23 results
Search Results
2. A methodological framework for practice-based research in networked learning.
- Author
-
Levy, Philippa
- Subjects
COMPUTER assisted instruction ,COMPUTER networks ,LEARNING ,TEACHING ,METHODOLOGY ,CASE studies - Abstract
This paper presents a methodological framework for practice-based research in the field of networked learning, based on the author's approach to carrying out a case study evaluation of a networked professional development initiative for information services staff in higher education. The theoretical case for the framework is made with reference to principles associated with constructivist programme evaluation as well as with interpretivist and critical traditions in action research. The purposes and politics of this approach, and the question of validation criteria for claims about its effectiveness for building theory, as well as for evaluating and improving practice, are discussed. Issues to do with using computer-mediated communication as a medium for participatory research are also raised. An overview is given of the way this research approach was implemented in practice (including the use of a combination of on-line and face-to-face data collection methods) and some methodological issues that arose in the course of carrying it out are highlighted. The paper concludes by suggesting that as a methodology for evaluating, theorising and improving practice, `networked action research' also offers an approach to pedagogical design, most obviously in the context of networked professional development for educators and learner support staff. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
3. Límites del constructivismo pedagógico.
- Author
-
Barreto Tovar, Carlos Humberto, Gutiérrez Amador, Luis Fernando, Pinilla Díz, Blanca Ligia, and Moreno, Ciro Parra
- Subjects
CONSTRUCTIVISM (Philosophy) ,THEORY of knowledge ,EDUCATION ,TEACHING ,LEARNING - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
4. Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy.
- Author
-
Çalik, Muammer, Ayas, Alipaşa, and Coll, Richard K.
- Subjects
TEACHER effectiveness ,TEACHING ,CONSTRUCTIVISM (Education) ,LEARNING ,STUDENTS ,NINTH grade (Education) ,SURVEYS - Abstract
This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
5. Designing a Pedagogical Model for Web Engineering Education: An Evolutionary Perspective.
- Author
-
Hadjerrouit, Said
- Subjects
SOFTWARE engineering ,METHODOLOGY ,WORLD Wide Web ,ENGINEERS ,ENGINEERING ,EDUCATION ,LEARNING ,TEACHING - Abstract
In contrast to software engineering, which relies on relatively well established development approaches, there is a lack of a proven methodology that guides Web engineers in building reliable and effective Web-based systems. Currently, Web engineering lacks process models, architectures, suitable techniques and methods, quality assurance, and a systematic approach to the development process. As a result, Web engineering is still struggling to establish itself as a reliable engineering discipline. The cost of poor reliability and effectiveness has serious consequences for the acceptability of the systems. One of the main reasons for the low acceptance of Web-based applications is the large gap between design models and the implementation model of the Web. It is therefore not surprising that Web engineering education still focuses on technologies, rather than on critical skills that facilitate engineers to solve real-world problems effectively. To meet the challenges of Web engineering, current education must be aligned with a pedagogical model capable of empowering and supporting the acquisition of critical skills. To do this, a new learning environment must be created that promotes change in both pedagogy and course material, in effect, altering the role of the teacher, the expectations for students, and many other educational aspects. This article describes a learner-centered pedagogical model rooted in the constructivist learning theory for teaching students the skills they need to construct Web-based applications more effectively and collaboratively. The model is iterative and encompasses two types of components: the learning management process and learning phases. The learning management process is concerned with monitoring learning activities, such as providing information, assessing project work, etc. The learning phases are an orderly set of interdependent activities moving from context analysis to the communication of learning results. The approach described in this paper is a result of 5 years of teaching Web engineering. The process of designing a pedagogical model can be characterized as an evolutionary process that progresses through a series of experimentations, evaluations, and redesigns. In evaluating the approach after many years of experience, the instructor can draw the following conclusions. First, applying the constructivist learning theory is clearly a challenge for instructors as it requires making a radical shift in their thinking in order to translate the philosophy of constructivism into practice. Second, it takes time and considerable effort to make significant pedagogical changes. Yet constructivism holds important lessons for how to design environments to support active learning. It gives teachers a framework for understanding students' needs and motivations. It helps teachers to expose students to many aspects of the subject matter that are of crucial importance for the profession of Web engineering. It allows focus on what really matters for students -- the acquisition of critical skills, authentic tasks, motivational aspects, teamwork, collaboration and negotiation, reading and writing skills, formative assessment, and self-evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
6. Students' likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students' perceptions of the learning environment, student learning and performance.
- Author
-
Struyven, Katrien, Dochy, Filip, and Janssens, Steven
- Subjects
- *
STUDENTS , *TEACHING , *LEARNING , *ACADEMIC achievement , *RESEARCH , *TEACHING methods - Abstract
This paper aims to investigate students' likes and dislikes of the teaching that they have experienced and its effects on students' perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students' evaluations of the experienced teaching were generally focused and positive, students' perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students' (dis)likes in instruction on students' perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students' learning and caution against detrimental consequences of students' negative appraisal of the teaching methods that they experience. A matching strategy between a student's teaching tastes and the teacher's instructional interventions provides the best educational prospects. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
7. An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework.
- Author
-
McHugh, Douglas, Yanik, Andrew J., and Mancini, Michael R.
