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1

Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom  

ERIC Educational Resources Information Center

|The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students' motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for…

Milner, Andrea R.; Templin, Mark A.; Czerniak, Charlene M.

2011-01-01

2

Elementary Science Students’ Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom  

Microsoft Academic Search

The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory\\u000a and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching\\u000a Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to\\u000a examine student motivation and learning strategies. A

Andrea R. Milner; Mark A. Templin; Charlene M. Czerniak

2011-01-01

3

Constructivist Pedagogy in Primary Classrooms.  

ERIC Educational Resources Information Center

|Noting the difficulty in translating constructivist theory into effective practice, this study examined how primary school teachers implemented constructivist education into their kindergarten through second-grade classrooms. Participating in the study were six teachers who had received master's degrees from a constructivist program and who had…

Rainer, Julie; Guyton, Edi; Bowen, Christie

4

The Constructivist Mathematics Classroom  

ERIC Educational Resources Information Center

By examining how people learn, the educational theories of Dewey, Piaget, Vygotsky and Bruner can be synthesized to give this set of core Constructivist principles. Principles of effective mathematics teaching: (1) allows learning that is "active" and "reflective". Students are required to transfer key concepts to new situations; (2) allows…

Jones, Karrie; Jones, Jennifer L.; Vermette, Paul J.

2010-01-01

5

Designing for Learning: Six Elements in Constructivist Classrooms.  

ERIC Educational Resources Information Center

This book shows educators how to rethink teaching by challenging their beliefs about knowledge and learning. It helps teachers organize for student learning rather than plan for teacher telling by applying constructivist learning theory in the classroom. It presents a constructivist perspective on how to arrange classroom events for student…

Gagnon, George W., Jr.; Collay, Michelle

6

Constructivist learning perspectives in the online public relations classroom  

Microsoft Academic Search

Many researchers and educators use constructivist theory to analyse what works well in online classrooms. Past research suggests successful online teaching strategies involve community learning, shared interactions, and meaningful learning experiences. In this study, educators who taught public relations online, in either graduate or undergraduate settings, were interviewed using in-depth key informant surveys. Most interviewees reported successful integration of community

Ann Peru Knabe

7

Physical Science in Constructivist Early Childhood Classrooms  

ERIC Educational Resources Information Center

|Teachers at the Freeburg Early Childhood Program know that experimentation with physical science is of great interest to young children, and can begin as early as the age of 3. The constructivist teachers at this experimental school at the University of Northern Iowa worked for six years to develop a center-based approach to physical science with…

Kato, Tsuguhiko; Van Meeteren, Beth Dykstra

2008-01-01

8

Seven Posers in the Constructivist Classroom  

ERIC Educational Resources Information Center

|In education, "constructivism" constitutes the "grand unified theory" of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that…

Kotzee, Ben

2010-01-01

9

Comparison of Student Learning about Diffusion and Osmosis in Constructivist and Traditional Classrooms.  

ERIC Educational Resources Information Center

|Reports on the effects of constructivist versus traditional teaching approaches on university students' learning about osmosis and diffusion. Students understood diffusion and osmosis more deeply in the constructivist-informed classroom, which used small discussion groups rather than traditional large lecture groups. Suggests ways to improve…

Christianson, Roger G.; Fisher, Kathleen M.

1999-01-01

10

Is constructivism risky? Social anxiety, classroom participation, competitive game play and constructivist preferences in teacher development  

Microsoft Academic Search

Constructivism in practice is a challenging endeavor that invites teachers and students to engage in problems that elicit uncertainty. This article investigates the relationship between preferences for constructivist approaches and other classroom behaviors that influence the development of future teachers. The theoretical premise for this relationship is that preferences for constructivist activities are associated with other behaviors that are characterized

Thomas Hills

2007-01-01

11

An exploratory case study: The impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom  

NASA Astrophysics Data System (ADS)

The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher's purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings. This case study was conducted in the spring of 2006. The researcher sought to answer the question, "How does constructivist teaching help middle school English Language Learners understand science?" Two variable clusters were examined: (1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and (2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: (1) observations of teaching and learning (including teaching plans and other teaching materials); (2) interviews related to teaching and learning; (3) inventories of teaching and learning; and (4) artifacts of learning. Steve Loos, an eighth grade middle school science teacher, is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve's teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, "Constructivist teaching helps middle school English Language Learners understand science."

Seimears, C. Matt

12

Change in Teacher Candidates' Metaphorical Images about Classroom Management in a Social Constructivist Learning Environment  

ERIC Educational Resources Information Center

|The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were…

Akar, Hanife; Yildirim, Ali

2009-01-01

13

Conflict Resolution in a Preschool Constructivist Classroom: A Case Study in Negotiation.  

ERIC Educational Resources Information Center

This study documented one child's development of conflict resolution skills when a peer problem-solving model was used in a constructivist-designed classroom. Findings revealed that this child progressed from a power assertion style of conflict resolution to a more sophisticated form of negotiation. The study supports current thinking that young…

Arcaro-McPhee, Rena; Doppler, Elizabeth E.; Harkins, Debra A.

2002-01-01

14

Conflict Resolution in a Preschool Constructivist Classroom: A Case Study in Negotiation.  

ERIC Educational Resources Information Center

|This study documented one child's development of conflict resolution skills when a peer problem-solving model was used in a constructivist-designed classroom. Findings revealed that this child progressed from a power assertion style of conflict resolution to a more sophisticated form of negotiation. The study supports current thinking that young…

Arcaro-McPhee, Rena; Doppler, Elizabeth E.; Harkins, Debra A.

2002-01-01

15

A Constructivist Approach for Introducing Pre-Service Teachers to Educational Technology: Online and Classroom Education  

Microsoft Academic Search

The goals for our preparation of pre-service teacher educators in educational media and technology include the development of pedagogical ability as well as technical knowledge and skills. Pedagogically we adopted the goal of teaching the students to use technology to facilitate a constructivist approach to teaching and learning. We have developed a classroom-based and online courses in which we immerse

Anne K. Bednar; Michael T. Charles

16

Is Constructivism Risky? Social Anxiety, Classroom Participation, Competitive Game Play and Constructivist Preferences in Teacher Development  

ERIC Educational Resources Information Center

Constructivism in practice is a challenging endeavor that invites teachers and students to engage in problems that elicit uncertainty. This article investigates the relationship between preferences for constructivist approaches and other classroom behaviors that influence the development of future teachers. The theoretical premise for this…

Hills, Thomas

2007-01-01

17

An Inservice Teacher Training Process for Improving Constructivist Learning Environments in Thai Small School Classrooms  

Microsoft Academic Search

This paper describes a teacher training process conducted in Thailand (2006) using in class and at-school activities that resulted in changes in teachers' competencies to improve their classroom environments using a constructivist perspective. The process was conducted nearly one year. First, with the cooperation of university staff, educational-area supervisors and principals, research teams were constructed. Secondly, a training process was

Darrell Fisher

18

Confronting the realities of implementing contextual learning ideas in a biology classroom  

Microsoft Academic Search

The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are active learning environments where students are involved in \\

Julia B. Akers

1999-01-01

19

Elementary Teachers’ Perceptions of Technology as a Catalyst for Constructivist Practices in the Classroom: A Case Study  

Microsoft Academic Search

This research described and analyzed teachers’ perceptions of technology as a\\u000acatalyst for stimulating classroom constructivist practices. The teachers were located at\\u000amultiple schools in one Florida county. The teachers were selected based on participation\\u000ain the Education through Dynamic Global Experiences (EDGE) program. This One-to-\\u000aOne program provides one laptop for every classroom teacher and student.\\u000aThe most frequent

Lynne Brown Menard

2010-01-01

20

An exploratory case study: The impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom  

Microsoft Academic Search

The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher's purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case

C. Matt Seimears

2007-01-01

21

Creativity in the Hong Kong Classroom: What Is the Contextual Practice?  

ERIC Educational Resources Information Center

|A review is offered of Hong Kong's current education reform that sites a key role for "creativity." This key role leads us to ask "Creativity in the Hong Kong Classroom: what is the contextual practice?" To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom Observation Form…

Forrester, Victor; Hui, Anna

2007-01-01

22

Focal Event, Contextualization, and Effective Communication in the Mathematics Classroom  

ERIC Educational Resources Information Center

The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of…

Nilsson, Per; Ryve, Andreas

2010-01-01

23

Tools of Contextualization: Extending the Classroom to the Field  

Microsoft Academic Search

Project based education is growing in importance in elemen- tary schools though it is still quite poorly technologically supported, particularly with respect to actively taking advan- tage of contextual information. Based on an empirical study of teaching and in particular project based education in Dan- ish elementary schools, we present the HyConExplorer, a geospatial hypermedia system supporting project based edu-

Niels Olof; Bouvin Christina; Brodersen Frank; Allan Hansen; Sejer Iversen; Peter Nørregaard

24

Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms  

ERIC Educational Resources Information Center

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

Niederhauser, Dale S.; Lindstrom, Denise L.

2006-01-01

25

Tools of Contextualization: Extending the Classroom to the Field  

Microsoft Academic Search

Project based education is becoming an increasingly impor- tant work form in elementary schools while still quite poorly technologically supported, particularly with respect to ac- tively taking advantage of contextual information. Based on an empirical study of teaching and in particular project based education in Danish elementary schools, we present the HyConExplorer, a geo-spatial hypermedia system that supports project based

Niels Olof Bouvin; Christina Brodersen; Frank Allan Hansen

2004-01-01

26

Classroom Contextual Effects of Race on Children's Peer Nominations  

ERIC Educational Resources Information Center

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of…

Jackson, Melissa Faye; Barth, Joan M.; Powell, Nicole; Lochman, John E.

2006-01-01

27

Contextual Determinants of Motivation and Help Seeking in the College Classroom  

Microsoft Academic Search

This chapter reviews the extant literature on college students’ help seeking and motivation to learn. Specific attention is\\u000a paid to how classroom contextual factors (e.g., instructional climate, teacher support and caring) are believed to influence\\u000a college students’ patterns of motivation and willingness to seek help. In terms of help seeking, a distinction is made between\\u000a proactive (e.g., instrumental) and generally

Akane Zusho; Stuart A. Karabenick; Christina Rhee Bonney; Brian C. Sims

28

Galileo's 'Jumping-Hill' Experiment in the Classroom--A Constructivist's Analysis.  

