Constructivism

Lowenthal, Patrick R.; Muth, Rodney

doi:10.4135/9781412963992.n86

Cited by 6 publications

(6 citation statements)

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“…1040-1042). This group of terms in the knowledge concept map resides in the area from mental processes, leading to understanding, and supports the idea that knowledge is constructed each time it is used (Bodner, 1986;Lowenthal & Muth, 2008).…”

Section: Discussion and Findings The Knowssupporting

confidence: 65%

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A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review

Sisson¹,

Ryan²

2017

JEMI

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Section: Discussion and Findings The Knowssupporting

confidence: 65%

“…Blackler's other categorizations ("mediated, situated, provisional, pragmatic," and contested (pp. 1040-1042)) are shown as descriptors influencing knowledge construction (Bodner, 1986;Lowenthal & Muth, 2008). These concepts are to the right and slightly behind the knowledge attributes in the center of the concept map.…”

mentioning

confidence: 99%

A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review

Sisson¹,

Ryan²

2017

JEMI

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“…Cognitivism is the second major learning theory reviewed which deals with the internal mental processes (Lowenthal and Muth 2008). It is a study on latent behaviour focusing on the role of (Ormrod 2000).…”

Section: Cognitivismmentioning

confidence: 99%

Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

Alias

Lashari

Akasah

et al. 2013

European Journal of Engineering Education

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Learning in the cognitive domain is highly_ emphasised and has been widely investigated in engineering education.-Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of.understanding on leaming theories aid how they may be translated into classroom application-of teaching and leaming is one factor that contributes to this situation. This paper proposes a working.framework for integrating the affective dimension oflearning into engineerin! education that is expected. to promote better ieaming within the cognitive ao.uio. ro-ur major"learnini th^eories namely behaviourism, cognitivism, socio-cul'iuralism, and c6nstructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies forachieving leaming in the cognitive domain with the supportofthe affective dimension of learning is proposed. It is expected-that integiated approach can be used as a guideline to engineering educators in designing effective and sustainable insructional material that would result in the effective engineen for future development.

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“…The incorporation of e-PF espouses students to reflect upon and validate their experiences, dispel misconceptions, and bounce ideas around on a process of discovering and expanding new knowledge (Xu & Yu, 2018). Rather than passively receiving knowledge, they take the lead in their knowledge-constructing activities and become autonomous in their own learning process, whereas teachers only play the role as facilitators (Lowenthal & Muth, 2008). After searching, exploring, evaluating, and analyzing their own and peers' pieces of work, both e-PF providers and receivers have critical overviews and accumulate more understandings of their strengths and the areas of much-needed improvements.…”

Section: E-peer Feedback and Reflective Thinkingmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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Constructivism

Cited by 6 publications

References 0 publications

A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review

A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review

Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

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