On Beyond Constructivism

Larison, Karen D.

doi:10.1007/s11191-021-00237-8

Cited by 7 publications

(2 citation statements)

References 141 publications

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“…Of the 48 articles included in the inclusion process, 29 were research related to constructivist pedagogical approaches. In these articles, constructivist approach is applied in various learning: elearning (Alismaiel et al, 2022;Katz & Halpern, 2015;Keengwe et al, 2014;Lam et al, 2021;Schrader, 2015), English research learning (Li, 2022), social research method (Howard & Brady, 2015), counselor education (Binkley & Minor, 2021;Saltis et al, 2019), poetry learning (Ugwuozor, 2020), science learning (Larison, 2022;Taşkın, 2014;Voon et al, 2020), environmental education (Kalamas Hedden et al, 2017), intentional learning (Conner, 2014), fun and colorful learning (Dziubinski, 2015), cultural education (Barnes & Marlatt, 2022;Lupu et al, 2014), international relation learning (Asal & Kratoville, 2013), learning environments (Alt, 2015;Alt & Itzkovich, 2019), Islamic education (Bechter et al, 2014), openness to diversity and challenge (Alt, 2017), academic performance (Almulla, 2023), and the rest discuss constructivist pedagogy conceptually (Jin et al, 2020;Koptseva, 2020;Mishra, 2023;Pande & Bharathi, 2020;Rob & Rob, 2018).…”

Section: Findings Constructivist Approach To Learningmentioning

confidence: 99%

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Fadlillah,

Abdullah,

Kusaeri

2024

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This study aims to outline various previous research findings related to applying the constructivist pedagogy approach in improving moderate attitudes in educational institutions and explore the potential of the constructivist pedagogy approach to internalize the value of religious moderation in Indonesian education. This research uses the Systematic Literature Review method using the Watase Uake tool and the Google Scholar search engine. The data in this study are articles indexed in Q1, Q2, Q3, and Q4. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique. After going through the identification, screening, and eligibility process, 48 articles were included in the inclusion stage and analyzed using the meta-synthesis technique. The results of this study show that i) the findings of previous studies indicate that constructivist pedagogical approaches contribute positively to increasing openness and tolerance towards differences and building more appropriate attitudes in understanding diversity; ii) through constructivist activities, egalitarian teacher-student interactions, and inclusive social activities, students can develop a deeper understanding of the values of religious moderation (such as tawassuth, tawazun, tasamuh, musawah, and shura), appreciate the diversity of beliefs, and build openness to differences, so that constructivist approaches in learning have great potential to improve moderate attitudes in religion, especially in the context of Islamic education. The results of this study can positively contribute to the development of curriculum and religious learning methods oriented towards religious moderation in Indonesia.

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Section: Findings Constructivist Approach To Learningmentioning

confidence: 99%

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Fadlillah,

Abdullah,

Kusaeri

2024

Scaffolding

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“…Although such methods can achieve the purpose of instantaneous evaluation of individual concentration, the influence factors are inclined to be static [18], which seems not applicable to the situation that both emotion and concentration are dynamically transmitted and interacted in the spatiotemporal dimension, especially in the classroom that pays attention to information transmission and communication. [19] Recently, some studies began to realize that the existence of interaction phenomenon is the main factor affecting the change of concentration, and started to analyze the correlation between concentration and its dynamic evolution law, but there is still a lack of systematic summary [20].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Spatiotemporal Characteristics of Student Concentration Based on Emotion Evolution

2023

acss

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Detecting the concentration of students in the classroom can help teachers quickly understand the participation and activity of students. However, the concentration of students has complex spatiotemporal distribution and evolution laws, which is challenging to identify and quantify. This paper proposes a novel student concentration evaluation method based on emotional evolution and virus transmission, which analyzes the spatiotemporal characteristics of concentration. The research contents are as follows: (1) A visual emotion classification method based on deep learning algorithm is developed to identify and quantify the emotion changes of each student. (2) On the basis of quantification results of emotion, the concentration index model with introducing the theory of virus transmission is established and further used to explore the spread of student concentration in spatiotemporal dimensions. (3) The Wilcoxon rank sum test (RST) is used to verify the difference of the results calculated by concentration index model in different semesters, and the reliability of the model can be reflected by the Pearson correlation coefficient between the centroid of the spatiotemporal distribution of concentration and final exam results. The experiments of 64 offline courses have been carried out in a same class for two semesters, and the results show that the concentration of student in the spatial dimension can be affected by negative and positive emotions from different regions, while in the temporal dimension, the high concentration level will decrease with increase of course time, and the generation speed of this phenomenon will be further exacerbated after coupling the spatial factors.

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Creating Affective Collaborative Adult Teams and Groups Guided by Spiral Dynamic Theory

Brown

McCray

Neal

2022

Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education

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On Beyond Constructivism

Cited by 7 publications

References 141 publications

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Analysis of Spatiotemporal Characteristics of Student Concentration Based on Emotion Evolution

Creating Affective Collaborative Adult Teams and Groups Guided by Spiral Dynamic Theory

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