ERIC Educational Resources Information Center

Uses Galileo's 'jumping-hill' experiment as an historical element to improve science teaching in the classroom. Illustrates that the experiment can stimulate an animated discussion in the classroom, even if precise historic circumstances are not mentioned. The historical dimensions bring some color into the lesson, which increases attention. (SAH)

Kubli, Fritz

2001-01-01

29

A Qualitative Participant Observation Study Investigating the Use of Web 2.0 Technologies in One High School Visual Arts Classroom Using a Social Constructivist Lens  

Microsoft Academic Search

This qualitative project studied the benefits of Web 2.0 technology in one high school visual arts classroom using a participant observation stance. I examined an advanced art class through a social constructivist lens, with student’s ages from 16-18 years. I implemented several lessons teaching the students how artists display ideas within their artwork, through having the students use the blogging

Nicholas R. Napierala

2011-01-01

30

Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects  

ERIC Educational Resources Information Center

|Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes--inappropriately--represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables;…

Marsh, Herbert W.; Ludtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Morin, Alexandre J. S.; Abduljabbar, Adel S.; Koller, Olaf

2012-01-01

31

Confronting the Baby Blues: A Social Constructivist Reflects on Time Spent in a Behaviorist Infant Classroom  

ERIC Educational Resources Information Center

|This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly…

McMullen, Mary Benson

2010-01-01

32

Constructivist Assessment Practices.  

ERIC Educational Resources Information Center

The purpose of this study is to describe the assessment environment in constructivist-oriented science, technology, and society (STS) classrooms. Data were gathered from in-depth interviews and subjected to a constant comparative analysis associated with a grounded theory model. Three themes emerged from the analysis: (1) a description of the…

Freedman, Robin Lee Harris

33

Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms  

Microsoft Academic Search

Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students' task value, self-efficacy, test anxiety, cognitive strategy use, regulatory strategy use, and classroom academic

Christopher A. Wolters; Paul R. Pintrich

1998-01-01

34

Teacher understanding of the nature of science and its impact on student learning about the nature of science in STS/Constructivist classrooms  

NASA Astrophysics Data System (ADS)

In the National Science Education Standards both STS/Constructivist teaching strategies and student understanding of the nature of science are stressed. If certain teaching practices can achieve both goals at one time, many problems will be solved. Such relationships were investigated in this study. Teacher subjects were selected based on two extremes of scores on the Testing on Understanding Science. The Secondary Teacher Analysis Matrix - Science Version was used to categorize teachers into their use of STS/Constructivist or more traditional strategies based on their teaching behaviors observed from video tapes. After the teacher subjects were selected, a non-equivalent control group design was adapted for the administration of items from the Views on Science-Technology-Society (VOSTS) to the students of these teachers. Pre- and post-test data were collected using 20 VOSTS items. VOSTS options were categorized into a Congruent/Partially Congruent/Naive format by a panel of six science educators. A special scoring procedure was devised for the VOSTS items to allow the use of inferential statistics. When performance on 17 VOSTS items were studied, more understanding of the nature of science by teachers, the presence of an STS/Constructivist learning environment in the classroom, or a combination of both factors was not found to help students learn more about the nature of science. Explanations for such results are offered. A McNemar test was performed to take a closer look at the 17 VOSTS items individually. The results indicated that students who were taught by STS/Constructivist teachers with high TOUS scores moved toward "congruent" views concerning the nature of science on a number of VOSTS items. Also, students who were taught by more traditional teachers with low TOUS scores moved toward "naive" views on other VOSTS items. The findings support the fact that teachers who know more about the nature of science and who practice many of the STS/Constructivist teaching strategies assist students in learning more about the nature of science.

Lieu, Sang-Chong

35

The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them  

ERIC Educational Resources Information Center

|This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

Alzahrani, Ibraheem; Woollard, John

2013-01-01

36

Classroom Use of Multimedia-Supported Predict–Observe–Explain Tasks in a Social Constructivist Learning Environment  

Microsoft Academic Search

This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the student’s conversations, focussing

Matthew Kearney

2004-01-01

37

Engendering Constructivist Learning in Tertiary Teaching  

ERIC Educational Resources Information Center

|In constructivist teaching, it is expected that students are able to apply skills and knowledge acquired from their course of study to the various situations that they encounter over the course of their professional lives. Constructivist classrooms engage learners actively in the learning process. Learners actively take knowledge, connect it to…

Giridharan, Beena

2012-01-01

38

How Constructivist-Based Teaching Influences Students Learning Science  

Microsoft Academic Search

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.

C. Matt Seimears; Emily Graves; M. Gail Schroyer; John Staver

2012-01-01

39

How Constructivist-Based Teaching Influences Students Learning Science  

ERIC Educational Resources Information Center

|The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

2012-01-01

40

A Motivational View of Constructivist-informed Teaching  

Microsoft Academic Search

Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist?informed teaching. The purpose of this paper was to examine,

David Palmer

2005-01-01

41

Interpretive case studies on the influence of a pre-service contextual science research course on novice science and mathematics teachers  

NASA Astrophysics Data System (ADS)

I conducted a follow-up, qualitative evaluation to help me understand how participation in a contextual science research course influenced two pre-service science and/or mathematics teacher participants as they begin to teach in their own classrooms as novice teachers. My specific questions for this dissertation were: (1) What are the beliefs towards the culture of science and the culture of science in the classroom of a novice science and a novice mathematics teacher after completing a constructivist-based, contextual science research course? (2) What are the classroom practices of these novice teachers after completing a constructivist-based, contextual science research course with respect to: (a) implementing constructivist-based, contextual science methodology in their own classrooms? (b) forming collaborations with scientists and the science community? (c) integrating science and mathematics in the classroom? (d) implementing inquiry-based, hands-on science activities? (3) After completing a constructivist-based, contextual science research course, what are the influences on the novice teachers' constructions of (a) science content knowledge and/or (b) pedagogical content knowledge? The theoretical framework for this study is that of a constructivist epistemology, using the genre of interpretive case study. I utilized cultural-historical activity theory to look at the contradictions and coherences, to see how these influenced the participants' ability to transfer their experiences from the contextual science research to their own classrooms. To insure fairness and trustworthiness criteria of this study, I utilized fourth generation evaluation and the QSR NVivo software program to categorize and analyze the qualitative data. Findings show that participants learned science content, enhanced their beliefs about the culture of science and the image of the scientist, increased their pedagogical content knowledge with respect to understanding constructivist-based teaching, and integrated science and mathematics. Their practices, however, did not always match their beliefs. While participants were enthusiastic about the idea of forming collaborations with scientists, implementing contextual learning, and implementing the use of inquiry-based, hands-on, instruction, these practices were limited. Reliance on the use of the textbook and lecture were still very apparent. Pressures faced by novice teachers during their induction years could help explain these contradictions. I make suggestions for how to improve the program.

Hahn, Lori Livingston

42

Transporting an Evidence-Based Classroom Management Program for Preschoolers With Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables  

Microsoft Academic Search

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs

Elisa Steele Shernoff; Thomas R. Kratochwill

2007-01-01

43

An Eco-Behavioral Approach to Examining the Contextual Effects of Early Childhood Classrooms.  

ERIC Educational Resources Information Center

Identified child and classroom characteristics accompanying complex peer and object interactions in ethnically diverse early childhood classrooms. Found that complex peer interactions were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were…

Kontos, Susan; Burchinal, Margaret; Howes, Carollee; Wisseh, Steve; Galinsky, Ellen

2002-01-01

44

Leadership Talent Identification and DevelopmentPerceptions of Heads, Middle Leaders and Classroom Teachers in 70 Contextually Different Primary and Secondary Schools in England  

Microsoft Academic Search

This article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle leaders and classroom teachers about leadership talent identification and development. Twenty

Christopher Rhodes; Mark Brundrett; Alan Nevill

2008-01-01

45

Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom  

ERIC Educational Resources Information Center

|Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through…

Bravo-Torija, Beatriz; Jimenez-Aleixandre, Maria-Pilar

2012-01-01

46

A Constructivist Approach for Digital Learning: Malaysian Schools Case Study  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian…

Sultan, Waleed H.; Woods, Peter Charles; Koo, Ah-Choo

2011-01-01

47

Constructivist Teaching Strategies: Projects in Teacher Education.  

ERIC Educational Resources Information Center

|This book provides information from experienced teachers on constructivist teaching, offering examples of preservice teachers' projects, lesson plans, and real-life advice. The 11 chapters are: (1) "Writing Case Studies: Constructing an Understanding of Student and Classroom" (Bettejim Cates); (2) "Educating Children Who are Racial and Ethnic…

Brown, Jessie C., Ed.; Adams, Arlene, Ed.

48

Constructivist Teaching Strategies: Projects in Teacher Education.  

ERIC Educational Resources Information Center

This book provides information from experienced teachers on constructivist teaching, offering examples of preservice teachers' projects, lesson plans, and real-life advice. The 11 chapters are: (1) "Writing Case Studies: Constructing an Understanding of Student and Classroom" (Bettejim Cates); (2) "Educating Children Who are Racial and Ethnic…

Brown, Jessie C., Ed.; Adams, Arlene, Ed.

49

CMC as Written Conversation: A Critical Social-constructivist View of Multiple Identities and Cultural Positioning in the L2\\/C2 Classroom  

Microsoft Academic Search

This article proposes a model for a critical social-constructivist (CS-C) approach to the use of computer-mediated communication (CMC) in language\\/culture education. CS-C theories emphasize a critical approach to social interactions, in- terpersonal relations, communication, and the influence that these activities have on learning. I will use the model to explore the extent to which CS-C approaches, especially in relation to

MARY E. WILDNER-BASSETT

2005-01-01

50

Teachers' Pedagogical Beliefs and Their Use of Digital Media in Classrooms: Sharpening the Focus of the "Will, Skill, Tool" Model and Integrating Teachers' Constructivist Orientations  

ERIC Educational Resources Information Center

|The "will, skill, tool" model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use.…

Petko, Dominik

2012-01-01

51

Why the Child's Construction of Relationships Is Fundamentally Important to Constructivist Teachers  

ERIC Educational Resources Information Center

|This paper has two purposes: (1) to explain briefly in terms of Piaget's theory why relationships are fundamental for constructivist teachers; and (2) to show how constructivist teachers can think about relationships in classroom activities. In a nutshell, the message is that the process by which children are constructing their intelligence,…

DeVries, Rheta

2004-01-01

52

Effective Integration of ICT in Jordanian Schools: An Analysis of Pedagogical and Contextual Impediments in the Science Classroom  

ERIC Educational Resources Information Center

|A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school principal, and computer lab supervisors, from a "Discovery" female school in Jordan to assess their utilization of information and communication technology (ICT) in teaching science. The study also intended to determine…

Qablan, Ahmad Mohammad; Abuloum, Amjad; Al-Ruz, Jamal Abu

2009-01-01

53

Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors  

Microsoft Academic Search

Research suggests that victims of bullying may lack skills in emotional regulation, a process which facilitates coping with provocative situations to lessen the stress of negative emotions (Cicchetti, Ackerman, & Izard, 1995). The present study ex- amined the emotional regulation and display patterns of victims during classroom bul- lying episodes. Children in grades one through six were observed during free

Melissa M. Mahady Wilton; Wendy M. Craig; Debra J. Pepler

2000-01-01

54

REALIZING CONSTRUCTIVIST OBJECTIVES THROUGH COLLABORATIVE TECHNOLOGIES: THREADED DISCUSSIONS  

Microsoft Academic Search

Two crucial aspects of implementing instructional technologies effectively in language classrooms are having an understanding of the capabilities of various technologies and evaluating the usefulness of the technologies in realizing curricular goals. This paper presents a situated study -- based on a prominent pedagogical framework -- of the implementation of threaded discussions, a widely used instructional technology, to meet constructivist

Donald Weasenforth

2002-01-01

55

Contextually Based Professional Development  

ERIC Educational Resources Information Center

|In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

2011-01-01

56

Contextually Based Professional Development  

ERIC Educational Resources Information Center

In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

2011-01-01

57

Constructivist view of meditation.  