- Subjects
PHARMACOLOGY ,MEDICAL students ,TEACHING ,LEARNING ,BLOOM'S taxonomy ,CONCEPT learning - Abstract
Background: Ongoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges. Methods: Constructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom's cognitive taxonomy levels. The social pedagogy model's wiki assignments were explored using abductive qualitative data analysis. Results: Qualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82–94% of learners rated the social pedagogy-based curriculum valuable. Conclusions: This social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
8. Style Sheet for the Journal of the Scholarship of Teaching and Learning.
- Author
-
Dewey, John and Curie, Marie
- Subjects
CONSTRUCTIVISM (Education) ,PHILOSOPHY of education ,SCHOLARLY method ,METACOGNITION ,TEACHING ,LEARNING - Abstract
This paper provides the style sheet for the Journal of the Scholarship of Teaching and Learning. Manuscripts submitted for publication should adhere to these guidelines. [ABSTRACT FROM AUTHOR]
- Published
- 2013
9. Style Sheet for the Journal of the Scholarship of Teaching and Learning.
- Author
-
Dewey, John and Curie, Marie
- Subjects
SCHOLARLY method ,METACOGNITION ,CONSTRUCTIVISM (Education) ,PHILOSOPHY of education ,TEACHING ,LEARNING - Abstract
This paper provides the style sheet for the Journal of the Scholarship of Teaching and Learning. Manuscripts submitted for publication should adhere to these guidelines. [ABSTRACT FROM AUTHOR]
- Published
- 2012
10. Style Sheet for the Journal of the Scholarship of Teaching and Learning.
- Author
-
Dewey, John and Curie, Marie
- Subjects
PUBLISHING ,PERIODICALS ,PHILOSOPHY of education ,METACOGNITION ,SCHOLARLY method ,TEACHING ,LEARNING ,CONSTRUCTIVISM (Education) - Abstract
This paper provides the style sheet for the Journal of the Scholarship of Teaching and Learning. Manuscripts submitted for publication should adhere to these guidelines. [ABSTRACT FROM AUTHOR]
- Published
- 2011
11. Umjetnički utemeljeno istraživanje konstruktivističke nastave
- Author
-
Tomislav Topolovčan
- Subjects
art-based research ,constructivism ,education ,learning ,qualitative research methods ,teaching ,kvalitativne metode istraživanja ,konstruktivizam ,nastava ,odgoj i obrazovanje ,učenje ,umjetnički utemeljeno istraživanje - Abstract
This paper provides a critical analysis of art-based research in education, that is, in constructivist learning and teaching. It presents the methodological features and advantages of art-based research in terms of the axiological, ontological and epistemological features of the constructivist, participatory and critical scientific paradigm, and the manifestations thereof in teaching and learning. In this respect, art-based research belongs to qualitative research with an emphasis on narrative research, phenomenology, grounded theory, ethnography and case studies, including a series of qualitative methods for collecting data, primarily the creative process, autoethnographic introspection and expression, but also interviews, recordings and participatory observation. An analysis of the said scientific paradigms, the features of constructivist teaching, and art-based research indicates their compatibility based on the co-construction of knowledge as a creative process. Such ontological and epistemological features of learning are suitable for art-based research, as it is used to study the introspective processes of constructing one's own knowledge as a creative process and its results. This paper examines the implications of art-based research in the practical and theoretical investigation of the research of learning and teaching., U radu je kritički analizirano umjetnički utemeljeno istraživanje u odgoju i obrazovanju, odnosno u konstruktivističkom učenju i nastavi. Prikazana su metodološka obilježja i prednosti umjetnički utemeljenog istraživanja s obzirom na aksiološka, ontološka i epistemološka obilježja konstruktivističke, sudjelujuće i kritičke znanstvene paradigme te njihovih manifestacija u nastavi i učenju. U tom je pogledu umjetnički utemeljeno istraživanje pozicionirano u kvalitativna istraživanja s naglaskom na narativno istraživanje, fenomenologiju, utemeljenu teoriju, etnografiju i studiju slučaja koje uključuju niz kvalitativnih metoda prikupljanja podataka, ponajprije stvaralački proces, autoetnografsku introspekciju i ekspresiju, ali i intervjue, zapise i sudjelujuće promatranje. Analizom navedenih znanstvenih paradigmi, obilježja konstruktivističke nastave i umjetnički utemeljenog istraživanja ukazano je na njihovu kompatibilnost baziranu na (su)konstrukciji znanja kao stvaralaštva. Takvim ontološkim i epistemološkim obilježjima učenja odgovara umjetnički utemeljeno istraživanje jer se time istražuju introspektivni procesi konstruiranja vlastitog znanja kao stvaralačkog procesa i njegova rezultata. U radu su prikazane implikacije umjetnički utemeljenog istraživanja u praksi i teorijskom promišljanju istraživanja učenja i nastave.
