Search

So far, the synergistic relationship between learning design and learning analytics and its impact on learners’ educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners’ engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners’ engagement and self-regulation. In this experimental study, 50 graduate students at Iranian’ Allameh Tabataba’i University were asked to participate in a Moodle course called “Teaching Skills” and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners’ engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.

The purpose of this paper is to demonstrate a constructivist strategy of organizing Internet-based learning. The goal has been to design a learning environment that is open, student centred and problem based, in which the student is given control of the situation instead of being controlled, and which provides the student with sufficient structure and support to solve the problems and to reflect on the experiences (Dewey 1915).

Anti-Black racism has contributed to significant disparities in health status for Black individuals in Canada. Dermatology is one area where these health disparities are evident. Lack of appropriate medical education regarding dermatologic conditions in persons of color has been associated with worse health outcomes. This project improved representation in a preclerkship dermatology medical school curriculum, through a constructivist approach, by adding images and discussion points of skin diseases in persons of color to existing teaching sessions. Student evaluations demonstrated strong agreement with improved exposure to images of dark skin and improved comfort in identifying skin conditions in persons of color. This intervention represents an effective approach to updating representation in the dermatology curriculum.

El Blended Learning, aprendizaje semipresencial o aprendizaje combinado es una modalidad de enseñanza que entrelaza componentes tanto de la presencialidad como de clases en línea. El presente artículo tuvo como objetivo presentar un bosquejo de los alcances, límites, retos así como de los vacíos del Blended Learning, a partir de una revisión de los trabajos publicados en los últimos seis años, por medio de un análisis interpretativo de los antecedentes, definiciones, beneficios, desafíos así como de sus obstáculos, el rol del docente en ambientes semipresenciales, modelos, medición de su efectividad. Este trabajo es una investigación de corte documental sustentada en el enfoque cualitativo interpretativo. Los hallazgos muestran un vacío en el consenso sobre una definición de dicha modalidad, se encuentra una coincidencia como determinante en capacitar a los profesores para implementar este modelo como principal desafío, además de una tendencia de medición de la efectividad de los modelos basada en el aprendiz, así como un enfoque predominante de corte constructivista para su implementación. Para concluir, otras líneas de investigación urgentes para el Blended Learning son aquellas relacionadas con sus fundamentos conceptuales, medición de su eficacia desde una perspectiva sistémica, una detección de necesidades de capacitación específica en habilidades y competencias tanto didácticas como tecnológicas para los docentes, específicamente en contextos híbridos.

From a scientific, social and educational contribution, this article shows the teaching-learning process of physical science with the M-Learning model, in addition, it reflects on the repercussions of the application of the educational model during the pandemic in high school students of a rural public school in Colombia in two facets. In the first facet it is evidenced that M-Learning from a constructivist approach, is bringing physical science effectively to the place where the students are and has contributed with its possibility of social isolation, that Covid-19 is contained. in the rural context, the smart cell phone and the WhatsApp application stand out for their portability and economic advantages. In the second facet, by means of a virtual survey, an instrument with four scales measuring the family environment, cyberbullying, student satisfaction and willingness to study is applied. It is found that willingness to study is explained by family climate (24%) and satisfaction with the educational service (51%). The evidence suggests that student well-being is being affected by m-learning in the pandemic impacting willingness to study, thus education in the rural sector is devolving. Desde un aporte científico, social y educativo, este artículo muestra el proceso de enseñanza-aprendizaje de la ciencia física con el modelo M-Learning, además, reflexiona sobre las repercusiones que conlleva la aplicación del modelo educativo durante la pandemia en los estudiantes de secundaria de un colegio público rural de Colombia en dos facetas. En la primera faceta se evidencia que el M-Learning desde un enfoque constructivista, está llevando la ciencia física con efectividad al lugar donde están los estudiantes y ha contribuido con su posibilidad de aislamiento social, que la Covid-19 sea contenida. En la ruralidad, el teléfono móvil inteligente y la aplicación WhatsApp se destacan por su portabilidad y ventajas económicas. En la segunda faceta mediante una encuesta virtual se aplica un instrumento de cuatro escalas que miden el ambiente familiar, el ciberacoso, la satisfacción del estudiante y la disposición hacia el estudio. Se encuentra que la disposición para el estudio es explicada por el clima familiar (24%) y por la satisfacción del servicio educativo (51%). La evidencia sugiere que el bienestar estudiantil está siendo afectado por el m-learning en la pandemia repercutiendo en la disposición hacia el estudio, por lo que la educación en el sector rural está involucionando. A partir de uma contribuição científica, social e educacional, este artigo mostra o processo ensino-aprendizagem das ciências físicas com o modelo M-Learning, e reflecte também sobre as repercussões da aplicação do modelo educacional durante a pandemia em estudantes do ensino secundário numa escola pública rural na Colômbia, em duas facetas.A primeira faceta mostra que o m-learning, a partir de uma abordagem construtivista, está efectivamente a levar a física para o local onde os estudantes se encontram, contribuindo com a sua possibilidade de isolamento social para a contenção da covid-19. Nas zonas rurais, o smartphone e a aplicação WhatsApp destacam-se pela sua portabilidade e vantagens económicas.Na segunda faceta, através de um inquérito virtual, é aplicado um instrumento com quatro escalas que mede o ambiente familiar, cyberbullying, satisfação dos estudantes e vontade de estudar. A vontade de estudar é explicada pelo clima familiar (24%) e pela satisfação com o serviço educativo (51%). As evidências sugerem que a população estudantil está a ser afectada pela m-learning na pandemia, afectando a vontade de estudar, de modo que a educação no sector rural seria involuntária. A partir de uma contribuição científica, social e educacional, este artigo mostra o processo ensino-aprendizagem das ciências físicas com o modelo M-Learning, e reflecte também sobre as repercussões da aplicação do modelo educacional durante a pandemia em estudantes do ensino secundário numa escola pública rural na Colômbia, em duas facetas.A primeira faceta mostra que o m-learning, a partir de uma abordagem construtivista, está efectivamente a levar a física para o local onde os estudantes se encontram, contribuindo com a sua possibilidade de isolamento social para a contenção da covid-19. Nas zonas rurais, o smartphone e a aplicação WhatsApp destacam-se pela sua portabilidade e vantagens económicas.Na segunda faceta, através de um inquérito virtual, é aplicado um instrumento com quatro escalas que mede o ambiente familiar, cyberbullying, satisfação dos estudantes e vontade de estudar. A vontade de estudar é explicada pelo clima familiar (24%) e pela satisfação com o serviço educativo (51%). As evidências sugerem que a população estudantil está a ser afectada pela m-learning na pandemia, afectando a vontade de estudar, de modo que a educação no sector rural seria involuntária

