A Review and Analysis of Constructivism for School-Based Practice

Green, Susan K.; Gredler, Margaret E.

doi:10.1080/02796015.2002.12086142

Cited by 55 publications

(24 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Fostering open classroom environments through the application of didactic concepts shaped by a more constructivist view on learning along with a more consistent integration of flexible e-learning elements could prevent negative influences of non-adequate challenges for students who feel frequently under-or overchallenged. This, in turn, will help with adequate development of students' career aspirations (e.g., Green & Gredler, 2002;Huang, 2002). After all, career aspirations and subsequent career choice play a crucial role not only from purely educational, but also from an economical perspective.…”

Section: Limitations Of the Study Implications And Future Directionsmentioning

confidence: 99%

Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom

Krannich

Goetz

Lipnevich

et al. 2019

Learning and Individual Differences

View full text Add to dashboard Cite

Section: Limitations Of the Study Implications And Future Directionsmentioning

confidence: 99%

Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom

Krannich

Goetz

Lipnevich

et al. 2019

Learning and Individual Differences

View full text Add to dashboard Cite

“…However, learning typically takes place in a social context, and hence individual constructions can be influenced by the power of interaction and negotiation (Jaworski, 1994). As pointed by Vygotsky (1978), the process of learning is done in collaboration with the teacher in instruction (Green & Gredler, 2002), and individuals make meaning through the interactions with each other and the environment that they live in (Amineh & Asl, 2015). As such, to understand how learners transfer what they learn from one setting to the other, this perspective point to the context or environment of learning, and how the learner interacts with the environment to acquire the knowledge that is embedded in it (Billing, 2007;Ertmer & Newby, 2013).…”

Section: Constructivist Orientation For Deeper Learningmentioning

confidence: 99%

Preparing Students for the Fourth Industrial Revolution through Mathematical Learning

Lee

Wong

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

View full text Add to dashboard Cite

Characterised by increased automation and digitalisation of work processes, the Fourth Industrial Revolution (4IR) has displaced and redesigned many existing jobs, and will create new occupations that are currently non-existent.To prepare a future workforce that is adaptive amid a volatile employment landscape, schools should provide the necessary learning experiences to help students today develop transferrable competencies, which encompass deep conceptual understanding of domain-specific knowledge and 21 st century competencies in the cognitive, intrapersonal, and interpersonal domains. In this paper, we study this possibility in the context of mathematics learning and propose a constructivist learning design (CLD) that affords students to engage in deeper learning processes. In the proposed CLD, students first work collaboratively to solve a complex problem targeting a math concept that they have yet to learn, before being engaged in instruction that builds upon their solutions in the teaching of the concept, and practices that reinforce these ideas. Testing CLD in mathematics learning at secondary level via a quasi-experimental design, we found out that (1) CLD facilitates deeper learning as it encouraged students to apply their cognitive, intrapersonal, and interpersonal competencies, and (2) CLD students (n=23) outperformed their Direct Instruction counterparts (n=18) on mathematical conceptual understanding and transfer. Overall, this study suggests that the CLD has the potential to cultivate competencies that allow students to transfer in novel situations, rendering it as a possible learning environment to better prepare students for the 4IR.

show abstract

“…У новије време се у оквиру неовиготскијанских схватања учење посматра као учешће у заједници ученика. Знање се схвата као социјално подељена когниција која се "ко-конструише" унутар заједнице учесника (Green & Gredler, 2002). Полази се од претпоставке да се кључне промене у развоју изграђују у оквиру социјалних интеракција путем којих се конструишу и реконструишу контексти, знања и значења.…”

Section: примена социјално конструктивистичких идеја у наставиunclassified

Social constructivism in the field of education and learning

Milutinović¹

2011

ZIPI

View full text Add to dashboard Cite

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice

show abstract

A Review and Analysis of Constructivism for School-Based Practice

Cited by 55 publications

References 60 publications

Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom

Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom

Preparing Students for the Fourth Industrial Revolution through Mathematical Learning

Social constructivism in the field of education and learning

Contact Info

Product

Resources

About