- Published
- 2016
12. Learning through the prism of social constructivism
- Author
-
Jasmina Vrkić Dimić
- Subjects
informalno učenje ,konstruktivizam ,kontekst ,poučavanje ,principi učenja ,socijalni konstruktivizam ,učenje ,zajednice prakse/učenja ,Cultural context ,communities of practice/learning ,constructivism ,context ,informal learning ,learning ,learning principles ,social constructivism ,teaching ,Ocean Engineering ,Informal learning ,zajednice prakse / učenja ,Social constructionism ,Human development (humanity) ,Constructivism (philosophy of education) ,Principles of learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Sociology ,Social constructivism ,Curriculum - Abstract
U današnjim shvaćanjima čovjekovog razvoja i učenja sve više se ističe značaj kontekstualnih, posebice socijalnih utjecaja, kao i njihovog dinamičnog međudjelovanja na pojedinca i, obrnuto, pojedinca na njih. Dinamična su-konstrukcija navedenih odnosa izgrađuje pojedinca, pri čemu je on aktivan akter dinamike promjena do kojih dolazi kod njega, ali i u njegovoj okolini. Znanja, sposobnosti, kompetencije konstruiraju se temeljem čovjekovog postojećeg iskustva te konteksta u kojem se učenje događa. Temeljne promjene u učenju i poučavanju su prijelaz na otvoreni sustav znanja i usmjerenje na sâme procese učenja. Učenje i poučavanje se otvaraju te se promatraju u daleko širem materijalnom, socijalnom, kulturnom kontekstu od onog uskog nastavnog. Sveto zahtijeva redefiniranje kurikuluma, kreiranje poticajnog okruženja učenja i poučavanja, ali i promijenjeni opći pristup u obrazovanju nastavnika.U radu se kratko iznose aktualne konstruktivističke interpretacije učenja i konteksta u kojem se ono odvija. Poseban naglasak stavlja se na socijalni konstruktivizam, zajednice prakse/učenja i informalne oblike učenja. Daje se pregled izmijenjene perspektive o učenju kroz niz od sedam principa te, u konačnici, refleksije teorije socijalnog konstruktivizma na praksu školskog učenja i poučavanja., In today's understanding of human development and learning is increasingly emphasized the importance of contextual, particularly social impacts, as well as their dynamic interactions between the individual and vice versa, individual to them. A dynamic co-construction of these relationships creates an individual, where he was an active actor in the dynamics of change occurring in him, but in the surrounding area. Knowledge, skills, competencies are constructed based on the existing human experience and the context in which learning occurs. Fundamental changes in learning and teaching are the transition to an open system of knowledge and the focus on the very processes of learning. Learning and teaching are opened and viewed in a much larger material, social and cultural context than those closely educational. All this requires a redefinition of the curriculum, creating an enabling environment for teaching and learning, but also changed the general approach in teacher education.A short review of current constructivist interpretation of learning and the context in which it occurs is presented in the paper. The particular emphasis is placed on social constructivism, communities of practice/learning and the informal forms of learning. The paper provides an overview of the revised perspective on learning through a series of seven principles, and, ultimately, the reflection theory of social constructionism to the practice of school learning and teaching, as well.
- Published
- 2011
13. Konstruktivismus und Erziehungswissenschaft
- Author
-
Nada Babić
- Subjects
constructivism ,pedagogy ,knowledge ,learning ,teaching ,konstruktivizam ,pedagogija ,znanje ,učenje ,poučavanje ,Konstruktivismus ,Erziehungswissenschaft ,Wissen ,Lernen ,Lehren - Abstract
Konstruktivizam kao teorija o znanju i učenju predmet je mnogih teorijskih i empirijskih istraživanja u socijalnim znanstvenim disciplinama iz različitih perspektiva: od zagovaranja do opovrgavanja. Na primjeru radikalnog i socijalnog konstruktivizma u radu su predstavljena različita „lica” konstruktivizma, epistemologija konstruktivizma, dosezi i kontradikcije u njegovu tumačenju te pedagoške implikacije. Konstruktivizam se razmatra u kontekstu pedagogije, cjeloživotnog učenja, aktualnih obrazovnih politika i održivog razvoja uz upozoravanje na nužnost njegova znanstvenog promišljanja i kritičkog propitivanja. Posebna pozornost usmjerena je na učenje i poučavanje u svjetlu konstruktivizma te na koncept„konstruktivističke pedagogije”., Constructivism, as a theory of knowledge and learning, has been the subject of much theoretical and empirical research in social scientific disciplines and, as such, it has been treated differently: some have advocated it, some have rejected it. Using the example of radical social constructivism, the paper focuses on various aspects of constructivism, its epistemology, achievements, contradictory interpretations and pedagogical implications. Constructivism is viewed in the context of pedagogy, lifelong learning, contemporary educational policies and sustainable development. The paper also stresses that constructivism should be explored scientifically and questioned critically. Special attention is given to learning and teaching in the light of constructivism and to the concept of constructivist pedagogy., Der Konstruktivismus als eine Wissens-und Lerntheorie ist Gegenstand vieler theoretischer und empirischer Forschungen in den geisteswissenschaftlichen Disziplinen, die ihn aus verschiedenen Perspektiven betrachten: von der Befürwortung bis zur Widerlegung. Am Beispiel des radikalen sozialen Konstruktivismus werden in der Arbeit verschiedene „Gesichter” des Konstruktivismus, konstruktivistische Epistemologie sowie Errungenschaften und Widersprüche in seiner Deutung und seine pädagogischen Implikationen dargelegt. Der Konstruktivismus wird im Kontext der Erziehungswissenschaft sowie des lebenslangen Lernens, aktueller Bildungspolitik und erhaltbarer Entwicklung erörtert mit dem Hinweis auf die Notwendigkeit seiner wissenschaftlichen Reflexion und kritischen Hinterfragung. Eine besondere Aufmerksamkeit wird dem Lernen und Lehren im Lichte des Konstruktivismus sowie dem Konzept einer «konstruktivistischen Pädagogik» gewidmet.