The active development of artificial intelligence (AI) technology poses the question of how to integrate this phenomenon into legal reality, about the limits of using this technology in social practices regulated by law, and ultimately about developing an optimal model of legal regulation of AI. The paper focuses on the problem of developing the legal content of the concept of AI, including some methodological and ontological foundations of such work. The author brings to the scientific discussion certain constant characteristics of AI that are significant for legal regulation, which, if adopted by the legal scientific community, could be used as a scientifically sound basis for constructing specific variants of legal regulation that meet the needs of a particular sphere of social practice. The author believes that the scientifically based legal concept of AI is largely able to determine the direction and scope of applied legal research on the multidimensional problems of using AI technology in social interaction practices, including in the administration of justice, to distinguish the legal issues and problems related to this from ethical, philosophical, technological and other issues.According to the author, the task of forming the legal concept of AI is not limited to the formulation of specific legal definitions and cannot be solved at this level. The result of the juridification of the concept of AI should be a set of unchangeable (constant) legal characteristics, while specific definitions of this term in regulations may differ depending on the needs of legal regulation practice. In the work on the formation of a legally significant concept of AI, it is proposed to abandon the descriptive essentialist approach aimed at identifying the essence of AI in favor of an ascriptive constructivist approach, which involves attributing to the content of the concept of AI those legal properties that, on the one hand, are significant for the purposes of legal regulation, and on the other hand, limit the limits of legal regulation.

La etapa de Educación Primaria se ha aplicado bajo un enfoque tradicional desde su integración en la Enseñanza Obligatoria y no con propuestas educativas o metodologías que potencien el carácter experiencial/manipulativo de los contenidos. Es necesario que los niños se sumerjan en un proceso de Enseñanza-Aprendizaje constructivista que les permita aprender a hacer haciendo y así, generar en ellos esa motivación por el propio proceso. El presente trabajo refleja un diseño de investigación cuasi-experimental sobre cómo influyen dos tipos de metodologías contrapuestas (tradicional frente a constructivista) en el grado de motivación y consolidación de los contenidos en el alumnado del 1º curso de Educación Primaria en un colegio público de la Región de Murcia, a través de la aplicación de actividades globalizadas relacionadas con los contenidos propuestos en el Decreto 198/2014, de 5 de septiembre, por el que se establece el currículo de la Educación Primaria en la Comunidad Autónoma de la Región de Murcia. Se analiza el efecto que tiene sobre la motivación de los niños el enfoque tradicional frente a un enfoque constructivista. La elección de desarrollar esta indagación cuasi-experimental viene determinada por una falta de motivación en el alumnado de esta etapa y por el sesgo producido en los contenidos, pues la consolidación y duración de los mismos no se reflejan a lo largo del proceso educativo. Por tanto, estos enfoques de enseñanza son recomendables por su efecto sobre la motivación y por su potencial para abordar múltiples contenidos.

The law of language learning has a theoretical basis. Language learning is a process of active learning, not of passive acceptance. Situational teaching is the extension and development of constructivist teaching. The correct use of situational teaching can stimulate students’ interest, facilitate a harmonious relationship between teachers and students, as well as promote the cultivation of other skills among students, so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task. However, there are some issues that should be emphasized when using the situational teaching method, such as how to create situations effectively, the problems that teachers should pay attention to when creating situations, and the principles of creating situations.

Environmental education addresses the most common and current environmental problems as they could lead to a serious ecological misbalance on Earth. One of them is associated with a huge amount of waste, the need for sustainable management and recovery. For this reason, the topic of sustainable waste management needs to be included in the process of environmental education, to be based on an interdisciplinary approach, to start from an early age and be embedded not only in school curricula but also in extra-curricular activities, to be conducted systematically and methodologically provided. This paper presents an interactive model for training in sustainable waste management through an activity approach that could be successfully applied in some extra-curricular activities. Didactic instruments have been developed in the course of a project funded by the University of Plovdiv, aiming to enhance the ecological competencies of both pupils (11-13 years’ age) and students (pre-teachers in Biology). The thematic content included four themes: Waste definition and classification, Waste treatment, the Recycling process, and the Composting process. Learning activities and the expected results of the training are defined for each theme. The innovative model of training in sustainable waste management includes four of the most popular interactive educational methods: research-based education, problem-based education, game-based education, and project learning. Worksheets have been developed for all activities, and the thematic content was structured following environmental topics, enabling environmental education through a proactive approach. In order to assess the effectiveness of the interactive methodology, two questionnaires (pre-test and post-test) were developed. Each one consisted of 15 questions allowing the analysis of the environmental competencies of pupils (knowledge, attitude and behavior construct), as well as the attitudes, habits and behavior of both children and their families to the problem of sustainable waste management. The first questionnaire was made before the training in order to determine the entry-level of knowledge and competencies, while the second one was conducted after the training in order to evaluate the competencies’ enhancement. The experimental trainings conducted (2019-2020) show that these models for training in sustainable waste management, based on the constructivist approach, lead to a significant increase of pro-ecological behavior and can be successfully implemented in the education process. According to the knowledge construct, we found that the working hypothesis was confirmed for 80.2% of the pupils (χ2 = 2.043, p

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec. Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

This study adopts a constructivist approach to reveal the function of the dispositive of terrorism in the UN Security Council. While some CTS studies focus on genealogies of terrorism at the UN bas...

Introduction Compassion is a poorly understood concept in diagnostic and therapeutic radiography, but an increase in its focus was recommended in the Francis Report (2013). Much of the healthcare literature including policy and protocol has focussed on benchmarking and individualising compassion. Two separately conducted doctoral research projects, one therapeutic and one diagnostic, aimed to conceptualise compassion in order to understand its meaning and behavioural expression. Methods A constructivist approach was taken with appropriate ethical approval. Patients and carers, student radiographers and radiographers took part in interviews and focus groups and tweets were harvested from a Twitter journal club discussion between radiographers of the second author's published literature review. Data were transcribed and analysed thematically. Findings Key aspects of communication are fundamental to giving compassionate patient-centred care. These include verbal and non-verbal cues, actively listening and engaging and establishing rapport with the patient. Specific skills associated with these are also identified in these studies. Conclusion Keeping the patient as a person at the centre of radiographic practice in the rapidly evolving technical and cultural environment in which it exists requires timely and appropriate behavioural expressions of compassion from radiographers deploying a range of highly specific communication and interpersonal skills. Implications for practice When undertaking reflective practice, radiographers could consider key aspects of how they communicate with patients, including: verbal (in particular the language they use with patients and their tone of voice); non-verbal (especially eye contact and smiling and their body language). They could also usefully explore and develop skills in reading their patients’ body language as well as their own in order to pick up subtle or hidden cues that might suggest a patient is suffering emotionally or psychologically. Finally, they could think about the sort of targeted questions they could ask of patients when welcoming them into the x-ray or treatment room that would both facilitate the procedure and leave the patient feeling that their radiographer had taken a genuine interest in them and their situation. These reflections could then be used to possibly modify their existing communications with their patients.