PubMed

Meditation experiences are viewed from a constructivist perspective. Concentrative and mindfulness approaches are compared. It is concluded that, although these meditative techniques differ (and often are used in conjunction), they both yield insight into how the mind processes experience at both the preverbal and verbal levels. PMID:3300381

DelMonte, M

1987-04-01

58

Supporting Elementary Science Education for English Learners: A Constructivist Evaluation Instrument  

Microsoft Academic Search

The author developed an evaluation instrument for elementary school administrators to promote constructivist teaching of elementary science for English learners. Classroom observations were conducted in 5th-grade classrooms of Hispanic and Filipino English learners in a multicultural school district in the Southern San Joaquin Valley of California. The repeated use of the instrument within the clinical supervision model resulted in increased

Beatrice A. Gibbons

2003-01-01

59

The constructivist paradox: Teachers' knowledge and constructivist science teaching  

NASA Astrophysics Data System (ADS)

Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge. This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of science teaching, leads to the constructivist paradox. The second interpretation explores the constructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’ learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the possibilities of helping teachers lead students towards a constructivist school science.

Louden, William; Wallace, John

1990-01-01

60

ON RELATIVISM IN CONSTRUCTIVIST PSYCHOLOGY  

Microsoft Academic Search

Many scholars criticize constructivist approaches to psychology for culminating in a nihilistic relativism. This article reviews the problem of relativism within per- sonal construct psychology and social constructionism. It argues that labeling constructivist approaches to psychology as essentially relativist or nonrelativist simplifies the debate by assigning indisputable characteristics to a family of theories. Both relativ- ist and nonrelativist interpretations of

Jonathan D. Raskin

2001-01-01

61

Relationship of constructivist learning environment to student attitudes and achievement in high school mathematics and science  

NASA Astrophysics Data System (ADS)

This study investigated the relationship of constructivist learning environment and standards-based teaching practices to student achievement and attitudes (self-efficacy, intrinsic value, and learning strategies) in Algebra and Biology. Further, these relationships were examined as a function of student gender and prior achievement. A purposive sample of 804 high school students enrolled in Biology I, Algebra I, or Advanced Algebra was selected for inclusion in this study. Although the dimensions of constructivist learning environment that contributed to predicting student achievement and attitudes varied by content area and criterion, the results of the present study generally provide strong support for a positive relationship between constructivist learning environment and student attitudes, but little support for a direct relationship to student achievement. Teacher reports of overall constructivist learning environment were not correlated with achievement or attitudes. Observer reports of constructivist learning environment were correlated with student intrinsic value and learning strategies. Student reports of constructivist learning environment were correlated with all three attitude measures. Multiple regression findings showed that neither overall constructivist learning environment nor standards-based teaching practices predicted achievement in any of the content areas. Overall constructivist learning environment and standards-based teaching practices were significant positive predictors of student intrinsic value and learning strategies in all three content areas, after controlling for student and classroom demographic variables. Overall constructivist learning environment and standards-based teaching practices were also significant positive predictors of self-efficacy in Algebra 1. In addition, standards-based teaching practices was a significant positive predictor of student self-efficacy in Biology. No specific dimensions of constructivist learning environment were consistently related to student achievement. However, several dimensions of constructivist learning environments emerged as significant predictors of student attitudes, including Personal Relevance, Shared Control, and Student Negotiation. The dimensions of Critical Voice and Uncertainty appeared to be less important in predicting student attitudes.

Dethlefs, Theresa Marie

62

Constructivist Pedagogy for the Business Communication Classroom  

ERIC Educational Resources Information Center

|Business education and learning has become formidable and challenging over the last few years. A traditional learning environment is bereft of active learning where students only try to memorise terms and concepts and is unable to apply them to the real corporate world. It was found in the business communication classes that students fail to…

Mathews, Minu

2007-01-01

63

Constructivist Approaches for Career Counselors. ERIC Digest.  

ERIC Educational Resources Information Center

|A constructivist framework can often appear vague and abstract to the novice counselor. The abstract and nebulous realm of meaning-making, which is central to constructivist approaches, can be frustrating for a linear, task-oriented counselor. This digest explains the approaches used in constructivist counseling. The need to use constructivist

Hoskins, Marie

64

Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices  

NASA Astrophysics Data System (ADS)

To gain a better understanding of the emerging constructivist beliefs and classroom practices, case studies were constructed for four prospective teachers who were purposely selected as a result of their scores on the Classroom Learning Environment Survey (CLES) (Taylor, Fraser, & White, A classroom environment questionnaire for science educators interested in the constructivist reform of school science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). The case studies provided insight into two primary questions (1) what are the beliefs of the prospective science teacher regarding constructivist teaching practices and (2) are these beliefs consistent with subsequent classroom practice? The components of constructivist teaching by Taylor, Fraser, and White (1994) were used as a theoretical framework in conjunction with Ajzen and Fishbein's components of the Theory of Planned Behavior (Ajzen, 1985). Data collection consisted of document analysis, classroom observation, and interviews. Data were analyzed using the constant comparative method. Findings from the case studies suggest that at least two kinds of beliefs were in operation: central beliefs and peripheral beliefs. The central beliefs were defined as those dictating subsequent teaching behaviors; whereas the peripheral beliefs were those that were stated but not operationalized.

Haney, Jodi J.; McArthur, Julia

2002-11-01

65

Constructivist teaching behaviors of recipients of Presidential Awards for Excellence in mathematics and science teaching  

NASA Astrophysics Data System (ADS)

This study examined philosophies, beliefs, and teaching practices of teachers who were cited for excellence in science teaching through receipt of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) in 2003. Subgroups were compared based on educational preparation, professional development attendance, and teaching level, i.e., middle school or high school. Teaching strategies used by these PAEMST awardees were compared to another teacher group reported as using constructivist teaching practices. Four tools were used to gather information. These included A Survey of Classroom Practices, Constructivist Learning Environment Survey, Philosophy of Teaching and Learning Survey, and Science Classroom Observation Rubric (SCOR) from the Expert Science Teacher Educational Evaluation Model (ESTEEM). The rubric was used to review videotapes that were submitted as part of the application process for the PAEMST. Major findings for these PAEMST awardees include: (1) They held constructivist beliefs. (2) They perceived their classroom learning environments to be constructivist. (3) Twelve teachers had composite scores on the SCOR that identified them as expert, nine as proficient, and four as competent. (4) The group was homogenous in terms of the impact of the variables examined for differences in beliefs, classroom environment, and teaching strategies. The only significant difference among the PAEMST group was found for the measure of "attitude toward class" on the Constructivist Learning Environment Survey. Teachers with a Masters in Science Education scored significantly higher than teachers without such a Masters degree. (5) The PAEMST group differed significantly from a teacher group that had participated in staff development on use of constructivist teaching practices. The Presidential Award for Excellence in Mathematics and Science Teaching is intended to recognize exemplary teachers. These teachers were exemplary in their beliefs, perceptions of classroom learning environments, and the teaching strategies they employed. The information can be used in planning professional development activities with the continued emphasis on changes in teaching recommended in the National Science Education Standards. This study provides definition for developing expertise and potential for mentoring programs.

Ibarra, Hector

66

Constructivist approaches for teaching computer programming  

Microsoft Academic Search

This paper discusses the application of constructivist pedagogical approaches to teaching computer programming in high school and undergraduate courses. It provides an overview of constructivist pedagogy and contrasts it with traditional objectivist pedagogy. The paper then describes how a variety of sources on constructivist educational practice from computer science educational literature can be combined to transform under-graduate courses in computer

Tom Wulf

2005-01-01

67

Leadership Talent Identification and Development: Perceptions of Heads, Middle Leaders and Classroom Teachers in 70 Contextually Different Primary and Secondary Schools in England  

ERIC Educational Resources Information Center

|This article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle…

Rhodes, Christopher; Brundrett, Mark; Nevill, Alan

2008-01-01

68

The effectiveness of constructivist science instructional methods on high school students' motivation  

Microsoft Academic Search

A problem facing educators is students' academic motivation to successfully complete science class offerings and pass state standardized tests. This study focused on the effectiveness of constructivist science instructional methods to motivate high school science students to complete classroom activities. It was the intent of this study to provide a voice for students regarding what activities promote their motivation. A

Michele T. Cook

2007-01-01

69

Effects of Constructivist and Computer-Facilitated Strategies on Achievement in Heterogeneous Secondary Biology.  

ERIC Educational Resources Information Center

This paper describes the effects of the implementation of constructivist techniques with interactive computer simulations on conceptual understanding of plant nutrition and critical thinking skills in heterogeneously grouped secondary biology classrooms. The study focused on three strategies for teaching plant nutrition: (1) traditional; (2)…

Duffy, Maryellen; Barowy, William

70

A Constructivist Approach to Listening  

ERIC Educational Resources Information Center

|This article develops a constructivist perspective on listening skill. Listening is conceptualized as "a process that involves the interpretation of messages that others have intentionally transmitted in the effort to understand those messages and respond to them appropriately." This definition allows listening to be understood both as a mindful…

Burleson, Brant R.

2011-01-01

71

Using Writing as a Constructivist Instructional Tool  

NASA Astrophysics Data System (ADS)

Researchers in the area of cognitive science and educational psychology have shown that instructors who encourage student writing are actually helping in motivating a reluctant pupil. It has also been reported that writing indirectly rewards an individual with dynamic interest. Furthermore, it is believed that writing strengthens the self-confidence of a lethargic learner. (Kosakowski, 1998). All in all, promoting writing helps and supports learners cultivate a positive attitude toward the subject matter in question. The constructivist approach promotes a learning paradigm and helps individuals learn and understand by "constructing" knowledge. Learners are effectively encouraged to generate and build their own knowledge base. Learners document progress by constructing new concepts based on previously gained knowledge. The role of the teacher is actually to facilitate the creation of a learning environment. The constructivist approach when used in the classroom enables the students to become more active, independent thinkers of knowledge. Education World writer Gloria Chaika (Chaika, 2000) states that "Talent is important, but practice creates the solid base that allows that unique talent to soar. Like athletes, writers learn by doing. Good writing requires the same kind of dedicated practice that athletes put in. Young writers often lack the support they need to practice writing and develop their talent to the fullest, though." The author has successfully utilized some of these principles and techniques in a senior level course he teaches. He has encouraged students to try to solve problems their own way and has asked them to observe, document, assess and evaluate the results. In the classroom, the author takes the role of a coach and helps the students approach the problem with a different viewpoint. Eventually the students document their conclusions in a page-long essay. This type of writing assignment not only builds critical thinking abilities but also generates improved written communication skills among learners. References: Kosakowski, John, (1998). The Benefits of Information Technology. ERIC Digests; Technology Integration; Technology Role, ED0-IR-98-04 Chaika, Gloria (2000),Encourage Student Writing: Published on the Web, Education World http://www.education-world.com/a_tech/tech042.shtml

Narayanan, M.