- Published
- 2007
14. The potential for virtual reality in schools. A constructivist view
- Author
-
Jan Hellriegel and Dino Čubela
- Subjects
Digitalisierung ,Medienkompetenz ,School ,Erziehung, Schul- und Bildungswesen ,Use of media ,Digitale Medien ,Schulpädagogik ,Lernen ,Constructivism ,Media competence ,0603 philosophy, ethics and religion ,Media skills ,Education ,ddc:370 ,Lehr-Lern-System ,Medienpädagogik ,Political science ,Learning ,Schule ,LC8-6691 ,Anwendung ,Teaching ,05 social sciences ,schule ,050301 education ,Konstruktivismus ,Deployment of media ,Digitalization ,06 humanities and the arts ,General Medicine ,Medienentwicklung ,Special aspects of education ,Virtuelle Realität ,augmented reality ,Medieneinsatz ,virtual reality ,Unterricht ,060301 applied ethics ,0503 education ,Humanities - Abstract
Aufgabe von Schule muss es sein, Heranwachsende auf die sich stetig wandelnden Anforderungen einer digitalisierten und medialisierten Arbeits- und Lebenswelt vorzubereiten. Hierzu ist es einerseits erforderlich solche Medien in das Lehr-Lern-Geschehen einzubeziehen, die nicht nur eine Gegenwarts-, sondern insbesondere auch eine Zukunftsbedeutung für die Heranwachsenden haben. Durch die stetige Neu- und Weiterentwicklung von Lern- und Unterrichtsmedien stehen Schulen darüber hinaus vor der Herausforderung, eine Balance zwischen einer didaktisch sinnvollen Medienvielfalt, technischer Funktionalität der verfügbaren Medien und den Grenzen des vorhandenen Budgets immer wieder neu auszutarieren. Im Zuge des technologischen Wandels wird insbesondere VR-Medien (Virtual-Reality-Medien) das Potenzial zugesprochen, den Lernerfolg von Schülerinnen und Schülern zu steigern und ein konstruktivistisches Lernen zu fördern. Da VR-Medien jedoch in der schulischen Praxis bislang ein Schattendasein führen, soll der vorliegende Beitrag Impulse setzen, insbesondere im Hinblick auf das didaktische Potenzial zum Einsatz von Virtual Reality im schulischen Unterricht. Zudem werden Rahmenbedingungen und Erfordernisse benannt, die für einen erfolgreichen Einsatz moderner Medientechnologien im Unterricht Berücksichtigung finden sollten, denn wie bei anderen Medien auch, führt der blosse Einsatz dieser Technologie nicht per se zu einem gesteigerten Lernerfolg. (DIPF/Orig.) It is important that schools prepare learners for the rapidly changing requirements of a digitalized and mediatized work and life environment. In order to achieve this, it is necessary to include media in educational settings that not only hold relevance for the learners in the present but are furthermore applicable in the future. Through continuous technological advancements of media that can be employed in teaching and learning, schools face the challenge of balancing didactically useful media plurality, technical functionality of the available media, and financial considerations. Especially VR-Media (Virtual-Reality-Media) has shown great potential for supporting constructivist learning and improving learning outcomes of students. However, the use of VR-Media in schools has been rather dormant. The goal of this article is to highlight didactical potential of using VR-Media in teaching and learning processes. In addition, a framework outlining the general conditions and requirements of using modern media technologies in teaching is given. As with all other media, the mere usage of the technology per se doesn’t guarantee learning success. (DIPF/Orig.)
- Published
- 2018
15. Alternativas a la enseñanza de la genética en Educación Secundaria
- Author
-
G. E. Ayuso and Enrique Banet Hernández
- Subjects
Aprendizaje ,solución de problemas ,enseñanza secundaria ,proceso cognitivo ,Teaching ,Constructivismo ,Constructivism ,Genética ,Education ,Secundaria ,Inheritance (object-oriented programming) ,Premise ,Secondary (High) School ,Mathematics education ,Genetics ,Learning ,Psychology ,conocimiento previo ,programa de enseñanza ,Enseñanza - Abstract
En este artículo se analizan algunas referencias importantes para la enseñanza de la genética en la ESO. Considerando que los estudiantes aprenden a partir de lo que ya saben, se examinan sus concepciones cuando inician sus contactos académicos con la herencia biológica, se aportan criterios para seleccionar y secuenciar los contenidos relacionados con la localización, la transmisión y los cambios de la herencia biológica y se analizan las características que podrían tener las actividades de enseñanza para favorecer el aprendizaje de los estudiantes. In this paper we analyse some important issues related with teaching Genetics in secondary school. Starting from the premise that students' learning is based on prior knowledge, we examine the students' ideas on the location, transmission and changes in biological inheritance, before starting their first academic course on Genetics. Taking into account such knowledge, we establish several criteria for selecting and sequencing the teaching contents and analyse any characteristics that the learning activities might have to improve students' knowledge of Genetics.
