Between Constructivism and Connectedness

Gordon, Mordechai

doi:10.1177/0022487108321379

Cited by 45 publications

(35 citation statements)

References 19 publications

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“…Developing educational materials about risks on social network sites 14 which is the leading theory in the field of learning sciences (Gordon, 2008). Secondly, the separate studies in this design-based research are supported by several specific theories, such as the theory of planned behavior (Ajzen 1991).…”

Section: Proposing An Initial Theoretical Frameworkmentioning

confidence: 90%

“…The specific instructional design principles drawn from the field of learning science are based on the dominant theory in the past decades: constructivism (Gordon, 2008). In light of that theory, the following principles were proposed: active learning (Duffy & Cunningham, 1996), situated learning (realistic and authentic settings, Snowman, McCown, & Biehler, 2008), and collaborative learning (Duffy & Cunningham, 1996).…”

Section: Proposing An Initial Theoretical Frameworkmentioning

confidence: 99%

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Developing educational materials about risks on social network sites: a design based research approach

Vanderhoven

Schellens

Vanderlinde

et al. 2015

Education Tech Research Dev

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Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in 8 separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through 3 explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through 5 quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology.

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Section: Proposing An Initial Theoretical Frameworkmentioning

confidence: 90%

Section: Proposing An Initial Theoretical Frameworkmentioning

confidence: 99%

Developing educational materials about risks on social network sites: a design based research approach

Vanderhoven

Schellens

Vanderlinde

et al. 2015

Education Tech Research Dev

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“…The first is based on the prior knowledge about teaching and learning held by prospective teachers entering the program. Although conceptual change as an aspect of a constructivist epistemology in teacher education is valuable; in reality, changing one's prior conceptions is difficult (Gordon, 2008). Hence, students' prior positivistic conceptions of theory resist integration of contemporary conceptions, such as grounded theory, espoused in teacher education.…”

Section: Theory-practice Dichotomymentioning

confidence: 99%

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Sivia

MacMath

2016

cjsotl-rcacea

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This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents of the UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP) respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming. Cet article se concentre sur l’écart qui existe entre l’université en tant que lieu de formation des enseignants et la profession d’enseignant en exercice. Nous avons employé une méthodologie d’enquête théorique basée sur une seule étude de cas qui comprenait des questions sur l’écart entre université et profession, l’analyse des composantes de cet écart et le développement d’un système de langue pour représenter nos résultats concernant l’écart entre université et profession. Les questions qui ont guidé notre examen étaient les suivantes : Comment conceptualisons-nous cet écart? Comment ces concepts sont-ils représentés dans les publications? Comment un programme de formation des enseignants peut-il répondre à cet écart? L’enquête théorique a été menée sur une seule étude de cas d’un programme de formation des enseignants afin d’explorer le gouffre qui existe entre ces deux domaines d’une manière limitée et ciblée. Notre enquête a permis d’identifier trois concepts clés : la concurrence entre les cultures, la concurrence entre les attentes et la dichotomie entre théorie et pratique. Suite à l’analyse de ces concepts et aux réponses obtenues aux questions qui étaient à l’origine de cette enquête dès le départ, nous pouvons affirmer que ces concepts contribuent à l’écart et, par conséquent, ont une incidence sur les programmes de formation des enseignants. Nous résumons nos résultats concernant ces concepts, suggérons des raisons à l’origine du gouffre et proposons des recommandations pour remédier à l’écart. Pour finir, nous suggérons que, bien qu’il soit important de remédier à l’écart afin d’améliorer la formation des enseignants, l’écart lui-même est un lieu potentiellement rempli de riches possibilités. Nous soutenons qu’une reconceptualisation de l’écart entre université et profession selon cette manière pourrait mitiger ses effets négatifs sur le curriculum et les programmes de formation des enseignants.

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“…Supporters of social constructivism celebrate the notion of inquiry and engagement where learners can create, reorganise and compound knowledge using previous experience. 8,9 Many believe that supporting well planned learning environments may require more skill than lecturing intently for a prolonged period of time. 5 In general, the social constructivist theory of learning is acknowledged as an effective method for the health sciences.…”

Section: Learning Theorymentioning

confidence: 99%

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Dickson

2014

Ultrasound

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Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n ¼ 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

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Between Constructivism and Connectedness

Cited by 45 publications

References 19 publications

Developing educational materials about risks on social network sites: a design based research approach

Developing educational materials about risks on social network sites: a design based research approach

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

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