2006-12-01

72

Speaking to the Heart of Oral Contextualization: The Resounding Call for Critical Discussions on Civil Participation and Disobedience, from Black Radio to the Global Classroom  

ERIC Educational Resources Information Center

Long overdue in the classroom is a critical examination of media coverage when seen and told through the unique vantage point of the audience and storyteller. This discussion is intended to demonstrate how to prepare students to critically examine and evaluate the social role of media within a diverse global society. The author elaborates on the…

Johnson, Phylis

2006-01-01

73

Constructivist Metaphors of Learning Science  

NASA Astrophysics Data System (ADS)

Based on an analysis of a fundamental distinction between metaphors of finding versus making for the obtaining of new knowledge, a number of constructivist positions in education are discussed and criticised, taking account of earlier criticism particularly by Suchting and by Matthews. Constructivist claims which are denied include the claim that we have no direct access to the world, and the claim that communication is inherently meaningless. What is valuable in constructivism, namely the insistence on active learning, on respect for the pupils own thinking, and on the high priority needed for ideas taught to make sense to pupils, together with the reminder that science is a human product, is important to retain without its additional and ill-founded philosophical baggage.

Ogborn, Jon

74

CONSTRUCTIVIST REMEDIATION: CORRECTION IN CONTEXT  

Microsoft Academic Search

Constructivism refers to a collection of educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student personal interests and needs. In contrast, instructionism refers to a collection of educational practices that are teacher-focused, skill-based, product-oriented, non-interactive, and highly prescribed. In the context of reading instruction, constructivist theoretical assumptions are reflected in whole language learning; instructionist theoretical assumptions are

Genevieve Marie Johnson

2004-01-01

75

The Development of Constructivist Grounded Theory  

Microsoft Academic Search

Constructivist grounded theory is a popular method for research studies primarily in the dis- ciplines of psychology, education, and nursing. In this article, the authors aim to locate the roots of constructivist grounded theory and then trace its development. They examine key grounded theory texts to discern their ontological and epistemological orientation. They find Strauss and Corbin's texts on grounded

Jane Mills; Ann Bonner; Karen Francis

2006-01-01

76

Constructivist Learning: Operational Criteria for Cognitive Flexibility  

Microsoft Academic Search

Constructivism is a learning theory which states that people learn best when they actively construct their own knowledge. Many different perspectives exist on constructivist pedagogical principles and on how to apply them to instructional design. It is thus not only difficult to evaluate the conformity of existing learning systems with constructivist principles, it is also quite hard to ensure that

Vu Minh Chieu; Elie Milgrom; Mariane Frenay

2004-01-01

77

The false promise of constructivist optimism  

Microsoft Academic Search

A survey of ?mainstream ? constructivist literature conveys the impression that international relations are positively linked to progress. But while constructivism convincingly shows that international relations are not tragically condemned to conform to Realist notions, it has overshot the mark. Change has largely been confused with progress. This paper first traces how the constructivist bias towards an optimistic outlook on

Bernd Bucher

78

The Coming Challenge: Are Community Colleges Ready for the New Wave of Contextual Learners?  

ERIC Educational Resources Information Center

Defines contextual learning, or presenting new information to students in familiar contexts. Argues that community colleges must be ready for an anticipated increase in contextual learners due to its use in tech prep programs. Describes elements of contextual learning, its application in the classroom, and ways that colleges can prepare for…

Hull, Dan; Souders, John C., Jr.

1996-01-01

79

Assessment in Support of Contextually Authentic Inquiry  

NSDL National Science Digital Library

If research into the assessment of science learning is going to make a difference for teachers, it must be applicable to the realities of K--12 classrooms. This research study conducted in urban elementary schools focused on how students and teachers engaged in both contextually authentic assessment and the new realities of high-stakes testing.

Buxton, Cory A.

2006-01-01

80

Children's Understanding of Globes as a Model of the Earth: A Problem of Contextualizing  

ERIC Educational Resources Information Center

|Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and…

Ehrlen, Karin

2008-01-01

81

Children's Understanding of Globes as a Model of the Earth: A problem of contextualizing  

Microsoft Academic Search

Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio?cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural

Karin Ehrlén

2008-01-01

82

Understanding Collaborative Learning: Small Group Work on Contextual Problems Using a Multi-Representational Software Tool.  

ERIC Educational Resources Information Center

|The interactions of three high school juniors (two females and one male) working together on a series of contextual mathematics problems using a multirepresentational software tool were studied. Focus was on determining how a constructivist model of learning, based on an individual problematic-action-reflection model, can be extended to offer…

Smith, Erick; Confrey, Jere

83

Development of constructivist behaviors among four new science teachers prepared at the University of Iowa  

NASA Astrophysics Data System (ADS)

The development of constructivist behaviors among four new science teachers was studied during a four year period---student teaching through their first three years of teaching. Constructivist behaviors were examined from four perspectives: actual classroom performances as viewed from videotapes; teacher and student perceptions of use of constructivist practices from surveys; and teacher beliefs as gained from open-ended interviews. Data analyses involved constant comparison of data from two or more sources---descriptive statistics, statistical analyses, levels of teacher expertise regarding constructivist behaviors, qualitative descriptions, and direct quotes from videotapes and interview transcripts. The results indicate that the new teachers were largely early constructivist teachers. Constructivist teaching approaches were used during student teaching. Socialization and induction processes had minimal effects. Both observed practices and beliefs about teaching and learning were student-centered; after declines in years one and two, constructivist behaviors improved by the third year of teaching. Students of the new teachers perceived their lessons as being more interesting, more relevant to them, and that they had more autonomy about instruction than reported by students in other programs. Their perceptions better matched those of students taught by more experienced teachers, who were identified as expert constructivists. Although individual teachers were unique with different focuses and strengths, eleven dominant and consistently espoused student-centered beliefs were identified. The new teachers also shared a range of constructivist behaviors that correspond to national standards. These include: (1) Students sharing the responsibility of learning with teachers; (2) Student engagement in activities and experiences; (3) Students with positive attitudes who are motivated to learn; (4) Teaching that focuses on student relevance; (5) Variation in teaching approaches and assessments; (6) Establishing a friendly, non-judgmental learning environment; (7) Teaching that incorporates higher-order thinking skills and the use of scientific knowledge and ideas; (8) Teacher understanding of subject matter and the integration of content and process skills in context; (9) Teacher understanding of science in natural phenomena; (10) Teacher as intellectual, reflective practitioner.

Lew, Lee Yuen

84

Students’ conceptions of distinct constructivist assumptions  

Microsoft Academic Search

The present studies were conducted to investigate students’ conceptions of distinct constructivist assumptions. To that end,\\u000a a questionnaire was developed containing statements about four constructivist assumptions: The importance of knowledge construction,\\u000a cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and\\u000a motivation to learn. The studies demonstrate that the questionnaire was able to unearth

Sofie M. M. Loyens; Remy M. J. P. Rikers; Henk G. Schmidt

2007-01-01

85

Student Development in Higher Education: A Constructivist Approach  

NASA Astrophysics Data System (ADS)

Sustainable education requires a new approach to knowledge acquisition and learning. This approach is manifested in merging student experience inside and outside the classroom, which eventually results in shaping the 21 st century lifelong learner. This paper presents an innovative student development model based on the constructivist approach; showing the collaboration between student affairs and academics. Furthermore, it illustrates a unique experience implemented at Effat University for developing the student as a whole person. This is done to complement the student's academic experience with the necessary skills and abilities derived from Effat University mission that focuses on creating women leaders. The student finds herself in a journey of self development and growth throughout the course of her study until graduation. At the time of graduation, she is equipped with all what it takes to be a successful career woman and a leader of change in her society.

Ibrahim, Rania; Sarirete, Akila

86

Cognitive and Social Constructivism: Developing Tools for an Effective Classroom  

ERIC Educational Resources Information Center

An effective classroom, where teachers and students are communicating optimally, is dependent on using constructivist strategies, tools and practices. There are two major types of constructivism in the classroom: (1) Cognitive or individual constructivism depending on Piaget's theory, and (2) Social constructivism depending on Vygotsky's theory.…

Powell, Katherine C.; Kalina, Cody J.

2009-01-01

87

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement  

ERIC Educational Resources Information Center

|This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

Gilpatrick, Robin Sue Holzworth

2010-01-01

88

Development and validation of a method for measuring depth of understanding in constructivist learning  

NASA Astrophysics Data System (ADS)

A method for measuring depth of understanding of students in the middle-level science classroom was developed and validated. A common theme in the literature on constructivism in science education is that constructivist pedagogy, as opposed to objectivist pedagogy, results in a greater depth of understanding. Since few instruments measuring this construct exist at the present time, the development of such a tool to measure this construct was a significant contribution to the current body of assessment technologies in science education. The author's Depth of Understanding Assessment (DUA) evolved from a writing measure originally designed as a history assessment. The study involved 230 eighth grade science students studying a chemical change unit. The main research questions were: (1) What is the relationship between the DUA and each of the following independent variables: recall, application, and questioning modalities as measured by the Cognitive Preference Test; deep, surface, achieving, and deep-achieving approaches as measured by the Learning Process Questionnaire; achievement as measured by the Chemical Change Quiz, and teacher perception of student ability to conceptualize science content? (2) Is there a difference in depth of understanding, as measured by the DUA, between students who are taught by objectivist pedagogy and students who are taught by constructivist pedagogy favoring the constructivist group? (3) Is there a gender difference in depth of understanding as measured by the DUA? (4) Do students who are taught by constructivist pedagogy perceive their learning environment as more constructivist than students who are taught by objectivist pedagogy? Six out of nine hypothesis tests supported the validity of the DUA. The results of the qualitative component of this study which consisted of student interviews substantiated the quantitative results by providing additional information and insights. There was a significant difference in depth of understanding between the two groups favoring the constructivist group, however, since only two teachers and their students participated in the study, the significance of this result is limited. There was a significant gender difference in depth of understanding favoring females. Students in the constructivist group perceived their learning environment to be more constructivist than students in the objectivist group.