The purpose of this study is to analyze the mediating effects of mentoring functions in college students and motivation levels in virtual, web-based, constructivist English classes. It is also intended to analyze the effects of web-based interactions on constructivist learning. For this, a survey was conducted on 210 college students all of who participated in a ‘Media English’ class. Correlation analysis, simple regression analysis, and hierarchical multiple regression analysis were conducted to verify three research hypotheses. This statistical analyses showed the results that 1) the mentoring function turned out to influence interactions in the virtual constructivism learning framework; 2) the mentoring function turned out to influence learning motivation in the virtual web-based constructivism learning framework; 3) mentoring function as an independent variable in the virtual web-based constructivism learning turned out to influence learning motivation as a dependent variable of college students through the media of interaction as a parameter. Therefore, the results indicated that the mentoring function influenced learning motivation levels of college students through interaction in the virtual web-based constructivist English learning framework.

The essence of man in life is to conduct communication activities. An individual is said to communicate with others if both have an understanding of the meaning of the message conveyed in his interaction. Advances in information communication technology provide opportunities for individuals to more easily interact over the internet. Of the recorded internet users, 130 million are active on social media. New Media Communication, or communication based on information technology, makes social media a prima donna for individuals to interact socially in cyberspace. Text-based communication platforms such as WhatsApp and LINE make it easier for individuals or those in cyberspace referred to as digital natives to interact. These digital natives in their interactions do the continuous thing as a habit that eventually becomes a culture of communication. In this research, the focus of research is the evolution of communication between users in the new media era in LINE users as a text application-based social media with a constructivist approach, qualitative research methodology with virtual ethnographic research methods and descriptive analysis levels. Data collection with online interviews, as well as chat history observations and the use of LINE sticker features. The purpose of the study is: (1) to find out the communication of digital natives on the LINE application platform, (2) to find out the evolution of interpersona communication formed from the results of native digital interactions on the LINE application platform using a virtual ethnographic approach.

The article discusses the pedagogical feasibility of using innovative intellectual immersive technologies in the educational process, corresponding to the pace and needs of digital society development. The features of teaching the digital generation of students are highlighted. The specificity of educational and cognitive activity and the peculiarities of the development of cognitive interest in future IT-specialists in the process of studying specialized disciplines are determined. It is proposed to consider a constructivist approach to learning, which implies the creation of a modal, functional, communicative learning environment, which, in turn, contributes to the self-construction and development of student’ own cognitive trajectory. Arguments are given in favor of the use of Augmented Reality (AR) technology in teaching “digital natives” studying in the IT-field (direction of training 09.03.01 “Informatics and Computer Engineering”). Empirical data are presented that prove the positive influence of educational AR-content on the level of student engagement. The coefficient of student engagement is a quantitative characteristic to assess the state of interest in the educational material in the discipline “Computer Networks and Telecommunications”. The student engagement rate was established by collecting subjective data, which are not directly observable, and are revealed in the course of students’ self-assessment of their learning activities.

Constructivism is a learning theory that emphasizes learners’ intervention through self-guided exploration, reflection, and evaluation. This study discusses on the integration of the Constructivist Learning Environments (CLEs) in designing a multimedia learning application for cyber-bullying intervention among adolescents. The application has been evaluated using Alpha Testing and Beta Testing technique to ensure its quality. From this evaluation, the researcher was also able to identify weaknesses or problems associated with the usage of the application, from the viewpoint of the content and multimedia expert and also the target user group which are the adolescents. By integrating CLEs, it is expected that knowledge and awareness is constructed by the learners as they reconcile new information with past experiences, analyze various source materials, and work collaboratively with others. As CLEs stimulates active learning, it is hoped that leaners will develop advanced skills such as critical thinking, analysis, evaluation, and creation. As CLEs promotes diverse viewpoints, it encourages students to reflect, evaluate their work, and identify intermediary skills to acquire based on their needs. It is also expected that the development of the multimedia app in this study will contributed to an increase in the number of computer-based applications intended to expose adolescents to the issue of cyber-bullying, which is still under-developed, particularly in the context of adolescents in Malaysia.

Background Feedback, if effectively provided by the teacher and utilised by the learner, enables improvement in academic performance. It is clear from current literature that the provision of feedback by teachers is not sufficient on its own to guarantee improvements as early university entrants may not be sufficiently equipped to effectively engage with feedback. Nonetheless, it is critical for health professional students to develop feedback literacy early, in order to prepare them for a professional career of lifelong learning and critical thinking. The overarching aim of this study was to identify a feasible, sustainable approach to improve feedback literacy among students on pre-qualifying health professional programmes. Methods The study was divided into two phases. A mixed-methods approach grounded in constructivism was employed. Participants included teachers and learners from the School of Allied Health at X University, and two internationally acclaimed educationalists. In phase 1, first year students were encouraged to use an established online platform to upload modular feedback and develop personal learning action plans aimed at improving academic performance. A follow-up survey highlighted poor engagement with this method. Thus, the second phase focused on the co-construction of a suite of modules to develop these skills, supported by academic staff. Interviews were conducted with participants to review and refine this initiative. Results Learners’ engagement with the first phase of the study was poor. Thus, the second phase provided all stakeholders with the opportunity to feed into the development of a suite of modules, designed to encourage teachers and learners to work in partnership to nurture these skills. All stakeholder groups reported short- and long-term benefits with this approach, but also highlighted challenges towards its implementation. Conclusion The development of feedback literacy among health professional learners is essential. The transferability of such skills has been highlighted in the literature and by all stakeholder groups involved in this study. Finding a balance between introducing these skills at a time early enough to highlight their importance among university entrants is challenging. Further balance must be achieved between the workload required to achieve these skills and current programme demands for both teachers and learners.

