The relationship between the classroom teachers’ level of establishing a constructivist learning environment and their attitudes towards the constructivist approach

Üredi, Lütfi

doi:10.7813/2075-4124.2013/5-4/b.6

Cited by 7 publications

(6 citation statements)

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“…When the literature on CLE is examined, it is noticed that studies are more focused on evaluating the environment (Allodi, 2007;Aybek & Aglagul, 2011;Bal & Doganay, 2009;Bas, 2013;Busbea, 2006;Nix, Fraser & Ledbetter, 2005;Ocak, 2012;Petegem, Donche & Vanhoof, 2005). It can be seen that there are studies investigating the relationship between CLE and thinking friendly classroom environments (Doganay & Sarı, 2012), self-efficacy perceptions (Koc, 2013), epistemological beliefs (Dindar, Kirbulut & Boz, 2014;Marra, 2005), their attitudes on the constructivism approach (Uredi, 2013) and metacognitive strategies (Kirbulut & Gokalp, 2014). When it comes to practical, non-theoretical studies of classroom environment/ teacher behaviors supporting critical thinking, there is Alkin (2012)'s doctoral thesis, which is on evaluating teacher behaviors supporting critical thinking.…”

Section: Findings and Resultsmentioning

confidence: 99%

The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking

Tunca¹

2015

EJER

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Problem Statement: One of the main aims of constructivism is to improve critical thinking skills/tendencies via experiences. In this sense, it is believed that the more the constructivist-learning environment is improved, the more the appropriateness of supporting critical thinking is improved. However, no study has yet statistically tested this belief. Purpose of the Study:The aim of this study is to determine the regression level of constructivist learning environment characteristics on classroom environment characteristics supporting critical thinking according to the teachers participating in the study.

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Section: Findings and Resultsmentioning

confidence: 99%

The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking

Tunca¹

2015

EJER

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“…The goal of instruction can be seen to create or develop pedagogies that will enhance a student's abilities to engage in the learning process through active rather than passive actions. The constructivist theory of learning argues that students learn by creating new knowledge based upon their experiences (Gredler, 1997;Uredi, 2013). The constructivist model emphasizes that learners must have a solid base of knowledge, a foundation that is built through traditional teaching and learning methods of reading and lecture and out of class assignments.…”

Section: Constructivist Learning Theorymentioning

confidence: 99%

“…P. 35). The classroom-learning environment is one that promotes active participation of students and real-life experiences (Uredi, 2013). Research supports positive effects of the constructivist-learning environment such as enhanced academic success of students, promotion of critical thinking skills, increased creativity and positive teachers and student perceptions (Uredi, 2013).…”

Section: Constructivist Learning Theorymentioning

confidence: 99%

Transforming Courses Across Teaching Modalities in Higher Education

Bernauer,

Fuller,

Cassels

2024

CIE

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This article explores the transformation of courses among online, traditional, and hybrid modalities with a special focus on transforming an online course into a traditional classroom format. While there has been much written about transforming courses from traditional to online, especially as a consequence of the COVID-19 pandemic, there has not been much written about the reverse kind of transformation; that is from online to traditional. We have found that you cannot simply use the same course shells and methods that were used in online instruction. This article provides both a context and specific advice regarding how to conduct a successful transformation from online to traditional modalities based on both failures and successes with successes primarily emanating by enlisting students as full partners in this transformation. The article uses three voices (instructor, student, program director) to explore the context of the problem as well as to offer direction to those who undertake such transformations. Although the course cited in this article is a doctoral course in statistical procedures, we think that the lessons learned here transcend this specific course and can be useful in most other courses whether taught face-to-face or online.

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“…Piaget's theory of Constructivist learning has had a wide-ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results (Uredi, 2013).…”

Section: Constructivist Learning Environmentmentioning

confidence: 99%

The Mediating Effect of Constructivist Learning Environment on the Relationship Between School Culture and Student Engagement in Technology and Livelihood Education

Lagrimas

Buenaventura

2023

EJES

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The aim of this study was to determine the mediating effect of a constructivist learning environment on the relationship between school culture and student engagement in technology and livelihood education in Davao del Sur, Philippines. To determine the mediating effect of constructivist learning, correlation design employing mediating analysis was employed in this study. Adapted survey questionnaires were utilized for a sample of 400 students from public schools in Matanao, Bansalan, Magsaysay (MABAMA) District, Davao del Sur. The questionnaires were validated by experts contextualizing to the local setting. Regression and Path Analysis were used to determine the mediating effect of a constructivist learning environment on the relationship between school culture and student engagement of students in TLE. The results showed that the level of constructivist learning environment is high, the level of school culture is high, the level of student engagement is very high, and there were significant relationships between constructivist learning environment and school culture and student engagement. The significant effect showed partial mediation. Thus, the TLE students’ constructivist learning environment partially mediates the relationship between school culture and student engagement. Article visualizations:<img src="/-counters-/edu_01/0215/a.php" alt="Hit counter" />

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The relationship between the classroom teachers’ level of establishing a constructivist learning environment and their attitudes towards the constructivist approach

Cited by 7 publications

References 0 publications

The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking

The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking

Transforming Courses Across Teaching Modalities in Higher Education

The Mediating Effect of Constructivist Learning Environment on the Relationship Between School Culture and Student Engagement in Technology and Livelihood Education

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