Guarino, Lucia Falsetti

89

A study of the constructivist teaching behaviors within a population of elementary science teachers  

NASA Astrophysics Data System (ADS)

Much has been written about how constructivism can serve as a referent for teaching and learning science. However, not much is known about the practical application of constructivist-based science in the classroom especially at the elementary level. The purpose of this project was to modify the Constructivist Learning Environment Survey (CLES) by adding an Individual Reflection Scale (Learning to think) and to use this instrument to measure the teaching behaviors of elementary science teachers. Also, this study attempted to discover which educationally related factors best explain these constructivist-based teaching behaviors. Support for the validity and reliability of the instruments used in this project was obtained through the use of exploratory factor analysis and Cronbach's alpha test. To compare the mean scores obtained from the six CLES scales a repeated measures ANOVA was executed. The procedure used to discover which educationally related factors best explain the constructivist-based teaching behaviors was simultaneous multiple regression. Overall, the factor structure of the modified CLES was well defined and reasonably clear. The factor loadings for the six a priori scales were .57 or greater, well above the minimum criterion established for this project. All six of the scales for the modified CLES had reliability scores above Fraser's (1986) learning environment standard of .70. The corrected item-total correlations for all 34 items were well above .30. This study demonstrated that the modified CLES from the teacher's perspective is a valid and reliable instrument that can be used to measure the constructivist-based teaching behaviors of elementary science teachers. The RANOVA indicated that the mean scores for the Uncertainty Scale and the Shared Control Scale were significantly lower than the other four scales. The results from the multiple regression procedures implied that teachers who understand constructivist-based science scored significantly higher on most of the CLES scales. This study allows one to predict that a teacher who understands constructivist-based science may practice this form of pedagogy more often than a teacher who does not. According to this research, elementary teachers may avoid constructivist-based science teaching due to a lack of understanding rather than limited time or support from principal, staff, or peers.

Saleska, Thomas John

90

Implications of Constructivist and Socio-Constructivist Theories in the Early Education  

Microsoft Academic Search

Constructivist and socio-constructivist theories have as epistemological foundation the idea of building knowledge. Knowledge construction is carried out either being based on the internal processes of individual development or on social and cultural interactions. Each of the two approaches generates a certain relation between development and learning. In the early education, there is already a consensus within the scientific and

2011-01-01

91

Critique, Contextualism and Consensus  

ERIC Educational Resources Information Center

In an epistemology of contextualism, how robust does consensus need to be for critique to be practically effective? In 'Relativism and the Critical Potential of Philosophy of Education,' Frieda Heyting proposes a form of contextualism, but her argument raises a number of problems. The kinds of criteria that her version of contextualism will…

Green, Jane

2004-01-01

92

Technology Integration and the Classroom Learning Environment: Research for Action  

Microsoft Academic Search

This article describes initial results of a collaborative action research endeavor between a regional university and a local\\u000a school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist\\u000a viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning\\u000a Environment Survey (CLES) were explored. Teacher logs, teacher interviews,

Sharon H. Harwell; Shannon Gunter; Sandra Montgomery; Cheryl Shelton; Deborah West

2001-01-01

93

Television Commercials in the Foreign Language Classroom  

ERIC Educational Resources Information Center

This article suggests using both Spanish and English television commercials to stimulate classroom dialogue and language practice. Drills can be contextualized if based on these commercials and the films can stimulate socio-cultural conversations in the target language. (CHK)

Skirble, Rosanne

1977-01-01

94

Towards a Cyber-Constructivist Perspective (CCP) of Educational Design.  

ERIC Educational Resources Information Center

This theoretical paper uses cybernetic-based approaches and communications theory to advance knowledge of constructivist learning. Explores a cyber-constructivist perspective (CCP) as a tool for increasing awareness of factors that may contribute to effective constructivist educational design within learning communities, and discusses advantages…

Luppicini, Rocci

2003-01-01

95

Constructivist Practices to Increase Student Engagement in the Orchestra Classroom  

ERIC Educational Resources Information Center

|Rehearsal engagement is an important concept sometimes neglected by conductors. For students, to be engaged means that they are actively involved with the music during the rehearsal. Even if the director leads a perfect rehearsal, he or she has not necessarily engaged students in a meaningful musical experience. This may be because conductors…

Scruggs, Bernadette

2009-01-01

96

“I can change your opinion on that”: Social constructivist whole class discussions and their effect on scientific reasoning  

Microsoft Academic Search

Recent theoretical and empirical work in science education has led to greater consideration of the role of social constructivist\\u000a discussions in science classrooms. This paper advances an intervention model for effective whole class discussions based on\\u000a the Philosophy for Children program, and reports on a year long study of its application, focussing on the development of\\u000a scientific reasoning. The evaluation

Tim Sprod

1998-01-01

97

Capturing Social Embeddedness: A Constructivist Approach  

Microsoft Academic Search

A constructivist approach is applied to characterizing social embeddedness. Social embeddedness is intended as a strong type of social situatedness. It is defined as the extent to which modeling the behavior of an agent requires the inclusion of other agents as individuals rather than as an undif ferentiated whole. Possible consequences of the presence of social embedding and ways to

Bruce Edmonds

1999-01-01

98

Constructivistic Math Instruction for Diverse Learners.  

ERIC Educational Resources Information Center

The use of constructivism in mathematics instruction for regular and special education students, including those with learning disabilities, is explored. Issues addressed include the explicit-to-implicit continuum of constructivism, perceptions of constructivism relating to teachers and students, the setting demands of a constructivistic learning…

Mercer, Cecil D.; And Others

1996-01-01

99

Constructivist Neural Network Models of Cognitive Development  

Microsoft Academic Search

In this thesis I investigate the modelling of cognitive development with constructivistneural networks. I argue that the constructivist nature of development, that is,the building of a cognitive system through active interactions with its environment,is an essential property of human development and should be considered in modelsof cognitive development. I evaluate this claim on the basis of evidence from corticaldevelopment, cognitive

Gert Westermann

2000-01-01

100

Impact of constructivist pedagogy on science education  

Microsoft Academic Search

This study focused on how constructivist pedagogy impacts science achievement of the fourth grade students in an elementary Department of Defense School. Constructivism is a learning or meaning-making theory that offers an explanation of the nature of knowledge and how human beings learn. The population of this study was two fourth grade classes in an elementary Department of Defense District

Grace E. Chrishon-Ford

2003-01-01

101

Nonverbal Communication in Lecturing: A Constructivist Perspective  

Microsoft Academic Search

This paper attempts to develop a communication?based rationale for understanding the lecturing process in colleges and universities. It seeks to demonstrate the importance of nonverbal communication in lecturing. Particular attention is paid to the lecturer's communication of emotional states signalled nonverbally, at the time of delivery. The process of lecturing is explained from a constructivist perspective so as to emphasise

Keith Leopold

1986-01-01

102

Changes in High School Teachers' Constructivist Philosophies.  

ERIC Educational Resources Information Center

Reports on the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating Korean inservice high school science teachers (n= 70). Concludes that the effect of the workshop was significant and that learning was retained. Contains 11 references. (Author/ASK)

Cho, Jung-Il; Yager, Robert E.; Park, Do-Yong; Seo, Hae-Ae

1997-01-01

103

Incremental Inductive Learning in a Constructivist Agent  

NASA Astrophysics Data System (ADS)

The constructivist paradigm in Artificial Intelligence has been definitively inaugurated in the earlier 1990's by Drescher's pioneer work [10]. He faces the challenge of design an alternative model for machine learning, founded in the human cognitive developmental process described by Piaget [x]. His effort has inspired many other researchers.

Perotto, Filipo Studzinski; Älvares, Luís Otávio

104

Constructivist Early Education for Moral Development.  

ERIC Educational Resources Information Center

|Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development…

DeVries, Rheta; Hildebrandt, Carolyn; Zan, Betty

2000-01-01

105

Contextualizing Instruction: Leveraging Students' Prior Knowledge and Experiences to Foster Understanding of Middle School Science  

ERIC Educational Resources Information Center

|Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project-based instruction and its relationship to their science…

Rivet, Ann E.; Krajcik, Joseph S.

2008-01-01

106

Contextual reasoning distilled  

Microsoft Academic Search

In this paper we provide a foundation of a theory of contextual reasoning from the per- spective of a theory of knowledge representation. Starting from the so-called metaphor of the box, we firstly show that the mechanisms of contextual reasoning proposed in the literature can be classified into three general forms (called localised reasoning, push and pop, and shifting). Secondly,

Massimo Benerecetti; Paolo Bouquet; Chiara Ghidini

2000-01-01

107

What Makes My School a Good Training Ground for Leadership Development?: The Perceptions of Heads, Middle Leaders and Classroom Teachers from 70 Contextually Different Primary and Secondary Schools in England  

ERIC Educational Resources Information Center

|This article reports on outcomes from a study funded by the National College for School Leadership designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. It draws upon this larger project and offers evidence not seen before elsewhere. It deals…

Rhodes, Christopher; Brundrett, Mark

2008-01-01

108

Implicatii ale teoriilor constructiviste si socioconstructiviste in educatia timpurie - Implications of Constructivist and Socio-constructivist Theories in the Early Education (Romanian version)  

Microsoft Academic Search

Constructivist and socio-constructivist theories have as epistemological foundation the idea of building knowledge. Knowledge construction is carried out either being based on the internal processes of individual development or on social and cultural interactions. Each of the two approaches generates a certain relation between development and learning. In the early education, there is already a consensus within the scientific and

Eusebiu Neculai MUNTEANU

2011-01-01

109

Modeling discourse management compared to other classroom management styles in university physics  

Microsoft Academic Search

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is

Dwain Michael Desbien

2002-01-01

110

MODELING DISCOURSE MANAGEMENT COMPARED TO OTHER CLASSROOM MANAGEMENT STYLES IN UNIVERSITY PHYSICS by  

Microsoft Academic Search

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is

Dwain Michael Desbien

111

Constructivist learning theories and complex learning environments  

Microsoft Academic Search

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical,

P. R. J. Simons; S. Bolhuis

2004-01-01

112

Constructivist philosophy and nursing student medication calculations.  