According to the 2018 Global Nutrition Report, the habit of school-aged children choosing meals is still bad over the world. Around 30.3 % of school-aged children do not eat fruit daily, whereas 43.7 % consume soda daily. This study aims to increase student's knowledge about the material sources of nutrients in food through a game of grouping foodstuffs using a food model with a constructivist learning approach designed by the author. The participants in this study were 33 SDIT Raudhatul Jannah Lubuklinggau grade 4,5 and 6 students. The method used in this study uses an experimental design with a pre and post-test approach without control. Total sampling was used for sampling, and the Wilcoxon test was used for interpretation. This study was completed in March of 2021. Research results show a p-value of .000 (

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.

A challenge in engineering education is the dominance of passive instructional methods such as lectures and memorization of facts. Constructivist teaching strategies, in contrast, increase students’ engagement, link what students learn to meaningful contexts, and potentially help students to better organize and transfer knowledge. In this paper, we present 12 exercises developed to aid in the incorporation of constructivist instructional approaches into an introductory probability and statistics engineering course. The objective of this paper is to disseminate the exercises for broader use and report on the experiences of using these exercises for the past 10 years.

Investment or human development is the main objective of the educational process, to graduate human cadres that possess the capabilities and skills necessary to keep pace with the changes and developments taking place in the current era. It has become necessary to transform education from just obtaining knowledge and skills to how to employ these knowledge and skills through an organized framework that links knowledge Previous and advanced modern knowledge to form a connected structural system that the graduate can complete on his own later, to be able to meet the needs of society and the labor market. The constructivist theory emphasizes learning based on the use of new experiences in rebuilding old systems , The constructivist theory focuses on the role of the learner in building and forming knowledge through the interaction of new knowledge with previous experiences to modify it. That is, ideas are not placed ready in the hands of learners, but they have to build their own concepts. Knowledge is generated for them through their activity and self-reflection . , and the constructivist theory is used in various fields. It was applied by to study the effect of the filling method on the quality of electronic embroidery for blended knitted fabrics, and used structural and metacognitive strategies to teach home economics to develop thinking among students. Elementary school students, and benefited from in developing some knowledge and skills of embroidery on knitting for undergraduate students, While, she was able to apply the style of constructivist theory to reach a new design structure and open up new horizons for the production of furniture fabrics design characterized by the quality of design and technology and the richness of shape, color and texture, while she was able to innovate and produce new designs for home furnishings. The interest in training and rehabilitating manpower is a contribution to the state in removing the burden from its shoulders to provide job opportunities for many young people, one of the most important objectives of the sustainable development strategy 2030, and educational institutions are among the most capable of contributing to the rehabilitation or rehabilitation of young graduates to develop their skills and qualify them for the labor market, and female graduates The Department of Home Economics is one of the groups that have a lot of experiences, knowledge and skills, but it was noted that their abilities to employ them are very limited, so the current study aimed to develop the students’ abilities to employ their ideas and previous experiences and build their new knowledge, using advanced methods to create new structural systems in which diversity is achieved. And the plurality in the levels of formation with one or more materials to create a figurative dialogue between the blocks, spaces and volumes arising between the component parts of the structure of the artwork, through the establishment of relationships of overlap and overlap and the creation of a harmonious formal structure whose components are combined in a dynamic to achieve a kind of heterogeneity in the form and formal structure, To create a vision of an engineering design to implement contemporary furnishings using patchwork technology according to the strategy Sustainable development, Egypt’s vision 2030. The research problem can be formulated in the following question (Does constructivist learning positively affect the ability of female graduates to employ their knowledge, skills and experience and qualify them in line with the requirements of the labor market? Research Objectives 1- Inclusion of graduates of the Department of Home Economics in the labor market. 2 - Rehabilitation of graduates of the Department of Home Economics to suit the labor market. 3- Achieving compatibility between the requirements of graduates and the labor market. 4-Identify the extent to which the trainees are interested in the proposed program. The Results The results showed that, there were statistically significant differences between the two applications, the tribal and the post applications, in the scale of assessing the skill performance of the graduates in favor of the post application, which indicates the effectiveness of the training in developing the skills of the graduates during the constructivist learning sessions. This is due to the fact that this method makes the students the focus of the educational process to help them flow ideas and develop Knowledge and skills of higher thinking, which motivates them to prepare and implement different designs with a high degree of excellence, accuracy and modernity. That is, the training has a significant positive role in the development of the skill side and helped to discover the latent energies of the graduates that enabled them to carry out the work assigned to them, in addition to their acquisition of a set of information, values and skills needed in this field. The ETA square also showed that, the percentage of variation in the skill performance of female graduates before and after training ranged between (73%: 82%) during the stages, and the percentage in the skill performance as a whole reached 98%, which indicates that constructivist learning had a strong positive impact on the levels of female graduates in Increasing their ability to benefit from the knowledge, skills and experience that they have, which helped them to significantly develop their skill performance. In addition, the results of specialists evaluating the executed furniture showed that the patchwork units in the design structure contained new plastic formulations with compatible colors and harmonious raw materials that were characterized by excellence, uniqueness, modernity and intellectual contemporary that added aesthetic values to the executed products, and the design structure was implemented with techniques suitable for functional purposes. It is commensurate with the different methods of care to which it is exposed, and the materials used in its implementation take into account that they are suitable for the purpose for which they were implemented, that is, they have their own functional specifications of durability, so they must be at a high level of quality and durability in order to withstand the nature of use by repeating the washing process, And it has a soft, comfortable feel. In addition, the executed furniture was of low cost and high value and was characterized by the quality and accuracy of execution and finishing. On the other hand, the consumers’ evaluation indicated that the executed furnishings conform to the general taste, achieve distinction and uniqueness, and contain distinct aesthetic and artistic values. The distinguished execution method added a new aesthetic vision in the field of furnishings, in addition to the compatibility of the colors used with the prevailing fashion, ease of care and suitability of household needs, The executed furnishings contain innovative artistic values. The used patchwork units added aesthetic values to the furnishings, making the products executed with the patchwork units unique and in line with the modern trends of contemporary home furnishings. In addition, these furnishings are characterized by precision implementation, finishing, quality of materials, and ease of care, which raises the Its economic value increases its marketability. Moreover, the results of the evaluation of the graduates of the training indicated that the training provided them with new specialized skills that are farther and deeper than the traditional skills acquired. These skills contributed to increasing their efficiency and effectiveness, which increases the opportunity for them to be able to compete and engage in the labor market through the establishment of small or micro projects. From the foregoing, it is clear to us that this training is a kind of transformational training that qualifies graduates to do some work that they have not previously done and is needed by the labor market, and accordingly the skills that graduates acquire during the study period can be called (skills for success), but there are other skills Graduates must acquire them, which are the skills of employment or work, and they are the skills provided by the vocational training or qualification programs, as the acquisition and mastery of skills is a key factor for participation in the labor force to enhance productivity

