Designing Framework of Constructivist Digital Learning Environment Model to Enhance Creative Thinking for Undergraduate Students

Wonganu, Piyaporn; Chaijaroen, Sumalee; Vongtathum, Pornsawan

doi:10.1007/978-3-030-35343-8_26

Cited by 3 publications

(3 citation statements)

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“…The cooperative and interactive nature of drama activities also assists students in creating meaning. Social constructivism points out that learning is a social process in which students work collaboratively, pose questions, discuss, exchange opinions, and correct misconceptions (Rumjaun & Narod, 2020; Wonganu et al, 2019). Drama activities empower students to go through a cooperative meaning‐making process, in which students are broad‐minded, are open to new ideas, and show more sophisticated understanding (Athiemoolam, 2018).…”

Section: Rationale For Using Drama Activities In Efl Reading Classesmentioning

confidence: 99%

“…Cognitive constructivism emphasizes how individuals make sense of the world through cognitive processes, whereas social constructivism is concerned with the social environment where learning happens (Burke, 2020). Cognitive constructivism stresses the value of students' prior knowledge (Ekpenyong, 2018) in the development of new knowledge, whereas social constructivism recognizes the importance of motivating students to learn (Rannikmäe, Holbrook, & Soobard, 2020), a student‐centered approach (Boughalem & Khaldi, 2019), collaboration and interaction (Wonganu, Chaijaroen, & Vongtathum, 2019), and teachers' scaffolding (Yadav, 2021). The incorporation of engrossing, authentic, and suitably challenging drama activities into EFL reading instruction applies the insights of constructivist theory to motivate students to read and participate, facilitate meaning construction, and help students develop reading strategies and skills.…”

Section: Introductionmentioning

confidence: 99%

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Constructivism‐based drama activities in EFL reading classes

Yang

2022

TESOL Journal

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Lack of interest in classroom activities, difficulty in understanding reading texts, and unfamiliarity with using reading strategies are the three major problems that negatively impact students' achievements in English as a foreign language (EFL) reading classes. This article considers integration of drama activities into EFL reading classes, looking particularly at the constructivist foundations of this approach to (1) motivate students to read and participate in class, (2) facilitate understanding and meaning construction, and (3) develop students' reading strategies and skills. Incorporation of drama activities grounded in cognitive and social constructivist learning theory is especially effective as these theories accentuate prior knowledge, student-centered learning, social interactions, cooperative learning, and engaging and stimulating classroom activities as well as teachers' scaffolding. Two sample activities are presented to illustrate the practical implementation of such drama activities in EFL reading classes. Drama activities based on constructivism are recommended as an effective approach to encourage students to learn, increase understanding, and sharpen reading strategies in EFL reading classes. | INTRODUCTIONReading and reading teaching have been recognized as highly significant in English as a foreign language (EFL) settings (Namaziandost, Razmi, Ahmad Tilwani, & Pourhosein Gilakjani, 2022). Given that reading is one of the most important skills in English learning, EFL students are (2 of 11) | YANG expected to know how to read and develop the ability to read independently (Okasha, 2020). EFL reading courses are offered to support students in constructing meaning from reading texts and to develop reading abilities independently inside and outside of the classroom using effective reading strategies (Par, 2020). However, a number of researchers have confirmed that EFL students tend to encounter problems related to reading and reading classes.Research has identified three main problems. First, EFL students are demotivated by unstimulating reading lessons that fail to maintain their interest in reading and reading class (H. Al-Jarrah & Ismail, 2018;Marzuki, 2019). Students feel discouraged to engage with the materials, and feel reluctant to participate in EFL reading class (Özbek, 2015) when they are treated as passive recipients of knowledge (Güngör, 2008), when the teaching focus is on exam preparation, or when students are required to read and then answer questions silently on their own (Özbek, 2015). The second problem is that understanding different genres of reading texts is challenging to EFL students because of their limited vocabulary and lack of background knowledge. Further complicating this problem are difficult contents, difficult concepts, and not being given enough time to read (Khataee, 2019). The third problem is that EFL students do not know how to employ effective reading strategies suitable to their needs (Khataee, 2019), which leads to difficulties in comprehension (H. Al-Jarra...

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Section: Rationale For Using Drama Activities In Efl Reading Classesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Constructivism‐based drama activities in EFL reading classes

Yang

2022

TESOL Journal

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“…Due to its importance, creative thinking ability is one of the metrics used by the Program for International Student Assessment (PISA) [24][25][26]. Given that it is a PISA assessment metric, most countries focus on improving learners' creative thinking ability [27][28][29]. Furthermore, when learners have creative thinking ability, they are better equipped to solve problems and develop innovative solutions in various scenarios [30].…”

Section: Introductionmentioning

confidence: 99%

Improving the Creative Thinking Skills of the Next Generation of Mathematics Teachers Using Dynamic Mathematics Software

Wijaya

Zhou

Ware

et al. 2021

Int. J. Emerg. Technol. Learn.

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The case study reported in the paper investigated the effect of Project-based learning on students training to be mathematics teachers, pursuing their final projects. The final projects had as an aim of designing attractive and interactive mathematics learning material. This study used a qualitative method to assess the impact on the trainee teachers in terms of their creative design thinking. The research made use of the Hawgent dynamic mathematics software package. The study participants were all students at Guangxi Normal University, China. The students were divided into three groups, each with four or five members. The results presented show that selecting material and combining it with art using dynamic mathematics software can improve the communication skills, problem-solving and creative thinking skills, and improve the prospective teachers' self-confidence. Moreover, it was found that prospective mathematics teachers need motivation and support during their projects' lifecycle and that motivation has a positive effect on improving self-confidence.

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