PubMed

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching-learning approach related to MC's. Finding little theory related to the topic of MCs, a constructivist-based teaching-learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching-learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching-learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching-learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed. PMID:24052999

Newton, Sarah E; Harris, Margaret; Pittiglio, Laura

2013-01-01

113

Exploring Constructivist Learning Theory and Course Visualization on Computer Graphics  

Microsoft Academic Search

\\u000a Constructivist learning theory has shown its advantages on learning system by improving students’ interests and ability. In\\u000a this paper, we introduce some research works of constructivist learning theory and some successful methods from ACM\\/IEEE-CS\\u000a CC2001 course. Application for GV (Graphics and Visual Computing) shows the power that integrating constructivist view of\\u000a learning with the real learning environment. Based on PLATFORM

Yiming Zhao; Mingmin Zhang; Shu Wang; Yefang Chen

2005-01-01

114

Exploring websites through contextual facets  

Microsoft Academic Search

We present contextual facets, a novel user interface technique for navigating websites that publish large collections of semi-structured data. Contextual facets extend traditional faceted navigation techniques by transforming webpage elements into user interface components for filtering and retrieving related webpages. To investigate users' reactions to contextual facets, we built FacetPatch, a web browser that automatically generates contextual facet interfaces. As

Yevgeniy Eugene Medynskiy; Mira Dontcheva; Steven M. Drucker

2009-01-01

115

The Lifenet View: Fostering Contextual Understanding in the Professional Education Curriculum  

ERIC Educational Resources Information Center

|The work described in this article represents an effort to foster a contextual understanding of human development in culturally and developmentally diverse classrooms through autobiographical reflection and reflexive inquiry. The author's goal is to use the exercise to foster "deep learning" about human development and to develop a classroom

Armstrong, Jan

2010-01-01

116

The effectiveness of constructivist science instructional methods on high school students' motivation  

NASA Astrophysics Data System (ADS)

A problem facing educators is students' academic motivation to successfully complete science class offerings and pass state standardized tests. This study focused on the effectiveness of constructivist science instructional methods to motivate high school science students to complete classroom activities. It was the intent of this study to provide a voice for students regarding what activities promote their motivation. A constant comparative analysis including open, axial, and selective coding of participants' interview responses and classroom observations provided codes used to develop a substantive theory of motivation and personal investment in students' learning. The findings of this study were that teachers should provide students with constructivist lessons such as cooperative groups, problem-based learning, and inquiry questions in which to learn content objectives. As social beings, students are more motivated to participate in activities that allow them to work with peers, contribute their own ideas, and relate topics of interest to their own realities. Keeping these ideas in mind during lesson preparation will increase students' motivation and achievement. Variation of instruction should include activities that reflect multiple intelligences and real world situations. The researcher recommends the development of professional learning communities as a way for teachers to share teaching practices that motivate students to learn and become problem solvers, thus promoting social change in educators' pedagogy in the researcher's teaching community. In an era of educational accountability and federal regulations, this study provides an important tool for teachers to employ in order to meet the educational needs of their students.

Cook, Michele T.

117

Panel Discussion: Creating a Spirit of Inquiry in the Classroom  

ERIC Educational Resources Information Center

A paucity of published literature exists related to the use of panel discussion as a teaching strategy. This article describes the panel discussion, the underpinnings of constructivism and the use of panel discussion to create a constructivist classroom environment. Details of planning, evaluating, and challenges of a panel discussion are also…

Leh, Sandra Kundrik; Melincavage, Sharon M.

2012-01-01

118

Adult Student Identity in an Intergenerational Community College Classroom  

ERIC Educational Resources Information Center

What is the nature of an adult student identity? Based in social constructivist theory, this study explored coconstructed understandings of culturally and socially mediated student identities through a select group of adult undergraduates in intergenerational community college classroom contexts. Key findings elaborated the coconstruction of two…

Kasworm, Carol

2005-01-01

119

Adult Student Identity in an Intergenerational Community College Classroom  

Microsoft Academic Search

What is the nature of an adult student identity? Based in social constructivist theory, this study explored coconstructed understandings of culturally and socially mediated student identities through a select group of adult undergraduates in intergenerational community college classroom contexts. Key findings elaborated the coconstruction of two interwoven dimensions— positional and relational adult student identities reflecting multilayered, multisourced, and, at times,

Carol Kasworm

2005-01-01

120

Rescuing constructivism from the constructivists: a critical reading of constructivist interventions in Southeast Asian security  

Microsoft Academic Search

Constructivist contributions to the study of Southeast Asian security raise much-needed awareness of identity concerns and introduce conceptual and methodological innovations into the study of identity. However, their shared rationalist proclivity to couple subjectivity with sovereignty revives the enduring problem of treating agency as ultimately pre-given. Contrary to their professed aim to restore to security studies an appreciation for history

See Seng Tan

2006-01-01

121

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings  

NASA Astrophysics Data System (ADS)

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

Savasci, Funda; Berlin, Donna F.

2012-02-01

122

Constructivist Views of Learning in Science and Mathematics. ERIC Digest.  

ERIC Educational Resources Information Center

Many educators may or may not be familiar with the term constructivism, but probably recognize it as something to do with learning. The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge. This ERIC Digest examines the constructivist view of learning and how it…

Ishii, Drew K.

123

Constructivist psychology of child abuse and implications for psychotherapy  

Microsoft Academic Search

This paper reviews constructivist and related literature on child abuse and psychotherapy. Constructivist psychology, with its emphasis on the personal, socially embedded construction of meaning, is uniquely situated to contribute to humanistic psychotherapy for child victims and adult survivors. Conversely, work with abused clients deepens our understanding of developmental meaning?making processes and the social ecologies of meaning within which they

Stephanie Lewis Harter

2001-01-01

124

Endogenizing Corporate Identities: the Next Step in Constructivist IR Theory  

Microsoft Academic Search

In recent years, constructivists in International Relations have been attempting to `seize the middle ground' between positivist objectivism and postmodernist relativism. Yet, while useful in rendering the approach more palatable to mainstream researchers, these efforts risk leading to premature ontological closure. We therefore propose that constructivist research be extended to a `sociational' research agenda. Based on Georg Simmel's process theory

LARS-ERIK CEDERMAN; CHRISTOPHER DAASE

2003-01-01

125

The Internet, Internet Curriculum Materials, and Constructivist Learning Theory.  

ERIC Educational Resources Information Center

This paper synthesizes issues related to the Internet, Internet curriculum materials (i.e., any type of teaching material or activity that can be incorporated into the K-12 curriculum and is available on the Internet), and constructivist learning theory; it explores the use of the Internet as a constructivist environment for learning and the…

Tillman, Mike

126

Towards constructivist laboratory education: Case study for process control laboratory  

Microsoft Academic Search

Laboratory education is an integrated part of engineering and science degrees. Many research papers refer to poor constructivist learning during the laboratory sessions, indicating the need for reforming the laboratory education in a way that facilitates constructivist learning as well as conceptual understanding. In this paper we present a model of conducting laboratories, based on the well known Kolbpsilas experiential

Mahmoud Abdulwahed; Zoltan K Nagy

2008-01-01

127

The impact of a STS/Constructivist learning approach on the beliefs and attitudes of preservice science teachers  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers' attitudes toward science, scientists and science courses, but also the awareness and use of STS/Constructivist approaches in teaching. It also focuses on changes in preservice science teachers regarding the effectiveness of an STS/Constructivist learning environment. Both qualitative and quantitative research methods were used with and a one-group pretest-posttest design. The instruments were administered to the preservice science teachers at the beginning of the semester as pre-tests and again at the end of the semester as post-tests. Data gathered from pre- and post-administration were analyzed for each of the instruments that provide answers to the research questions. The sample consists of forty-one pre-service science teachers who were enrolled in the Societal & Educational Applications of Biological Concepts course during the spring semester of the 2004 and 2005 academic years at the University of Iowa. The major findings for the study include the following: (1) Preservice science teachers showed significantly growth over the semester in their perceptions concerning STS/Constructivism, beliefs about science teaching and learning, and attitudes toward science and technology, and their implications for society. These significant changes were not affected by gender nor grade (elementary vs secondary) level. (2) Preservice science teachers gain in understanding of how students learn with STS/Constructivist approaches. They also increased their use of STS/Constructivist approaches which were developed and applied to teaching science for all students. (3) Preservice science teachers showed statistically significant growth toward an STS/Constructivist philosophy of science teaching and learning in terms of student actions in the classroom, as well as their increased understanding of science processes and content. (4) An STS/Constructivist approach provides student--centered learning environments that are relevant, motivational, and meaningful for preservice science teachers. Further, it encourages them to interact and to participate more actively in science classrooms.

Akcay, Hakan

128

Using Constructivist Theories to Educate the "Outsiders"  

ERIC Educational Resources Information Center

|Some students are "outsiders" in today's science classroom. What makes an outsider, and how can the teacher break down barriers and reach these students? This article details one teacher's journey as she attempts to understand and connect with an outsider in her science classroom. Written from the first person, it is a poignant tale of…

Marcum-Dietrich, Nanette I.

2008-01-01

129

Contextual behavior and neural circuits.  

PubMed

Animals including humans engage in goal-directed behavior flexibly in response to items and their background, which is called contextual behavior in this review. Although the concept of context has long been studied, there are differences among researchers in defining and experimenting with the concept. The current review aims to provide a categorical framework within which not only the neural mechanisms of contextual information processing but also the contextual behavior can be studied in more concrete ways. For this purpose, we categorize contextual behavior into three subcategories as follows by considering the types of interactions among context, item, and response: contextual response selection, contextual item selection, and contextual item-response selection. Contextual response selection refers to the animal emitting different types of responses to the same item depending on the context in the background. Contextual item selection occurs when there are multiple items that need to be chosen in a contextual manner. Finally, when multiple items and multiple contexts are involved, contextual item-response selection takes place whereby the animal either chooses an item or inhibits such a response depending on item-context paired association. The literature suggests that the rhinal cortical regions and the hippocampal formation play key roles in mnemonically categorizing and recognizing contextual representations and the associated items. In addition, it appears that the fronto-striatal cortical loops in connection with the contextual information-processing areas critically control the flexible deployment of adaptive action sets and motor responses for maximizing goals. We suggest that contextual information processing should be investigated in experimental settings where contextual stimuli and resulting behaviors are clearly defined and measurable, considering the dynamic top-down and bottom-up interactions among the neural systems for contextual behavior. PMID:23675321

Lee, Inah; Lee, Choong-Hee

2013-05-10

130

Competing definitions of contextual environments  

Microsoft Academic Search

BACKGROUND: The growing interest in the effects of contextual environments on health outcomes has focused attention on the strengths and weaknesses of alternate contextual unit definitions for use in multilevel analysis. The present research examined three methods to define contextual units for a sample of children already enrolled in a respiratory health study. The Inclusive Equal Weights Method (M1) and

Zaria Tatalovich; John P Wilson; Joel E Milam; Michael Jerrett; Rob McConnell

2006-01-01

131

Contextual Variability in Free Recall  

ERIC Educational Resources Information Center

|According to contextual-variability theory, experiences encoded at different times tend to be associated with different contextual states. The gradual evolution of context implies that spaced items will be associated with more distinct contextual states, and thus have more unique retrieval cues, than items presented in proximity. Ross and…

Lohnas, Lynn J.; Polyn, Sean M.; Kahana, Michael J.

2011-01-01

132

Contextual Learning Issues.  

ERIC Educational Resources Information Center

This document consists of four papers presented at a symposium on contextual learning issues moderated by John Henschke at the 1996 conference of the Academy of Human Resource Development (AHRD). "Self-Directed Learning in Organizations: An Analysis of Policies and Practices of Seven Resource Companies in Western Canada" (H. K. Morris Baskett)…

1996

133

Galactic Structure: A Constructivist Approach to Teaching Astronomy.  

