A constructivist redesigning of the learning space: the development of a sense of class cohesion

Sasson, Irit; Malkinson, Noam; Oria, Tutia

doi:10.1007/s10984-021-09356-z

Cited by 9 publications

(3 citation statements)

References 34 publications

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“…The design of the training process, based on a constructivist, socio-affective and critical approach [39][40][41][42], was structured in three phases that combined individual and group work. At the same time, it constituted the sources of information for the research conducted:…”

Section: Methodsmentioning

confidence: 99%

Inclusive Assessment and Sustainability Dimensions: Pre-Service Teachers’ Ideas and Knowledge

et al. 2022

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The eco-social crisis urges the transformation of teacher training programmes. It is imperative for educators to be able to respond to global challenges. This transformation involves working from new perspectives that integrate assessment processes focused on eco-social justice and inclusion from a broad perspective. Bearing this in mind, a training process focused on the theoretical construction of assessment practice from the perspective of Education for Sustainability and Inclusive Education was designed. It is framed within the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The study presented, which is of a qualitative and interpretative nature, focuses on knowing the impact of the process in the progression of the participating students’ ideas and knowledge construction. The students’ group work, two questionnaires of a different nature and a teaching journal, were used to collect data. Likewise, an ad hoc analysis system was developed that allowed transforming and interpreting the data obtained. The results show progress in the ideas and knowledge of the students in aspects related to the socio-environmental and ethical dimension of the assessment, integrating the principles of Education for Sustainability and Inclusive Education in the design of assessment activities in the classroom. The results reflect that the developed training process has influenced the complexity of the ideas of the students with regard to the content worked on. The proposal could hence serve as a reference for other training processes that have similar characteristics.

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Section: Methodsmentioning

confidence: 99%

Inclusive Assessment and Sustainability Dimensions: Pre-Service Teachers’ Ideas and Knowledge

et al. 2022

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“…Such exploration is paramount to comprehending how similar activities can be beneficial to students, both Fostering active student engagement in extracurricular activities not only enhances linguistic proficiency but also yields the additional benefits of nurturing a profound sense of ownership, camaraderie, emotional, and social well-being (Goh et al, 2022;Malette & Ismailzai, 2020;Phan & Ngu, 2020). Through meticulously planned activities designed to intensify interpersonal interactions among students, a cohesive bond is cultivated within the educational community, contributing to both academic and holistic development (Díaz-Iso et al, 2020;Sasson et al, 2022)…”

Section: Meaning Of Mukhayyam Al-lughah Al-arabiyah For Studentsmentioning

confidence: 99%

Cultivating Unity, Soft Skills, and Arabic Proficiency among Students: A Comprehensive Exploration of Mukhayyam al-Lughah al-Arabiyah Program

Muhammad Jundi,

Dalle,

Safwan Rehan

2024

LISANIA

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This study aims to capture an Arabic language immersion program (Mukhayyam al-Lughah al-Arabiyyah) by exploring the significance and meaning it holds for the students in-depth. The research focus extends beyond the impact of this activity on Arabic language proficiency alone, considering various related aspects as well. Utilizing a qualitative approach, this research gathered data through deep interviews with several students, participant observations, and documentation. Findings revealed: 1) Mukhayyam serves as a vital annual program, aiming to introduce Arabic language and culture to new students through immersive learning experiences. Through careful planning, involving student committees and departments, the program ensures the quality of activities and materials. 2) The implementation of Bī’ah Lughawiyah in Mukhayyam emphasizes the importance of creating a language-immersive environment where participants are required to communicate solely in Arabic throughout the program. The strict adherence to language rules, consistent supervision, and involvement of proficient Arabic speakers contribute to its successful establishment, promoting effective language acquisition and communication skills among participants. 3) There is a multifaceted significance of Mukhayyam for students. Uncovering its role in fostering camaraderie, forming and strengthening familial bonds, facilitating self-expression for students, and improving students' soft skills. By providing a platform for meaningful interactions and fostering a familial atmosphere, Mukhayyam contributes significantly to students' holistic academic and non-academic development.

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“…The construction of teaching and learning is based on the belief that learning proceeds when learners actively participate in the process of construction of meaning and knowledge, and not when information is obtained in a passive way. Learners are creators of meaning and knowledge [17][18][19][20]. Maintaining the position that teaching and learning are a social, cultural process being created through personal activity and relations [7,21], it can be admitted that the sociocultural context is not only a place for learning.…”

Section: Prospects Of Sustainable Development Of Students' Assumed Responsibility For Their Learningmentioning

confidence: 99%

Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

et al. 2021

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The goal to ensure sustainable development in the education process obliges to create such practices of teaching and learning which would create conditions for individuals to act in complex situations in a sustainable manner. Personalized, perceived responsibility of a learner for one’s own learning becomes important for implementation of sustainable learning. This research is aimed to reveal authentic experiences of school students assuming responsibility for learning, emphasizing prospects of sustainable education development in practice and possibilities for improvement by employing the strategy of participatory action research. The data was collected according to the stages of the chosen action research during lessons on learning to learn. Forty-six school students and two teachers took part in the research. On the basis of content analysis, it was revealed that school students assume the responsibility for learning when it is grounded on cooperation taking place in the dialogue-based culture, where negotiation and creation of opportunities to choose are among the most important strategies making the assumed responsibility relevant. Intervening conditions emerging in the context of the strategies were also identified: making learning experiences relevant, clarity of criteria, attitude towards failure and the self as a major resource of learning, expectations, and goals and feedback of learning. Interacting with each other, prevailing strategies, and intervening conditions act as components of sustainable development of school students’ assumed responsibility for learning.

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A constructivist redesigning of the learning space: the development of a sense of class cohesion

Cited by 9 publications

References 34 publications

Inclusive Assessment and Sustainability Dimensions: Pre-Service Teachers’ Ideas and Knowledge

Inclusive Assessment and Sustainability Dimensions: Pre-Service Teachers’ Ideas and Knowledge

Cultivating Unity, Soft Skills, and Arabic Proficiency among Students: A Comprehensive Exploration of Mukhayyam al-Lughah al-Arabiyah Program

Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

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