- Published
- 2021
16. Empowering Qualitative Research Methods in Education with Artificial Intelligence
- Author
-
Luca Longo
- Subjects
Artificial intelligence ,Knowledge representation and reasoning ,media_common.quotation_subject ,Data analysis ,Constructivism ,Education ,Perception ,Phenomenon ,Qualitative research ,Health care ,Machine learning ,Methods ,Business and Finance ,Learning ,Automated reasoning ,media_common ,business.industry ,Computer Sciences ,Teaching ,Natural language processing ,Behaviourism ,Planning ,Knowledge representation ,Cognitivism (psychology) ,business ,Cognitivism - Abstract
Artificial Intelligence is one of the fastest growing disciplines, disrupting many sectors. Originally mainly for computer scientists and engineers, it has been expanding its horizons and empowering many other disciplines contributing to the development of many novel applications in many sectors. These include medicine and health care, business and finance, psychology and neuroscience, physics and biology to mention a few. However, one of the disciplines in which artificial intelligence has not been fully explored and exploited yet is education. In this discipline, many research methods are employed by scholars, lecturers and practitioners to investigate the impact of different instructional approaches on learning and to understand the ways skills and knowledge are acquired by learners. One of these is qualitative research, a scientific method grounded in observations that manipulates and analyses non-numerical data. It focuses on seeking answers to why and how a particular observed phenomenon occurs rather than on its occurrences. This study aims to explore and discuss the impact of artificial intelligence on qualitative research methods. In particular, it focuses on how artificial intelligence have empowered qualitative research methods so far, and how it can be used in education for enhancing teaching and learning.
- Published
- 2020
17. Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures.
- Author
-
Dhindsa, Harkirat S., Makarimi-Kasim, and Anderson, O. Roger
- Subjects
TEACHING ,CLASSES (Groups of students) ,TEACHERS ,ELECTRICITY ,LEARNING ,MAGNETISM - Abstract
This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted of six classes (140 Form 3 students of 13-15 years old) selected from a typical coeducational school in Brunei. Three classes (40 boys and 30 girls) were taught using the TTA while three other classes (41 boys and 29 girls) used the CMA, enriched with PowerPoint presentations. After the interventions (lessons on magnetism), the students in both groups were asked to describe in writing their understanding of magnetism accrued from the lessons. Their written descriptions were analyzed using flow map analyses to assess their content knowledge and its organisation in memory as evidence of cognitive structure. The extent of CLE was measured using a published CLE survey. The results showed that the cognitive structures of the CMA students were more extensive, thematically organised and richer in interconnectedness of thoughts than those of TTA students. Moreover, CMA students also perceived their classroom learning environment to be more constructivist than their counterparts. It is, therefore, recommended that teachers consider using the CMA teaching technique to help students enrich their understanding, especially for more complex or abstract scientific content. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
18. Challenges and Trends in Multimedia Didactics
- Author
-
Tomislav Topolovčan and Milan Matijević
- Subjects
Multidisciplinary ,didaktika, digitalni mediji, koncepti, konstruktivizam, miskoncepti, nastava, poučavanje, učenje ,History and Philosophy of Science ,business.industry ,Philosophy ,Constructivism (psychological school) ,didaktika ,digitalni mediji ,koncepti ,konstruktivizam ,miskoncepti ,nastava ,poučavanje ,učenje ,didactics ,digital media ,concepts ,constructivism ,misconcepts ,classes ,teaching ,learning ,business ,Social Sciences (miscellaneous) ,Epistemology ,Digital media - Abstract