ERIC Educational Resources Information Center

|An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)|

Domenech, Antonio; Casasus, Elena

1991-01-01

134

Galactic Structure: A Constructivist Approach to Teaching Astronomy.  

ERIC Educational Resources Information Center

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Domenech, Antonio; Casasus, Elena

1991-01-01

135

The Warrant for Constructivist Practice within Educational Technology.  

ERIC Educational Resources Information Center

Discusses educational technology as a form of technical rationality and considers the conflict between practitioners' epistemological position as constructivists and technical rationality. Topics include cybernetics; autonomous systems theory; enactive constructivism; representation versus effective action; mind and memory; enaction in artificial…

Bopry, Jeanette

1999-01-01

136

Classroom Acoustics  

MedlinePLUS

... Information for the Public › Hearing and Balance Classroom Acoustics A student's ability to hear and understand what ... reverberation time. Who is affected by poor classroom acoustics? All children are affected by poor classroom acoustics, ...

137

Growth and the Grid: Organic vs Constructivist Conceptions of Poetry  

Microsoft Academic Search

Two important types of metaphors have dominated the history of poetics: organic and constructivist metaphors. This article\\u000a first examines both conceptions by analysing different volumes of poetry in English and determining their place in respectively\\u000a the organic and the constructivist traditions, in order to chart the interaction of both conceptions in 20th-century poetic\\u000a volumes by T. S. Eliot, Louis Zukofsky,

Dirk Van Hulle

2006-01-01

138

Mediating Academic Language Learning Through Classroom Discourse  

Microsoft Academic Search

For school-aged students who are learning ESL, the discourse of the classroom must simultaneously construct curriculum knowledge\\u000a and be a site for second language development. This chapter focuses on academic language learning in the ESL school context,\\u000a in particular on how language learning is mediated through classroom discourse. While linguistic, social, and sociocognitive\\u000a traditions have interpreted the nature of interaction

Pauline Gibbons

139

Contextual Variability in Free Recall  

PubMed Central

According to contextual-variability theory, experiences encoded at different times tend to be associated with different contextual states. The gradual evolution of context implies that spaced items will be associated with more distinct contextual states, and thus have more unique retrieval cues, than items presented in proximity. Ross and Landauer (1978) tested this theory by examining whether the probability of recalling at least one of two studied items should increase as a function of the items’ spacing. Their failure to observe this result was taken as strong evidence against contextual variability theory. We replicated their analysis on six recall datasets. For all of these datasets we found the pattern of results predicted by contextual-variability theory. These findings provide critical support for contextual-variability theories of episodic memory.

Lohnas, Lynn J.; Polyn, Sean M.; Kahana, Michael J.

2010-01-01

140

Factors that Predict Quality Classroom Technology Use  

ERIC Educational Resources Information Center

Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships.…

Hastings, Tricia A.

2009-01-01

141

Placing Cybereducation in the UK Classroom  

ERIC Educational Resources Information Center

The use of the Internet in the classroom has often been characterized as a practice that disconnects the teacher from traditional forms of externally imposed influence. This paper examines this assertion by mapping the emerging field of cybereducation and considering how endemic knowledge is contextualized by national curricular authorities. The…

Menchik, Daniel A.

2004-01-01

142

Factors that Predict Quality Classroom Technology Use  

ERIC Educational Resources Information Center

|Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships.…

Hastings, Tricia A.

2009-01-01

143

Classroom Behavior of Reflective and Impulsive Children.  

ERIC Educational Resources Information Center

|This paper describes a study of the classroom behavior patterns of 79 reflective and impulsive elementary school children in each of three contextual settings: individual setting (independent, unsupervised seat work); large group setting (15 or more students instructed by the teacher or another adult); and small group setting (similar to large…

Moore, Melvin G.

144

Classroom Volcanology.  

ERIC Educational Resources Information Center

Explains the use of a constructivist model for engaging students in the curriculum. The student end of the model is characterized by the knowledge, personal experience, degree of motivation, and level of interest that a student brings to a learning situation. (DDR)

Thomas, Gregory C.

1998-01-01

145

Student-centered college classroom teaching mode based on network teaching platform  

Microsoft Academic Search

Based on the current problems analysis of college classroom courses, the students' knowledge, cognitive characteristics and background were analyzed according to the constructivist theory of knowledge. Under the guidance of the advanced concept of education, teaching theory and learning theory, Web-based teaching curriculum platform is founded with design of learner-adapted learning resources, learning strategies and cognitive tools. The establishment of

Chengcheng Zhang; Fei Wang

2010-01-01

146

Assessing life science conceptions: The interplay among children's ideas, teachers' assessments and elementary classroom instruction  

Microsoft Academic Search

Science education reform efforts recommend constructivist-based science teaching and authentic assessment. This case study examines a third-grade classroom where the teacher had been trained as a lead teacher for this science reform, and participated in an assessment study group with other elementary teachers. As the teacher taught a unit on adaptations and habitats, the researcher examined the connections between the

Anna Henderson Endreny

2000-01-01

147

Teacher-Student Talk in Singapore Chinese Language Classroom: Construction or obstruction?  

Microsoft Academic Search

In this paper, we analyze the interactive exchanges between teachers and students in the teacher-fronted instruction by using transcribed classroom data. Adopt ing the social constructivist position, we examine wa ys in which teachers construct or obstruct students' learnin g opportunities in these teacher-fronted communicatio ns. Furthermore, we demonstrate how language is used to serve the functions of scaffolding and

Liu Yongbing

148

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher  

ERIC Educational Resources Information Center

|Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

Goldston, M. Jenice; Downey, Laura

2012-01-01

149

Where's the Content? The Role of Content in Constructivist Teacher Education.  

ERIC Educational Resources Information Center

Reviews literature on constructivist theories, noting that constructivism challenges some understanding of content knowledge. Asserts that constructivist approaches can provide insights for teacher education as long as student understanding of content remains paramount. (Contains 35 references.) (SK)

Hausfather, Sam

2001-01-01

150

Development and Validation of a Modified Turkish Version of the Teacher Constructivist Learning Environment Survey (TCLES)  

ERIC Educational Resources Information Center

The Constructivist Learning Environment Survey is an instrument used for assessing students' and teachers' perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers' perception of their use of constructivist approaches in…

Anagun, Sengul S.; Anilan, Huseyin

2013-01-01

151

Development and Validation of a Modified Turkish Version of the Teacher Constructivist Learning Environment Survey (TCLES)  

ERIC Educational Resources Information Center

|The Constructivist Learning Environment Survey is an instrument used for assessing students' and teachers' perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers' perception of their use of constructivist approaches in…

Anagun, Sengul S.; Anilan, Huseyin

2013-01-01

152

Historicizing as a feminist practice : The places of history in Judith Butler’s constructivist theories  

Microsoft Academic Search

The dissertation explores feminist uses of history and historicity. It discusses the way historicity is used in feminist constructivist arguments and it uses Judith Butler’s work as an example. The dissertation elaborates on the predominant theoretical requirement to historicize. It is a contribution to the current feminist attempts to problematize some of the prevailing practices of constructivist thinking. As constructivist

Katriina Honkanen

2004-01-01

153

Using Computer Simulations To Enhance Conceptual Change: The Roles of Constructivist Instruction and Student Epistemological Beliefs.  

ERIC Educational Resources Information Center

The objectives of this study were to: examine the potential interaction between students' epistemological beliefs and placement in a simulation condition (constructivist versus non-constructivist) on conceptual development; and to assess whether a constructivist computer simulation experience would result in a greater degree of conceptual change…

Windschitl, Mark; Andre, Thomas

154

A Systemic-Constructivist Approach to the Facilitation and Debriefing of Simulations and Games  

ERIC Educational Resources Information Center

|This article introduces some basic concepts of a systemic-constructivist perspective. These show that gaming simulation corresponds closely to a systemic-constructivist approach to learning and instruction. Some quality aspects of facilitating and debriefing simulation games are described from a systemic-constructivist point of view. Finally, a…

Kriz, Willy Christian

2010-01-01

155

The Roles of Teacher Efficacy in Instructional Innovation: Its Predictive Relations to Constructivist and Didactic Instruction  

ERIC Educational Resources Information Center

|Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction…

Nie, Youyan; Tan, Gim Hoon; Liau, Albert Kienfie; Lau, Shun; Chua, Bee Leng

2013-01-01

156

Contextual Influences on Gendered Racial Identity Development of African American Young Women  

ERIC Educational Resources Information Center

|The aim of the study was to identify the contextual factors and socialization experiences most salient to the identity development of African American girls. Seventeen African American young women participated in dyadic focus groups. Themes that emerged included exposure to stereotypes, negative classroom environments, and parental and peer…

Thomas, Anita Jones; Hoxha, Denada; Hacker, Jason Daniel

2013-01-01

157

Essentials of High School Reform: New Forms of Assessment and Contextual Teaching and Learning  

ERIC Educational Resources Information Center

|Research indicates that the important attitudinal, behavioral, and occupational skills needed for work and life are best learned in the workplace or through applied, contextual settings which mirror workplace environments, as opposed to traditional classrooms. This argues for creating stronger relationships between high schools, their…

Brand, Betsy, Ed.

2003-01-01

158

The congruence of perceptions and behaviors exhibited by twelve successful middle school teachers in implementingScience/Technology/Society/Constructivist practices in Iowa Scope, Sequence, and Coordination schools  

NASA Astrophysics Data System (ADS)

The purposes of this study were (1) to investigate teacher perceptions about teaching and the strategies they use in teaching for successful middle school teachers purporting to use Science/Technology/Society and Constructivist practices in Iowa Scope, Sequence, and Coordination (SS&C) schools and (2) to note the congruence between these perceptions and the actual behaviors exhibited by these teachers. Multiple methods of data collection used to discern the actual behaviors included observation by means of classroom videotapes, a teacher perception survey, teacher interviews, instructional documents, teacher stories, demographic information concerning teachers from the Iowa-SS&C database, and a student survey. Findings include: (1) Successful SS&C teachers report that they use STS/Constructivist teaching practices; further, interviews indicated that they also have knowledge and understanding of the science content and pedagogy which are consistent with the STS/Constructivist philosophy. These perceptions and this knowledge influence their stated goals, rationale for teaching, understanding of the teaching and learning processes, and ideas about needed professional development. (2) Successful SS&C teachers exhibit a wide range of STS/Constructivist teaching behaviors. The five most common of these are: (a) acceptance of a variety of student responses, (b) students apply their knowledge in meeting everyday challenges, (c) student-student verbal interactions encouraged, (d) students encouraged to use higher order thinking skills, (e) a variety of assessment tools were used. Over 31% of the questions the teachers ask are higher order level questions; the average wait-time for the teachers is 3.4 seconds following each question. (3) Students report that SS&C teachers provide learning environments that are relevant and meaningful to them and that student-student interaction is encouraged. They do not report involvement with planning, conducting lessons, and assessing their own learning. (4) Teacher beliefs and knowledge about STS/Constructivist philosophy influence their teaching behaviors. The practices of seven of the teachers match their perceptions. One teacher exhibited fewer STS/Constructivist strategies than he reported to be the situation while four practiced more STS/Constructivist strategies than they reported.

