was a female with a medical history of heart pathology, from which the system derived medical terms closely associated with her condition description, her clinical evolution and treatment. [Copyright &y& Elsevier]

Abstract: One major controversy in the field of language development concerns the nature of children''s early grammatical knowledge. This paper focuses on the early representation of word order. It questions the validity of the results obtained with the Weird Word Order methodology () in which children are presented with ungrammatical sentences. These results have previously been considered as major evidence for the constructivist, usage-based approach to word order development according to which young children initially encode word order as a verb-specific lexical property which only slowly develops into abstract knowledge at age 3 or 4 (e.g., ). The critical review presented here addresses various problems with the results and their interpretation. The discussion questions the relationship between theory and data as well as methodological issues related to the small number of observations and the discarding of data not missing at random. It is argued that the data not only fail to support the constructivist account, but they actually bring evidence for the alternative hypothesis according to which children, from early on, represent word order abstractly. [Copyright &y& Elsevier]

Abstract: Participation is a complex process, engaging the whole person, implying cognitive, emotional and relational aspects. In online open and distant learning, group work is a commonly used strategy, given its collaborative nature and constructivist framework (). In this context, collaborative learning processes are highly dependent on the shared written information and the interactions that are established among the participants. The types of interactions that occur within such groups can influence their knowledge convergence processes, and are often decisive for its success. In this paper we aim to study the different types of collaborative practices in online Courses based on the analysis of the online interactions on the discussion forums, the works produced by the students (both individually and in small groups), and answers to questionnaires applied in the different stages of the investigation. In this particular case we are interested in exploring questions related to the process of knowledge convergence during online group work in Open and Distance Learning. Data analysis involved iterative analysis and revision of the coding scheme. Two of the researchers derived the initial coding key from the online discussion forums used during the group project phase of the Curricular Unit. Some of the codes were quantified in order to foster a more meaningful comparison of the data by allowing patterns to be identified and further explored (). In this study, it became clear that the more and less successful groups, in terms of their outcome or product, clearly revealed distinctive patterns of work, characterized by negotiation, research, conception and production. Moreover, particular patterns of work make decisive contributions for the participants’ shared knowledge and knowledge convergence. [Copyright &y& Elsevier]

Abstract: Near the end of the first year of life, infants begin producing referential behaviors that in adults indicate joint attention, or coordinating shared attention to an object with another person. These behaviors have been interpreted in the social cognitive literature as an indication that infants realize they are sharing attention to an object with another person. In this paper, we address theory and research on infant referential behaviors described as joint attention and offer an alternative explanation for the presence of these behaviors. Using Piaget''s constructivist theory, we show how research in this area can be interpreted without assuming that infants have advanced social cognitive abilities. We argue that infants’ referential behaviors are motor signifiers of thought and that infants recognize humans as particularly relevant objects for their goal-directed behaviors. Finally, we describe how the field of infant joint attention research should proceed if a comprehensive understanding of infant cognitive processes is to be desired. [Copyright &y& Elsevier]

Abstract: Creativity is at the heart of the 21st century educational work. Learner’ creativity or learner’s creative thinking skills are among the most important skills they need to be prepared for the knowledge society. The rapid development of technology in the modern era sheds light on the place and importance of creativity in education. Technology also has brought change in the way the students learn (collaboration strategy) and recently the computer-based instruction associated with electrical technologies has been a popular way of instruction that learning is no longer confined to classrooms (distance learning). Also in the case of the students if they want to take effective advantage of technology, they have to use the constructivist and cognitive skills (psychological learning theory). Recently education experts have tried to show how a distance instructional can be designed. The main question of this paper is what effects the distance instructional design based on the views of constructivism and cognitivism have on the learners’ creativity.The definition of distance education (e-learning), the instruction design based on constructivist view and its function in education and distance learning (e-learning), the instruction design based on cognitive view and its function in education and distance learning (e-learning), the factors affecting the creativity development and accommodation (comparison) the characteristics of the instructural context, and the impact of the appropriate learning on the creativity development according to these settings are among the other main points of this review. [Copyright &y& Elsevier]