Teaching and learning introductory thermodynamics has drawn considerable research attention over the last two decades, especially in several disciplines of higher education. Under particular investigation is the First Law of Thermodynamics (FLT), which offers an expression of energy conservation in thermodynamic systems, as the evidence shows that students struggle with this fundamental principle. At the upper secondary education level, existing research on this issue is rather limited. This study is concerned with the above, presenting epistemological and cognitive perspectives on the FLT and, based on these, proposes a constructivist approach for its teaching and learning. We place a special focus on the meaningful bridging between thermodynamic processes and a suitable constructivist model (Energy Chain Model) that can accurately describe the mathematical expressions of the First Law. To accomplish this, we implemented a teaching and learning sequence (12 45-min lessons) in the second year of the upper secondary school (ages 16–17). A significant part of the sequence (six lessons in 2 weeks) employed a model-based educational simulation (Ideal Gas Educational Simulation), which was designed and developed for this particular purpose. In this study (N = 19), the results indicated gradual improvement in students’ representations of thermodynamic processes, wherein they were able to more accurately describe these processes in terms of energy chains and mathematical expressions of the First Law. Some barriers that students could not seamlessly bypass were detected, which are in line with the findings of the existing literature for tertiary education students.

Purpose This paper aims to explore the socio-cultural meanings of functional foods for Tunisian consumers and to understand how these meanings shape their preferences and practices in the particular context of a Middle-East and North African (MENA) region. Design/methodology/approach A constructivist perspective based on multi-qualitative methods was designed allowing data collection in a natural setting through focus groups interviews, individual in-depth interviews and projective techniques among Tunisian consumers. Findings Findings show the complexity and importance of conscious and unconscious non-health-related socio-cultural factors in the construction and acceptance of functional foods by the Tunisian consumer. Common sense knowledge, social environment and tradition shape the constructions and practices of functional foods. These factors may act as a shortcut to compensate for unhealthy behaviour and as a social marker to reflect trendiness and identity. Research limitations/implications The findings are specific to the Tunisian setting and may be not transferable to other settings. Practical implications The role of information is central in functional food acceptance. Communication on health effects should consider not only the formal nutritional health benefit but also lay knowledge. Social implications The findings of this research contribute in the government’s understanding of Tunisian’s constructions of health and well-being by suggesting that besides health motives, non-health-related factors such as lay knowledge, social influences and conspicuous consumption play an important role in functional foods choice. Originality/value This paper contributes to extend functional foods literature by exploring the complex interconnected conscious and unconscious socio-cultural constructions behind functional food choice. It contributes also to the understanding of the food consumer behaviour in the specific cultural context of the Arab-Muslim MENA region, an under investigated setting.

Contribution: This article adds to the results of previous systematic mapping study by addressing a more ample context of problem-based learning (PBL) in computing education. Background: PBL is defined as an instructional method of constructivist teaching that uses real problems as a motivating element for learning. Although PBL was born in medical education, it has been used in computing education to facilitate the students’ engagement and learning capacity, contributing to developing skills, such as teamwork, holistic vision, critical thinking, and solving problem. Considering that approach much more descriptive than prescriptive, it favors the implementation of diverse methodologies on its behalf. Research Question: “How the PBL approach has been applied in teaching computing?” Methodology: From the initial set of 3837 studies, 102 primary studies were selected and categorized through Kitchenham methodology for analysis from 1999 to 2019. Findings: Based on these studies, it was possible to verify a greater adoption of PBL in undergraduate education and a great diversity of strategies involving real-world problems, developing technical and no-technical skills and making the student much more motivated and engaged. Challenges were also mapped, which shows a very interesting field for new research.

Online teaching would become a development trend in the field of education. Based on the characteristics of online education and the theory of constructivism, the elements of online teaching would undergo fundamental changes which would certainly lead to revolutionary educational concepts, contents, designs, methods, etc. With the continuous rapid development of China’s economy, the scale of vocational education has expanded. In combination with the constructivist learning theory to explain the meaning of online education, analysis of the feasibility of secondary vocational education and their students, as well as the online education in secondary vocational schools, a feasible online teaching design is constructed for vocational teachers. Through research, it is found that the online teaching of secondary vocational education teachers based on constructivism requires improvement in some of their abilities and personal qualities.

O artigo pretende apresentar contribuições do pensamento de Jean Piaget ao ensino de jornalismo. Enfoca-se a natureza ativa do educando na construção de conhecimento, conforme preconizado pelas Diretrizes Curriculares Nacionais (DCNs) para o curso de Jornalismo (MEC/ CNE, 2013), bem como a importância do conflito cognitivo, o valor do erro e do conhecimento sobre como se constrói a aprendizagem. Embora Piaget não tenha concebido uma metodologia pedagógica, adaptações, apropriações reflexões e novas teorizações acerca de preceitos de sua epistemologia genética podem oferecer abordagens para processos de ensino e de aprendizagem construtivistas. Neste ensaio, elabora-se um diálogo entre as DCNs e os modelos didáticos de inspiração piagetiana, propostos por Gruber e Vonèche (1977) e atualizados por Macedo (2012).

The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values ​​so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values ​​of multicultural education and what approaches they use in the learning process in the classroom. Finally, this research concludes that teachers instill the values ​​of democracy, tolerance, equality or equality, brotherhood or kinship, and the value of unity in learning Akidah Akhlak. There are four constructivism strategies in the delivery of multicultural education, namely cooperative learning, conceptual achievement, exemplary, habituation, and role-playing. They also rely on historical approaches, gender perspective approaches, and aesthetic approaches. Thus, the claim that the madrasa is inconsistent in delivering Islamic religious material with a multicultural perspective is refuted by the findings of this research. Keywords: Multicultural Education, Constructivism Learning Strategies, Cooperative Learning.