U radu su kritički analizirane spoznaje empirijskih, povijesnih, metaanalitičkih i teorijskih istraživanja u multimedijskoj didaktici, odnosno organizaciji nastave usmjerene na učenika uz pomoć različitih medija. Stoga su definirani značaj i obilježja multimedijske nastave, gdje s obzirom na suvremeno multimedijsko okruženje posebno mjesto zauzimaju i digitalni mediji. Razmatrajući obilježja multimedijske nastave prikazana je i objašnjena uloga didaktičkih i psiholoških teorija učenja u implementaciji pojedinih medija u organizaciji učenja i poučavanja. Ukazano je da u trenutno dominantnom kontekstu konstruktivističkih teorija učenja, naglasak je stavljen na ono što se naziva okolinom učenja, odnosno multimedijskom okolinom učenja. Konstruktivističke strategije učenja dodatno naglašavaju i funkcionalne mogućnosti i novitete koje nude digitalni mediji u nastavi. Odnosno, omogućuju digitalno prezentiranje, posredovanje i pohranjivanje sadržaja, obavljanje poslova s digitalnom tehnologijom te digitalno posredovanu komunikaciju. U tom pogledu do izražaja dolazi suradničko, kontekstualno i samoregulirano učenje, odnosno učenje istraživanjem, učenje rješavanjem problema, suradničko učenje, projektno učenje, učenje igrom i djelovanjem usmjereno učenje, ali i učenje pomagano digitalnim medijima. Dodatnu didaktičku vrijednost ovih strategija učenja uz pomoć različitih medija potvrđuju i spoznaje neuroznanstvenih istraživanja. Na temelju analiziranih znanstvenih činjenica te njihovih objašnjenja i tumačenja, moguće je ponuditi zaključak koji ukazuje da (digitalni) mediji sami po sebi nisu ti koji podižu kvalitetu nastave i razinu postizanja željenih ishoda učenja. Pokazuje se da su jedan od najbitnijih čimbenika postizanja željenih ishoda učenja didaktički aranžmani učenja iz domene konstruktivističke, odnosno nastave usmjerene na učenika., The paper offers a critical analysis of the knowledge gained in empirical, historical, meta-analytical and theoretical research in multimedia didactics, or rather in the organization of student-oriented teaching with the help of various media. It defines the importance and characteristic features of multimedia teaching, in which – considering modern multimedial environment – digital media play a major role too. In the context of analyzing the features of multimedial teaching, the role of didactic and psychological learning theories in the context of the implementation of individual media in the organization of learning and teaching has been presented and explained. It has been indicated that in the currently predominant context of constructivist learning theories, the emphasis has been put on the so-called learning environment, or rather on the multimedial learning environment. Constructivist learning strategies additionally stress functional possibilities and novelties provided through digital media in teaching, such as: digital presentation, mediating and storing of the content, performing tasks by using digital technology, and digitally mediated communication. In this context, the following learning types have been stressed: peer, contextual and self-regulated learning, i.e. learning through research; learning through problem solving; peer learning; project learning; learning through playing and operation-directed learning; learning assisted by digital media. The knowledge gained through research in neuroscience confirms that the media-assisted learning strategies carry an additional didactic value. Based on the analyzed scientific facts, their explanations and interpretations, it may be concluded that (digital) media cannot by themselves elevate the quality of teaching and the level of achieving the attempted learning results. Didactic learning concepts from the domain of constructivist teaching, or rather student-oriented teaching, have proven to be one of the key factors in achieving the attempted learning results.
- Published
- 2017
19. Using Sociotransformative Constructivism to Teach for Understanding in Diverse Classrooms: A Beginning Teacher's Journey.
- Author
-
Rodriguez, Alberto J. and Berryman, Chad
- Subjects
SCHOOL children ,TEACHERS ,STUDENT teachers ,HIGH schools ,BEGINNING teachers ,HIGH school students - Abstract
This is an article within an article. It reports the results of a study with high school students, teachers, and a preservice teacher; and it uses those results in further investigating the preservice teacher's views 1 year after his participation in the study, a year during which be taught in his own classroom. Using socio transformative constructivism as the theoretical framework, the article presents insights into the issues and difficulties that can be encountered by Anglo-European beginning teachers who are committed to teaching for understanding in predominantly Latino/a and impoverished school settings. Findings from this study suggest that an article-within-an-article format can be used as a tool for further professional development and as a research tool for strengthening the validity of research claims. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
- View/download PDF
20. Fortalecimiento de la comprensión del concepto de fracción en los estudiantes del grado 5 y 6 del Colegio Agroecológico Holanda a través de secuencias didácticas
- Author
-
Sarmiento Tarazona, Eimar Yesid, Camacho Duarte, Omar Alfredo, and Velasco Mosquera, James Ronald
- Subjects
