Social Constructivism and Teaching of Social Science

Mishra, Rishabh Kumar

doi:10.17499/jsser.22283

Cited by 15 publications

(17 citation statements)

References 14 publications

(5 reference statements)

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“…Constructing meaning as derived from experience (Barrett & Long, 2012;Mishra, 2014) was evident in school blogs and reinforced during interviews. School leaders commented on pace and structure of the day noting the discomfort of extended sitting, restricted movement, challenges of transition, and lack of snacks and drinks.…”

Section: Discussionmentioning

confidence: 98%

“…Zygmuntís (2016) research study reinforced the importance of sharing experiences and information through discourse leading to a rise in consciousness and understanding within a bounded culture. Along with social cultural theory is the concept of constructivism where meaning is constructed through an experience (Barrett & Long, 2012;Mishra, 2014). El-Deghaidyís (2012) study focused on the importance of constructivism from the perspective of teachersí as researchers; however, the findings can be applied to school leaders who take an active role in constructing knowledge through personal experiences within the school culture.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

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Empathetic Design: A Sustainable Approach to School Change

Hartman

Johnston

Hill

2017

Discourse and Communication for Sustainable Education

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A descriptive case study approach is employed using a content analysis of the blogs of 36 school leaders who took part in the 2016–2017 Shadow a Student Challenge project and follow up interviews of five of the school leaders. This research was used to explore and describe how an empathetic design approach provided a greater vantage point for school leaders. By viewing school through the eyes of students, school leaders gain a deeper insight into the school experience. School leaders play a key role in establishing the culture, climate, and educational outcomes within their school environments. An empathetic design approach to school reform provides a stronger point for initiating change than an atmosphere focused on evaluation and accountability. Taking a school-based approach, encouraging school leaders to immerse themselves in the school experience, provides an opportunity for school leaders to gain empathy and insights foundational in generating meaningful and innovative change leading to sustainable education. Three major themes emerged from the findings: 1) pace and structure of the school day, 2) student learning experience, and 3) reflective and innovative insights.

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Section: Discussionmentioning

confidence: 98%

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Empathetic Design: A Sustainable Approach to School Change

Hartman

Johnston

Hill

2017

Discourse and Communication for Sustainable Education

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“…This, potentially, helped to promote students' understanding of the Nature of Science that they can apply to other situations (Grime, 2012;Golabek & Amrane-Cooper, 2013). In addition, the students were able to apply what they know from previous experiences and contribute to knowledge generation (Cowie, Jones & Otrel-Cass, 2011;Mishra, 2014).…”

Section: Discussion: Interview Datamentioning

confidence: 99%

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

Magaji

Ade-Ojo

Betteney

2018

International Journal of Science Education

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This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers' classroom pedagogy.

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“…Social constructivism encompasses collaborative learning, a "social process" where participants also deploy old knowledge and develop new understanding through negotiations and discussions with peers (Kearney, Schuck, Aubusson, & Burden, 2013). Collaboration has strong elements of negotiations and meaning-sharing, which requires a set of skills to be beneficial as a learning process (Mishra, 2014). Therefore, in the context of implementing a game case study, we were interested in investigating the impact of the groups' negotiated play and, eventually, decision-making process, on students' skills development (Olson, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mobile Games for Negotiated-Play and Decision-Making in Health Literacy

Themistokleous

Avraamidou

Vrasidas

2020

EURASIA J Math Sci Tech Ed

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The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.

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Social Constructivism and Teaching of Social Science

Cited by 15 publications

References 14 publications

Empathetic Design: A Sustainable Approach to School Change

Empathetic Design: A Sustainable Approach to School Change

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

Mobile Games for Negotiated-Play and Decision-Making in Health Literacy

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