La educación actual enfrenta grandes cambios tras el impacto de la pandemia por la Covid-19. Los diversos problemas que nuestros estudiantes y maestros enfrentan en este nuevo contexto educativo, exige la aplicación de estrategias metodológicas que, partiendo de un enfoque constructivista, tome en cuenta las necesidades e intereses de los estudiantes en su entorno real. Asimismo, dichas estrategias deben generar un aprendizaje significativo, auto dirigido y autónomo, al mismo tiempo que desarrolla las habilidades del pensamiento crítico. La presente investigación titulada “Aprendizaje Basado en Problemas (ABP) para el desarrollo de las habilidades del pensamiento crítico en la educación actual”, busca retomar la reflexión sobre los beneficios del ABP en el campo educativo, tras el impacto de la pandemia por la Covid-19. El análisis teórico que se realiza en esta investigación se enmarca en el contexto de las clases remotas y las deficiencias en cuanto a la aplicación de estrategias pedagógicas para el desarrollo del pensamiento crítico. Este artículo analiza los principios psicopedagógicos que sustentan la metodología del ABP, así como también factores involucrados en el desarrollo del pensamiento crítico. Se argumentan aquellos aspectos comunes y relevantes entre sí, con la intención de dar a conocer los beneficios del ABP y cualquier influencia existente sobre el desarrollo de las habilidades del pensamiento crítico en la educación actual. Finalmente la presente investigación, pone bajo discusión, el caso de los posibles beneficios del ABP para el desarrollo del pensamiento crítico en la modalidad de las clases remotas

This study aimed to know the “Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges”. This study contained five (5) objevtives:1) to determine the profile of the respondents; 2) to determine the perceptions of the teachers towards the modular distance learning approach; 3) to find out the challenges encountered by the teachers with modular distance learning approach; 4) to determine the level of readiness on modular distance learning approach as perceived by the teachers; and 5) to find out if there is a significant difference between perception of readiness and challenges in terms of age. This study is supported by Michael G. Moore’s Transactional Distance Theory developed by Daniel Bornt (completed August 22, 2011) and Constructivist Theory by Saul McLeod, published 2019. Moore’s theory has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. First formulated in 1997, it considered the many different forms of distance learning as part of a group which could similarly analyzed. Transactional distance as distinguished from physical or temporal distance – refers to the psychological or communicative space that separates instructor from learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p.1) and the constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students. This study used convenient sampling technique. This sampling is also known as availability sampling. There were forty eight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu, they were chosen depending on their availability at school. To gather data the researcher used survey questionnaire or the descriptive survey method. The questionnaire is guided by the objectives of the study. It consist of twenty five (25) items. This research instrument helped the researcher to determine the readiness and challenges of teachers’ perception on modular distance learning approach at Mindanao State University-Sulu. When the questionnaire were collected, the researcher made tabulations of the gathered data and subjected them to analysis. SSPS was used in computing and analyzing the data. Frequency and standard deviation were used to analyze the SOP1 which were the profile of the respondents. Weighted arithmetic mean for the SOP 2, 3 and 4, then the one-way ANOVA for the SOP 5. Based on the findings of the study, the distribution of first category which is age starts in 30 below has the frequency of 26, 31-40 and 41 above have the same frequency of 11, second category which is gender; there are more female respondents with 31 while male respondents have a frequency of 17 and the third category which is college. 9 respondents were from College of Arts and Sciences, both 7 respondents were from College of Education and College of Agriculture. Similarly, 6 respondents were from College of Fisheries and Senior High school Department, College of Computer Studies has frequency of 5 and 4 respondents came from College of Public Affair and College of Public. The study also revealed that the respondents agreed on teacher’s perception on modular distance learning approach with its grand mean of 3.00 with a description of Moderately Agree. The respondents also agreed on the challenges encountered with modular distance learning approach with its grand mean of 3.97 and a description of Agree. The result also concluded that the respondents have high level of readiness on modular distance learning approach with its grand mean of 3.51 with a description of High Readiness. The data indicated that there is no significant difference between perceptions on the level of readiness when the data are grouped according to age. Thus, the data suggest that the null hypothesis is accepted. The data also indicated that there is no significant difference between the perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

Territorial identity is defined by tangible and intangible features and involves both place attachment and belonging and the politics of territorial planning. When considered as an expression of historical heritage and characteristics, shared by settled collectivities, territorial identity in all its declinations (urban, local, regional, national) can be considered a tool against the current and stronger homogenising effects of globalisation. At the same time, local identity harbours the emotional and symbolic meanings people ascribe to a sense of self and attachment to place. We advocate for a relational, dynamic, and participatory notion of territorial identity, constituted both spatially and socially, challenging the notion of identity as fixed, natural, ahistorical, or rooted in a certain essence. Besides territorial identity, another key concept discussed is landscape, conceived as a social construct and signifying system, in its morphological (i.e. material form) and/or in its ideological or represented aspects. In a certain sense, the following articles can be considered a contribution both to territorial identity and landscape studies, through the lenses of New Cultural Geography, showing how territorial identities are constructed at the intersection of spatial and social relations, embedded in various networks of power. Understanding territorial identities as dynamic products and processes, historically and geographically contingent, formed and enacted, is part of our making sense of the world and planning for a better future.

The main purpose of this study is to develop some activity plans by 7E model of the constructivist approach on the subjects of acid, base and indicators in physical science course. Constructivist 7E approach consists of seven stage such as Elicit, Engage, Explore, Explain, Elaborate and Extend. Many activities related to physical Science subjects about ‘Acid, Base and Indicators’ were adapted by each and every stage of constructivist 7E approach. The activity plans were arranged for acquisition knowledge of physical science course. So, the application duration of the activities was determined by these acquisitions. A learning design by 7E model of constructivist approach of acid base and indicators in physical science course using mind mapping techniques.

The advent of technology has brought a change in the dynamics of second language teaching and learning. WhatsApp has been a common tool used among students for communicating and chatting with friends, peers, and relatives. Its commonality may be because of its easy installation as mobile application on mobile devices. Educators are beginning to explore its potentials toward seeing how it can help students in their learning. Since it is apparently a novel tool in the education sector, its usefulness in acquiring vocabulary by secondary school students is yet to be ascertained. Therefore, this study examined the impact of WhatsApp on vocabulary acquisition of secondary school students in Ogbomoso, Oyo State, Nigeria. This study was premised on the constructivist learning theory since WhatsApp provides students the opportunity to construct their vocabulary knowledge. The sample for the study comprised 250 students from five secondary schools randomly selected in Ogbomoso, Oyo State. Data for the study were generated from the participants using self-made questionnaire. The questionnaire is structured into 5 points from Strongly Agree to Strongly Disagree. Mean and standard deviation were employed to analyse the data. Findings showed that more than half of the students believe WhatsApp is expedient in learning and acquiring vocabulary. It further revealed that the majority of the students perceive WhatsApp as an effective social network that enhances their vocabulary acquisition as it is easy to acquire new words and understand their meanings through WhatsApp. The study concluded that language teachers should devise means of adopting social media such as WhatsApp to teach their students since students are favourably disposed to learning through WhatsApp.

Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

The number of views and streamers of streaming channels is constantly growing, and Twitch seems to be the streaming platform par excellence to confirm this. Thus, using a constructivist approach, the main purpose of this article was to outline a thematic case study based on two streaming channels. Using qualitative content analysis of live chat comments ( n = 215), and also semi-structured interviews ( n = 31), findings indicate four major themes: (1) environment for the self-esteem shows that both the streamer and the viewers resort to various attempts to improve the other’s self-esteem when necessary; (2) systemic gender discrimination shows that while forms of discrimination on live chats are rather subtle and “regulatory,” there are also rare but overt forms of aggression; (3) ambiguous collective writing establishes that the differences between spamming and trolling are predominantly contextual; while (4) situational feedback for the streamer is mainly characterized by either irony or advice to the streamer.

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee’s development, on specifying the supervisee’s needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word “strategic”, from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee’s individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

Natural Science is a subject on junior high school level, consist of Physics and Biology. As the characteristic of contextual, natural science has many parts to be explained by observation, presenting the real object both in reality or virtually. As the pandemic era, the learning process difficult to held the real presenting, and virtual approach is the answer of this challenge. Video is one of the teaching and learning media for online learning. In visual model, the video completes with the visualization of particular process or particular object which difficult to direct observe like planets in universe. Furthermore, this particular study aimed to measure the students’ achievement and compare to traditional learning held in offline setting. The students’ achievement represents with the final test in the end of semester. The variables measured in a whole semester with 119 students in junior high level. Besides, the semester with videos for online learning compare to the achievement in the offline semester on same students. As the results, the students’ achievement with the set of visual model videos better than the traditional instruction. After more, this finding can use as the alternative method in online learning due to the continuing pandemic era in Indonesia with extend the study from home program.

The success of a sustainable development program requires support from nature conservation efforts. It happens because one of the assets for development is natural resources. Pro-conservation people are needed to ensure the sustainability of the nature conservation program is a success. Therefore, conservation education is urgent to be learned in school. The purpose of this study was to observe the responses of elementary school students and teachers in studying nature conservation concepts. The research methods were using the experimental treatment in elementary schools in Jakarta and qualitative analysis. The results showed that both of the students and teachers gave positive responses to learn nature conservation conveyed through various games because the learning situation was amusing and unique. The use of a combination of learning methods is following constructivist learning theory.

This paper reports a study on teaching and learning strategies during the COVID‐19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre‐CLP involved using project‐based learning (PBL) with technology and continuous, practise‐based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre‐CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project‐based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP. Practitioner notesWhat is already known about this topic Project‐based learning (PBL) with technology is related to constructivist use of technology which leads to higher order thinking skills and the learner's ability to adapt learning and knowledge in new contexts.Effective teacher professional development (TPD) is continuous, uses community of practise (CoP) groups and offers opportunities to practise new knowledge and skills in the classroom context. TPD for technology integration allows the demonstration and practise of constructivist pedagogies.Access to devices, connectivity and digital resources in the local language are major issues faced by students to connect with teaching and learning in the COVID‐lockdown period (CLP), especially students in underprivileged settings. What this paper adds Prior exposure to PBL with technology and effective TPD when combined with demonstrations of this learning in a new context (COVID‐19 lockdown period, CLP required distance mode) will increase the likelihood of implementing PBL with technology in this new context.Besides increased use of technology, the CLP created a scope for adoption of teaching and learning pedagogies in the post‐CLP, such as the use of Instant Messaging Application (IMA) for a flipped classroom experience across home/social and school settings. Implications for practice and/or policy Standardised digital resources may not be the only solution for teaching and learning when schools have to be closed.Constructivist use of technology by students with project‐based learning (PBL), artefact creation on authentic tasks and inquiry‐based learning has the potential to transform students from passive consumers into active adapters in newer contexts like COVID‐19 lockdown period (CLP).Investment in practise‐based continuous professional development of teachers can develop a sense of agency and competence so that teachers can adapt technologies for constructive teaching pedagogies and mitigate access related challenges for students in different contexts.Integrate new teaching and learning strategies that emerged during the CLP in the curriculum and pedagogy of both in‐service and pre‐service teacher professional development.

Esta investigación con fundamento constructivista se realizó para determinar que el E-learning F2F mejora la argumentación de los estudiantes en tercer grado de educación primaria de una institución educativa en Trujillo, 2020. La investigación de tipo aplicada con diseño cuasi-experimental se desarrolló en 56 estudiantes, 28 estudiantes para un grupo experimental y 28 en grupo de control a quienes se les aplicó una prueba de argumentación validada y con confiabilidad Alpha de Cronbach de 0.880. Esta prueba de 18 ítems se utilizó como preprueba y posprueba en ambos grupos. Los resultados, en la preprueba el 77.8% de estudiantes del grupo experimental se encontró En proceso y el 88.9% del grupo control en el mismo nivel. Posteriormente al E-learning F2F, en la posprueba, el nivel de Argumentación inductiva el 100% del grupo experimental alcanzó el nivel Logro previsto, pero el 59.3% del grupo control en nivel Proceso. Asimismo, el nivel de Argumentación deductiva, el 96.3% del grupo experimental alcanzó el nivel Logro previsto, pero el 81.5% del grupo control en Inicio. En conclusión, en la preprueba el 77.8% de estudiantes del grupo experimental estuvo en nivel Proceso y en la posprueba el 100% alcanzó nivel Logro previsto, lográndose el objetivo planteado.