Abstract: This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries’ mathematics curricula and studies on mathematics teaching. Through interviews and classroom observations, teachers’ practices were analyzed in these terms, separated into cognitive and affective aspects. The teachers were found to meet the new curriculum halfway, to address cognitive issues more effectively than affective ones, and to implement a common curriculum differently. The results support the need to analyze the teaching of mathematics in relation to affective as well as cognitive elements, and are discussed in relation to mathematics teaching internationally. [ABSTRACT FROM AUTHOR]

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes. [Copyright &y& Elsevier]

Abstract: Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social constructivist and socio-cultural factors. Metacognition is seen as facilitated through collaborative tasks and through talk. This study investigated the peer construction of metacognition in 5–7-year-old children engaged on collaborative writing tasks. Six year 1 and year 2 classes were involved in the project (n =172). 25h of video observation data, teacher and researcher reflections and structured field notes were analysed qualitatively using ATLAS ti software. The written texts produced in these sessions were analysed using a qualitative content analysis, looking specifically for evidence of the process of text construction and metacognition. The findings provide evidence of young children''s ability to engage in metacognitive talk and to use metacognition intentionally in the co-construction of written texts. The relationships between children and their talk partners mediated the effect of pre-determined ability in literacy. Teachers’ direct questioning aimed at reflection on the writing process did not always support metacognitive dialogues. Drawing on recent models of metacognition and writing the paper highlights the role of social factors in developing metacognition and illustrates the ways in which young children negotiate task demands during shared writing tasks. [Copyright &y& Elsevier]

This qualitative constructivist research study employed a unique professional case-based pedagogy to investigate how concurrent Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that influenced their critical thinking processes. The paper identifies three core categories that emerged in participants' critical reflections. Further, it discusses the process of participant engagement as they reflected upon the complexities of each case to arrive at new levels of awareness regarding their professional conduct, responsibilities, and behaviour in view of the Standards of Professional Practice. Last, it elaborates upon the progression of participants'' thinking processes via this multi-modal approach. [Copyright &y& Elsevier]

Authentic learning is learning that is constructivist, inquiry-based and has work value. As issues with graduate employability have, in recent years, come to the fore, educators in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. The purpose of this paper is to share the redevelopment of a postgraduate tourism course using an authentic, problem-based learning approach, and to reflect on the impact this learning approach had on student learning, particularly in relation to contemporary student and workforce needs related to employability. Designed around a focal 'consultancy project' with an international partner, the course aims to provide students with a unique opportunity to engage in real-world learning, while facilitating career-relevant activities for students that will help them develop stronger employability skills, including problem-solving, decision making, communication, collaboration, and creativity. [ABSTRACT FROM AUTHOR]

Abstract: The present paper re-appraises connectionist attempts to explain how human cognitive development appears to progress through a series of sequential stages. Models of performance on the Piagetian balance scale task are the focus of attention. Limitations of these models are discussed and replications and extensions to the work are provided via the Cascade-Correlation algorithm. An application of multi-group latent class analysis for examining performance of the networks is described and these results reveal fundamental functional characteristics of the networks. Evidence is provided that strongly suggests that the networks are unable to acquire a mastery of torque and, although they do recover certain rules of operation that humans do, they also show a propensity to acquire rules never previously seen. [Copyright &y& Elsevier]

This article presents the analysis of a large body of video data of trainee teachers who were learning mathematical dialogue techniques. We explore some of the ways in which trainee teachers can make better use of children's own contributions to foster learning and increase pupil motivation – taking a number of analytic principles from conversation analysis. While the importance of dialogue in mathematics education has drawn increased attention in recent years, there is still relatively little work on how teachers may learn to make better use of dialogue in the classroom. This paper aims to address that lacunae. • Shows how trainee teachers manage small group teaching in different ways. • Identifies different styles of trainee-teacher interaction with pupils. • Provides suggestions on how to help pre-service teachers maintain equity. • Shows how spaces to construct understanding may be managed in maths education. [ABSTRACT FROM AUTHOR]