Aprendizaje ,Matemáticas ,Teaching ,Research ,Concept ,Educación ,Constructivismo ,Educational strategies ,Investigaciones ,Fracción ,Estrategias educacionales ,Didactic sequences ,Constructivism ,Education ,Fraction ,Meaningful learning ,Aprendizaje significativo ,Learning ,Secuencias didácticas ,Concepto ,Mathematics ,Enseñanza - Abstract
Este proyecto de tesis tuvo como objetivo fortalecer la comprensión del concepto de fracción en los estudiantes del grado 5 de la sede C y 601 de la sede A del colegio Agroecológico Holanda del municipio de Piedecuesta; puesto que los resultados de las pruebas saber de los años 2014, 2015 y 2016 muestran que los estudiantes presentaban dificultades en la noción que tenían de dicho concepto en sus diferentes interpretaciones, al igual que en los procesos de razonamiento, argumentación, representación y solución de problemas. Ésta información fue ratificada con una prueba diagnóstica y como consecuencia, se hizo necesario plantear una propuesta pedagógica que fue la implementación de secuencias didácticas en las cuales se tuvo en cuenta como fundamento pedagógico el aprendizaje significativo de Ausubel y el constructivismo Piagetiano. Al culminar el proceso investigativo se realizó un análisis comparando los resultados de la prueba diagnóstica con los de la prueba final en el cual se observó un fortalecimiento por parte de los estudiantes en los significados que hacen posible la comprensión del concepto de fracción. Es necesario mencionar que éste proyecto de tesis se realizó a través de la investigación acción. 1. PLANTEAMIENTO DEL PROBLEMA 1 1.1 DESCRIPCIÓN DEL PROBLEMA 2 1.2 FORMULACIÓN DEL PROBLEMA 8 1.2.3 OBJETIVOS 8 a. GENERAL 8 b. ESPECÍFICOS 8 1.3 JUSTIFICACIÓN 8 1.4 CONTEXTUALIZACIÓN DE LA INSTITUCIÓN 10 2. MARCO REFERENCIAL 11 2.1 ANTECEDENTES 11 2.1.1 ANTECEDENTES INTERNACIONALES 12 2.1.2 ANTECEDENTES NACIONALES 13 2.1.3 ANTECEDENTES LOCALES 15 2.2 MARCO LEGAL 17 2.2.1 LEY GENERAL DE EDUCACIÓN 17 2.2.2 PROYECTO EDUCATIVO INSTITUCIONAL (PEI) 18 2.2.3 PLAN DE ESTUDIOS 18 2.2.4 LINEAMIENTOS CURRICULARES 19 2.2.5 ESTÁNDARES BÁSICOS DE COMPETENCIAS MATEMÁTICA (EBC) 20 2.2.6 DERECHOS BÁSICOS DE APRENDIZAJE (DBA) 21 2.3 MARCO TEÓRICO 21 2.3.1 EL PENSAMIENTO NUMÉRICO 21 2.3.2 COMPETENCIAS MATEMÁTICAS 22 2.3.3 EL CONOCIMIENTO 23 2.3.3.1 EL CONOCIMIENTO MATEMÁTICO 25 2.3.4 EL CONCEPTO 25 2.3.4.1 EL CONCEPTO MATEMÁTICO 27 2.3.5 LA FRACCIÓN 28 2.3.5.1 CONCEPTO DE FRACCIÓN 29 2.3.6 EL CONSTRUCTIVISMO 32 2.3.7 EL APRENDIZAJE SIGNIFICATIVO 33 2.3.8 LA SITUACIÓN PROBLEMA 34 2.3.9. SECUENCIAS DIDÁCTICAS 35 3. DISEÑO METODOLÓGICO 37 3.1 TIPO DE INVESTIGACIÓN 37 3.2 PROCESO DE INVESTIGACIÓN 38 3.2.1 Idea general 38 3.2.2 Reconocimiento 39 3.2.3 Estructura del Plan general 39 3.2.4 Desarrollo de las siguientes etapas 40 3.3 POBLACIÓN Y MUESTRA 40 3.4 INSTRUMENTOS PARA LA RECOLECCIÓN DE LA INFORMACIÓN 40 3.5 VALIDACIÓN DE LOS INSTRUMENTOS 41 3.6 CATEGORIZACIÓN 41 3.7 RESULTADO Y DISCUSIÓN 43 4. PROPUESTA PEDAGÓGICA 79 4.1 PROPUESTA 79 4.1.1 JUSTIFICACIÓN 79 4.1.2 OBJETIVOS 80 4.1.3 INDICADORES DE DESEMPEÑO 81 4.1.4 METODOLOGÍA 81 4.1.5 FUNDAMENTOS PEDAGÓGICOS 82 4.1.6 DISEÑO DE ACTIVIDADES 82 4.2 EXPERIENCIAS EXITOSAS 82 4.3 ESTRATEGIAS 83 CONCLUSIONES 84 RECOMENDACIONES 86 REFERENCIAS BIBLIOGRÁFICAS 87 ANEXOS 92 ANEXO A: DATOS FOTOGRÁFICOS 92 ANEXO B. PRUEBA DIAGNÓSTICA 126 ANEXO C: PRUEBA FINAL 129 ANEXO D: GUÍA DE LA SECUENCIA DIDÁCTICA “LAS COLECCIONES” 133 ANEXO E: LÁMINAS DE PLUMAS DE LA CLASE DE COLECCIONES 135 ANEXO F: GUÍA DE LA SECUENCIA DIDÁCTICA “LOS DESAFIOS DEL 136 ANEXO G: GUÍA DE LA SECUENCIA DIDÁCTICA “UBIQUEMOS EN LA CUERDA” 138 ANEXO I: RELATORIA DE LA SECUENCIA DIDÁCTICA 141 ANEXO J: SECUENCIAS DIDÁCTICAS 143 Maestría This research paper aimed to reinforce the understanding of the fraction concept in the students from fifth grade who attend campus C and the students from sixth 01 who attend campus A at “Colegio Agroecológico Holanda” in Piedecuesta, since the SABER tests results from 2014, 2015 and 2016 show weaknesses in the notion that the students had of the mentioned concept, in its different interpretations as well as in the processes of reasoning, argumentation, representation, and problem solving. This information was ratified with a diagnosis test and as a consequence, it was necessary to implement a pedagogical proposal that was the implementation of didactic sequences in which we took into account Ausubel meaningful learning theory and Piagetian constructivism. By the end of this research process, the results of the diagnosis test were analyzed comparing them with the ones found in the final test that was applied to the students. We observed a strengthening in the meanings that make the understanding of the fraction concept possible. It is necessary to mention that this project was carried out keeping in mind the action research characteristics.
