Constructivism and Learning

Sjøberg, Svein

doi:10.1016/b978-0-08-044894-7.00467-x

Cited by 116 publications

(87 citation statements)

References 12 publications

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“…The initial investigation of student preconceptions regarding volleyball defensive tactics revealed the common erroneous student preconceptions, as they were shaped by their experience and exposure to the popular cultural forms of sports (Brooker et al, 2000;Kirk & MacPhail, 2002). If a study on a larger scale confirmed the commonality of student preconceptions -as is exhibited in several science content areas (Driver, 1989;Sjoberg, 2010;Tan et al, 2008;Vosniadou & Brewer, 1987)-, that could pose serious implications for the teaching of game tactics and could outline new research directions.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, since student preconceptions constitute the supportive framework upon which all future learning is based (Driver, 1989;Millar, 1989;Vosniadou & Mason, 2012), their investigation entails serious implications to both teaching and learning. A fortunate finding is the commonality that student preconceptions exhibit in several science content areas (Driver, 1989;Sjoberg, 2010;Tan et al, 2008;Vosniadou & Brewer, 1987).…”

Section: Inducing Cognitive Conflict and The Role Of Student Preconcementioning

confidence: 99%

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Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Mastrogiannis¹,

Antoniou²,

Sotiriou³

et al. 2017

JPESM

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The aim of the study was the integration of the teaching strategy of inducing cognitive conflict in the context of the tactical approach of TGfU (Teaching Games for Understanding) to teaching game tactics in PE and the comparison of its effectiveness to the dominant pedagogical model of the technical approach. 140 8th grade students from all public schools of Mytilene, Greece, participated in the study. Two 45-minute teaching interventions were realized, whereas students completed a previously validated volleyball tactics questionnaire on a pretest and posttest basis. While no statistically significant improvement was exhibited in both the control group and the typical teaching strategy group, results recorded statistically significant increase in the adoption of the accepted tactics conceptions in the discipline by students involved in the constructivist orientation intervention. The study confirmed that students' active cognitive engagement in the construction of their knowledge constitutes a more effective teaching strategy than the typical teaching strategy of demonstration, explanation and practice, which perceives learning as a reproductive process. Moreover, the consideration of student preconceptions in the formulation of the appropriate questions for inducing cognitive conflict provides a promising teaching proposal in the context of the dialectical methodology of the tactical approach of TGfU.

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Section: Discussionmentioning

confidence: 99%

Section: Inducing Cognitive Conflict and The Role Of Student Preconcementioning

confidence: 99%

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Mastrogiannis¹,

Antoniou²,

Sotiriou³

et al. 2017

JPESM

View full text Add to dashboard Cite

show abstract

“…While Vygotsky (1978) heavily relies on environmental factors such as socialisation and instruction, Piaget downplays them. The fact is that Piaget is mostly concerned with epistemological and philosophical facets of knowledge (Sjøberg, 2007). To him, the genesis and development of knowledge are central.…”

Section: Theoretical Constructs Of Damentioning

confidence: 99%

Integrating Assessment and Instruction: Dynamic Assessment and Its Criticisms Examined

Hosseini

Ghonsooly

2017

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Dynamic Assessment has recently been voiced of constructivism, the socio-cultural theory of learning. This article, challenging the psychometric and product-based test, makes an attempt to delve into the epistemological and ontological theories of Dynamic Assessment (DA) and their criticisms. DA is the offspring of Vygotsky's theory of the Zone of Proximal Development (ZPD) and Feuerstein's mediated learning experience (MLE). It emphasises constructing a future through mediations. Interestingly, this development-oriented process of collaboration relies on the unification of instruction and assessment which is a strong threat to the reliability of the psychometric tests. This study also deals with the battle of views on DA. It discusses the appealing face of DA embracing ethical values, fairness and social equity, and the process based assessment. It also argues the negative face of DA comprising modifiability, interventionism, and stability. It finally concludes that each system should be criticised by certain criteria. Faced with the scarcity of research both theoretically and empirically, the critical analysis of this new generation of test in an L2 setting might be helpful for further discussions, suggestions and implications in the second language learning arena.

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“…In this research, learning will be seen as the process of construction, and thus, learning will be assumed to be supported by an epistemology which argues that knowledge is constructed based on human beings' experiences, and over their conceptions of the world (see [25,10,6,28,26]). According to [3], concepts might be understood as representations of (aspects of) reality in human beings' minds.…”

Section: Introductionmentioning

confidence: 99%

On Logical Characterisation of Human Concept Learning based on Terminological Systems

Badie

2017

LLP

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Abstract. The central focus of this article is the epistemological assumption that knowledge could be generated based on human beings' experiences and over their conceptions of the world. Logical characterisation of human inductive learning over their produced conceptions within terminological systems and providing a logical background for theorising over the Human Concept Learning Problem (HCLP) in terminological systems are the main contributions of this research. In order to make a linkage between 'Logic' and 'Cognition', Description Logics (DLs) will be employed to provide a logical description and analysis of actual human inductive reasoning (and learning). This research connects with the topics 'logic & learning', 'cognitive modelling', and 'terminological knowledge representation'.

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Constructivism and Learning

Cited by 116 publications

References 12 publications

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Integrating Assessment and Instruction: Dynamic Assessment and Its Criticisms Examined

On Logical Characterisation of Human Concept Learning based on Terminological Systems

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