Purpose Physician burnout is endemic across medical education and has numerous deleterious effects. Given the prevalence and negative effects of burnout, there is an urgent need to understand how residents experience and cope with stress and develop explanatory models that inform the development of more effective interventions. Method Using a qualitative, constructivist approach informed by grounded theory, the authors conducted semistructured interviews from March to April 2019, in which psychiatry residents were asked about their experiences of stress and how they coped. First- through fourth-year trainees at Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York, were invited. Two authors independently and inductively coded deidentified transcripts. A constant comparative approach was used to analyze data and support construction of themes. Theoretic sufficiency was observed after 14 interviews. Results The authors constructed an explanatory model for how residents cope with stress and whether they tended toward burnout or wholehearted engagement. The model included 3 themes: self-care, work relationships, and meaning making. Self-care, including time spent with others, provided connection and belonging that bolstered physicians' developing identities. Interpersonal relationships at work profoundly influenced the experience of residents. Positive peer and supervisor relationships enhanced confidence and perseverance. Negative role models and conflict engendered feelings of inadequacy. The ability to shift perspective and build meaning through examining moral values in the face of challenges was crucial for residents who reported success at coping with stress. Residents identified personal psychotherapy as an especially important strategy to facilitate meaning making. Conclusions These findings provide guidance for how residency programs may help residents cope with stress and move away from burnout toward wholehearted engagement. Strategies may include reducing barriers to self-care and to accessing help early in training, creating spaces that promote peer connection and providing training in addressing conflict, and facilitating engagement in meaning-making activities.

Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students’ academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).

This research aims to reveal the syntax, factors that take effect the application process of the ICT-based tutorial model, and the strengths of the tutorial model from a constructivist approach to online learning. The research method used in this research is the library research method with a descriptive qualitative approach. The research subjects were online learning articles and tutorial models. The data analysis technique was carried out by analyzing the contents of the document, namely precious research scientific articles and relevant theories. The results in this study point out that the tutorial model can be one of the solutions and means to be utilized during the online learning process SD/MI. the tutorial model was developed by combining the software in a coherent and tested manner. Variations of tutorial models are tailored to the needs and characteristics of students. The syntax of the ICT-based tutorial model includes an introduction, presentation of information, question and responses, judging of responses, providing about responses, remediation, sequencing lesson segment, and closing. The ability of teachers and students, as well as the existence of devices, laptops, and internet networks, are supporting factors. Meanwhile, the quality of the internet network connection speed is an inhibiting factor. The tutorial model can facilitate students to be more independent when learning, evaluate self-achievement, flexible, and learner-centred. However, the tutorial model can trigger boredom, frustration due to frequent remedies, depending on teacher directions, and limited free applications. The tutorial model is in tune with the perspective of a constructivist approach. The ICT-based tutorial model can help teachers carry out online learning according to process standards, provide meaningful experiences for students, effective, and efficient experiences for students.

This study aimed to determine how the students' perceptions of the interaction form of learning Physics in Junior High Schools. The research data sources were 104 teachers and 70 students who were taken by purposive sampling technique. Data collection techniques through observation, interviews, questionnaires, and documentation. Observations were made to describe the results of the analysis of teachers and students' behaviour in physics science learning. Interviews were conducted to determine interactions in learning Science Physics. Data about students' perceptions of learning interactions used a questionnaire. Meanwhile, the documentation technique is used to collect data from archives and documents related to this research. The data obtained through interviews were analyzed by data reduction, data presentation, and concluding, while data obtained through questionnaires were analyzed through editing, scoring, and tabulating. The study results found that the form of learning interaction desired by students in junior high school was learning that combined interactions between teachers and students, students with other students, students with media/learning resources, students with their groups, and groups with other groups. This can be seen from the strength of students' perceptions of three-way or more powerful interactions with a contingency coefficient value of p = 0.9313. In addition, in this study, data obtained that of the 70 respondents there were 93.3 - 100% of students when three or more interactions were used in learning Physics in Junior High Schools. However, according to teachers and students, the use of one-way and two-way interactions is also essential to use during the learning process to deliver new concepts that are not yet / difficult for students to understand, or the limited learning tools/media, or heterogeneous characteristics of students. The teacher has not correctly understood the steps of student-centered learning, such as the contextual approach and the constructivist approach.

The fundamental principle of “constructivist education” is that learning takes place when the learner enthusiastically participates in a process of “knowledge construction”. This study is aimed at exploring kindergarten teachers’ constructivist learning practices in Jordan. The participants of the study consisted of 60 kindergarten teachers; 30 kindergarten teachers taught kindergarten children in public schools and 30 kindergarten teachers taught kindergarten children in private schools in Irbid city of Jordan during the 2018–2019 school year. The study utilised a descriptive quantitative design, with an observation of Jordanian kindergarten teachers to gather data on the constructivist learning practices among Jordanian kindergarten teachers. The researcher designed an observation instrument that consisted of 35 items to collect data about constructivist learning practices. The findings revealed that the constructivist learning practices of kindergarten teachers were not developed to a high level of practice, but they achieved a moderate and low degree. Moreover, the researcher found that there are no “statistically significant” differences at (α≤ 0.05) among the sampled Jordanian kindergarten teachers’ implementation of constructivist learning practices based on experience, and their academic qualifications. However, kindergarten teachers utilised constructivist teaching practices in public schools more than in private schools. Professional workshops regarding constructivist learning practices among Jordanian kindergarten teachers are recommended. Keywords: Instructional practices, kindergarten teachers, constructivist learning, Jordan.

Resumen (analítico) La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones. Abstract (analytical) Construction of personal identity is a developmental process. Few research investigates this process in children. The research objective is to describe the personal identity construction of children and adolescents between 6 and 18 years old, from a developmental constructivist approach. Thematic analysis of autobiographical narratives written by 119 children and adolescents is performed. Results were organized around the three personal identity dimensions: unity of self, integration of self and integration with others. Results show from childhood there is a personal recognition, then different significant life events are integrated, and in adolescense this construction becomes more complex, integrating more reflection and ideological aspects. Implications are discussed to promote an adaptive development of identity through lifespam, validating a diversity of options. Resumo (analítico) A construção da identidade pessoal é um processo evolutivo. Poucas pesquisas investigam esse processo na infância. O objetivo desta pesquisa é descrever a construção da identidade pessoal de crianças e adolescentes entre 6 e 18 anos, a partir de uma abordagem construtivista evolutiva. É realizada uma análise temática das narrativas autobiográficas escritas por 119 crianças e adolescentes. Os resultados foram organizados em torno de três dimensões da identidade pessoal: unidade de identidade, integração de identidade, integração com os outros; e mostram que desde a infância há um reconhecimento pessoal, logo diversos acontecimentos significativos da vida são integrados, e na adolescência sua construção torna-se mais complexa, incorporando mais reflexão e aspectos ideológicos. As implicações para promover o desenvolvimento adaptativo da identidade em todas as idades são discutidas, validando a diversidade de opções.

PurposeSupply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.Design/methodology/approachThe study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.FindingsThe results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.Research limitations/implicationsBy conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.Practical implicationsThe results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.Originality/valueThis paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.