- Published
- 2017
21. Of exclusion to inclusion academic. the role of the teacher as generator explorer and conditions of meanings charged attractions in the teaching of statistics
- Author
-
Gabalán Coello, Jesús and Botero Ortíz, Susan Leasle
- Subjects
University ,Aprendizaje ,Universidad ,Teaching ,Pedagogy ,Statistics ,Constructivismo ,Education, higher - research ,Estadística ,Constructivism ,Educación superior - Investigaciones ,Learning ,Educación - Investigaciones ,Pedagogía ,Inclusión ,Enseñanza - Abstract
Generar situaciones atractivas para el aprendizaje, lograr conectar a los estudiantes, llevarlos al límite de su capacidad, potenciar su nivel, etc., son situaciones por las que han atravesado todos los que han sido profesores, en cualquier nivel de escolaridad. Esta serie de reflexiones se van haciendo más frecuentes en el devenir académico de los estudiantes, dado que cada vez es más necesario lograr mayores niveles de abstracción en torno a las temáticas y su complejidad creciente. No tener en cuenta este tipo de consideraciones es, sin lugar a dudas, una forma de exclusión académica. En la universidad, este trabajo tiene una connotación especial, dado el estudio de las disciplinas en términos de factores que influencian los planes de estudio, así como el puente inherente a la enseñanza-aprendizaje, construido en común acuerdo entre profesores y estudiantes. Este trabajo presenta una propuesta pedagógica en métodos cuantitativos que intenta plasmar la necesidad de entender la labor profesoral como un compromiso permanente, en la cual es absolutamente necesario contar con la experticia del docente para generar una serie de situaciones que coadyuven a la construcción colectiva del conocimiento, entendiendo fundamentalmente que los estudiantes pertenecen a generaciones distintas en las que probablemente la forma de adquisición de tal conocimiento ha cambiado. El profesor, consciente de este cambio, debe desarrollar estrategias pedagógicas que privilegien lo más importante: el aprendizaje Many teachers generate attractive situations for learning in order to assist students to focus more and in order to their academic capacity. As students mature, their academic expectations include complex and abstract thinking. However, there are times this can be a form of academic exclusion. In college, academic inclusion has a special meaning, because studying the variety of disciplines in terms of factors that influence the curriculum, as well as the inherent bridge asso-ciated in teaching and the learning process, a mutual agreement between teachers and students. This paper presents a pedagogical proposal using quantitative methods which tries to capture the need to understand the professorial work of a teacher including their permanent commitment, in which the teacher’s expertise is absolutely necessary to generate a number of situations that contribute to the collective construction of knowledge.Teachers should understand that cu-rrent students belong to a different generation and knowledge acquisition has changed; so that it implies developing new teaching strategies that prioritize the most important aspect of “learning”
- Published
- 2015
22. TIC et motivation en apprentissage/enseignement des langues. Une perspective canadienne
- Author
-
Hélène Knoerr
- Subjects
Linguistics and Language ,Canada ,language ,learning ,technologie éducative ,enseignement ,educational technology ,langue ,technologies de l’information et de la communication (TIC) ,Language and Linguistics ,apprentissage ,teaching ,Education ,constructivisme ,motivation ,constructivism ,information and communication technology (ICT) - Abstract
Cet article veut montrer, selon une perspective canadienne, comment les technologies de l’information et de la communication (TIC) peuvent favoriser l’apprentissage dans le cadre du nouveau paradigme pédagogique constructiviste.Après avoir défini les concepts de motivation, d’apprentissage et de technologies de l’éducation, de l’information et de la communication, nous examinerons les différentes manières dont les TIC peuvent influer de manière favorable sur la motivation des apprenants et sur celle des enseignants. Nous conclurons par quelques exemples canadiens concrets de situations pédagogiques en langues intégrant intelligemment les TIC. This paper presents a Canadian perspective on the impact of ICT (Information and Communication Technology) on students’ and teachers’ motivation, within the framework of the new constructivist teaching/learning paradigm. After defining the key concepts of motivation, learning and ICT, we will discuss the positive impact of IT on students’ motivation to learn and teachers’ motivation to teach with ICT. We will conclude with a few Canadian examples of ICT activities for the language classroom.
- Published
- 2014
23. e-ducation
- Author
-
Nuldén, Urban
- Subjects
education ,learning ,information technology ,constructivism ,ComputingMilieux_COMPUTERSANDEDUCATION ,Informationsteknik ,problem based learning ,e-ducation ,teaching - Abstract
e-ducation is a study of information technology use in higher education. The aim of the research is to improve educational practice with information technology. The modern educational system was developed to teach the students the skills necessary and the facts applicable to survive in the industrial society; facts that would be true and skills that would be useful throughout their entire life. Today, schools need to help students develop conceptual tools to be self directed learners capable of learning new things and adopt to an increasingly dynamic, and also complex, work situation. Many educators believe in the immense potential of information technology as learning tools, but for the information technology to bring about a real and substantial change, its introduction must be accompanied by improvements in our understanding of learning and teaching. The research approach applied has been a “design oriented study of information technology use with the intention to contribute to the development of both the use and the technology itself.” This has been done through action research and experiments in educational settings. The thesis consists of six papers and an introduction. The main results in this research are the following four: (1) The education framework which can be used to understand important current trends in education. (2) The PIE approach (problem based learning, interactive multimedia and experiential learning), developed to enhance the problem based learning methodology. (3) The philosophy of Thematic Modules (TM), developed to structure collaborative educational activities in information technology based environments, such as asynchronous learning networks (ALN). (4) Concrete examples of alternative forms of computer supported assessment of learning and examination.
- Published
- 1999
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.