Yutakom, Naruemon

1997-11-01

159

Classroom Management.  

ERIC Educational Resources Information Center

Reviews research on classroom management, focusing on behavior modification, group management, teacher effects, management training, and planning. Five types of management skills and six principles for effective classroom organization identified by researchers are suggested for application by teachers. (PGD)

Strother, Deborah Burnett

1985-01-01

160

Changes in science classrooms resulting from collaborative action research initiatives  

NASA Astrophysics Data System (ADS)

Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.

Oh, Phil Seok

161

Rediscovering Nagy: What happened to contextual therapy?  

Microsoft Academic Search

Ivan Boszormenyi-Nagy, originator and leading proponent of contextual family therapy, has been addressing relational ethics for more than 40 years. During the 1980s there was a proliferation of contextual publications. Great interest in the approach seemed to peak and then ebb silently. What happened to contextual therapy? Why has contextual therapy not taken its place among the other widely used

Charlotte Wilburn-McCoy

1993-01-01

162

Constructivist Pedagogy and Subject-Centered Learning: The Subjectivist Paradigm.  

ERIC Educational Resources Information Center

This paper introduces the subjectivist teaching/learning paradigm (STP), which uses students' social and cultural enculturation processes to structure affect-laden constructivist learning experiences focused in the subject area being taught. STP uses powerful learning experiences to promote two goals: enculturation into the subject area and…

Bastick, Tony

163

A Constructivist Perspective on Teaching and Learning Mathematics.  

ERIC Educational Resources Information Center

|Compares two first-grade teachers' hands-on approaches to teach measurement concepts. One, a constructivist, allowed students to figure out the dimensions of a Mayflower ship outline; the other immediately showed kids how to use a yardstick to estimate a whale's dimensions. Although initially more confused, the first class got more out of their…

Schifter, Deborah

1996-01-01

164

Trauma of Children of the Sudan: A Constructivist Exploration.  

ERIC Educational Resources Information Center

This study examined from a social constructivist view the trauma experienced by Sudanese refugee children in a Midwestern U.S. city. The study explored how the children, their U.S. foster parents, and social workers from a child welfare agency described their understanding of the migration experience. Findings point to the importance of placing…

Bolea, Patty Stow; Grant, George, Jr.; Burgess, Marcy; Plasa, Olja

2003-01-01

165

Designing a Web-Based Constructivist Learning Environment  

ERIC Educational Resources Information Center

The constructivist learning environment was designed on three perspectives: pedagogical, social and technological. A group of 24 trainee teachers used the environment and participated in the formative evaluation. Results showed that the trainee teachers liked the design specifications and perceived the learning environment to be useful. The…

Wang, Qiyun

2009-01-01

166

Experimenting in a Constructivist High School Physics Laboratory  

NSDL National Science Digital Library

Presents a study involving students (n=46) enrolled in an introductory physics course designed to describe and understand students' experimenting and problem-solving strategies in a constructivist learning environment. Concludes that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of their own interest and can develop complex problem-solving skills.

Roth, Wolff-Michael

2006-10-09

167

Ezines: A Constructivist Instructional Activity for Teaching Diagnosis and Psychopathology  

ERIC Educational Resources Information Center

Ezines (electronic zines) are independently made, online publications that can provide creative, pedagogical possibilities for constructivist learning in counselor education and, specifically, the diagnosis class. Making ezines about mental disorders and psychopathology allows students to engage in active learning about important topics while…

Jones, Karyn Dayle; Granello, Paul F.

2008-01-01

168

Designing a Web-Based Constructivist Learning Environment  

ERIC Educational Resources Information Center

|The constructivist learning environment was designed on three perspectives: pedagogical, social and technological. A group of 24 trainee teachers used the environment and participated in the formative evaluation. Results showed that the trainee teachers liked the design specifications and perceived the learning environment to be useful. The…

Wang, Qiyun

2009-01-01

169

A Constructivist-Informed Approach to Teaching Swimming  

ERIC Educational Resources Information Center

Interest in constructivism has fueled enthusiasm for the development of games and team-sport pedagogy over the past decade, but individual sports have yet to receive the same attention. In this article we redress this oversight by suggesting that constructivist perspectives on learning can be used to develop student-centered, inquiry-based…

Light, Richard; Wallian, Nathalie

2008-01-01

170

Six characters in search of an author: a constructivist view.  

PubMed

The investigation of imaginative literature has been one of psychotherapy's most useful tools for the explication of its theories and the general dissemination of psychotherapeutic concepts. Using this idea, I examine Luigi Pirandello's play Six Characters in Search of an Author from a constructivist, family therapy, point of view. PMID:2209832

Johnson, S

1990-09-01

171

A Constructivist Simulation-Based Methodology for Teaching Mobile Communications  

Microsoft Academic Search

A constructivist simulation-based methodology for teaching mobile communication systems in the electrical engineering curriculum is reported. In this methodology, senior undergraduate students develop simulators under the guidance of an advisor, and the simulators are later used by other students to learn these particular technologies. Evaluations based on students' results and opinions demonstrate the effectiveness of the methodology for improving the

Gustavo Vejarano; Fabio G. Guerrero

2008-01-01

172

A case study of a school implementing a constructivist philosophy  

Microsoft Academic Search

Isaacson's (2004) dissertation chronicles the implementation of a constructivist instructional approach at Southwood Elementary School. Southwood's faculty experienced a change of principals, which the Tri-Partite Theory of Organizational Change and Succession, a theory of organizational entropy, predicts could lead to organizational entropy. This study examines the dynamics of the change in principal, as well as Isaacson's recommendation to study teachers'

Joseph C Brown

2006-01-01

173

Improving High School Mathematics Instruction: Using Constructivist Pedagogy  

ERIC Educational Resources Information Center

The purpose of this applied dissertation was to examine the effects of constructivist pedagogy when addressing the issues associated with below proficiency scores in basic skills in mathematics on the state exit exam. Scores of thirty-four 11th and 12th grade students who did not perform at the state-mandated levels of proficiency in basic skills…

Neal, Kimberly L.

2004-01-01

174

Developing a constructivist learning environment in online postsecondary science courses  

Microsoft Academic Search

This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future

Sylvester N. Hackworth

2010-01-01

175

Web-Enhanced Learning: Engaging Students in Constructivist Learning  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

Neo, Mai

2005-01-01

176

Implementation challenges for a constructivist physical education curriculum  

Microsoft Academic Search

Background: Curriculum fidelity describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity issues may arise when teachers implement the curriculum inconsistently due to differences in philosophy, barriers in the setting, or other local concerns.Purpose: The study examined challenges that a teacher faced in implementing a constructivist physical education curriculum that had fidelity implications.Research design: Ethnographic

Xihe Zhu; Catherine D. Ennis; Ang Chen

2011-01-01

177

Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts  

ERIC Educational Resources Information Center

|Educators are encouraged to provide inquiry-based, collaborative, and problem solving activities that enhance learning and promote curiosity, skepticism, objectivity, and the use of scientific reasoning. Making anatomical casts or models by injecting solidifying substances into organs is an example of a constructivist activity for achieving these…

Hermiz, David J.; O'Sullivan, Daniel J.; Lujan, Heidi L.; DiCarlo, Stephen E.

2011-01-01

178

A Social Constructivist Approach to Teaching High School Philosophy  

Microsoft Academic Search

Genuine democracy implies a responsibility for that democracy to educate its participants to be able to think to the best of their ability about complex, controversial issues and concepts. Teaching philosophy to public high school students (who are already or are about to become participants in this democracy) in an approach consistent with social constructivist pedagogy is one compelling way

Ryan Mott

2001-01-01

179

Activity theory as a framework for designing constructivist learning environments  

Microsoft Academic Search

The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze

David H. Jonassen; Lucia Rohrer-Murphy

1999-01-01

180

A Constructivist Perspective for Integrating Spirituality into Counselor Training  

ERIC Educational Resources Information Center

Significant efforts have been made in recent years to integrate training in spirituality and religion into counselor training programs. This article highlights issues that may be encountered by some trainees and suggests that constructivist teaching principles be used to mitigate these concerns. The authors present recommendations and activities…

Shaw, Brian M.; Bayne, Hannah; Lorelle, Sonya

2012-01-01

181

Determining US Workers' Training: History and Constructivist Paradigm  

ERIC Educational Resources Information Center

|Purpose: The aim of this paper is to review two accounts of the history of workplace learning and training in the USA that emphasize issues of power and control in the determination of what training occurs, and place these issues at the center of their analyses. Design/methodology/approach: The two texts are reviewed and a constructivist paradigm…

Altman, Brian A.

2009-01-01

182

Learning Science-Based Fitness Knowledge in Constructivist Physical Education  

ERIC Educational Resources Information Center

|Teaching fitness-related knowledge has become critical in developing children's healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were…

Sun, Haichun; Chen, Ang; Zhu, Xihe; Ennis, Catherine D.

2012-01-01

183

Implications of Piaget's Constructivist Theory for Character Education.  

ERIC Educational Resources Information Center

|Outlines character education from the constructivist perspective, discussing Piaget's research on children's reasoning about moral rules, which offers a framework for examining education. Examines parallel teacher/child relationships, which affect moral development, and presents examples of how teachers can create cooperative interpersonal…

DeVries, Rheta

1998-01-01

184

Context clues and contextual guessing  

Microsoft Academic Search

This study intends to explore the effects of context clues in contextual guessing among 60 first-year non-English majors by using two guessing tests as the research instrument. According to the quantitative analysis of the statistics processed by SPSS (14.0), it is revealed that (1) context clues affect the outcome of contextual guessing significantly, and (2) English proficiency level plays a

YANG Na

2009-01-01

185

Contextual Integration Testing of Classes  

Microsoft Academic Search

This paper tackles the problem of structural integration testing of stateful classes. Previous work on structural testing\\u000a of object-oriented software exploits data flow analysis to derive test requirements for class testing and defines contextual\\u000a def-use associations to characterize inter-method relations. Non-contextual data flow testing of classes works well for unit\\u000a testing, but not for integration testing, since it misses definitions

Giovanni Denaro; Alessandra Gorla; Mauro Pezzè

2008-01-01

186

The Effects of Grouping and Instructional Strategies on Conceptual Understanding and Critical Thinking Skills in the Secondary Biology Classroom.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate and describe selected instructional strategies (traditional and constructivist) and grouping practices (homogeneous and heterogeneous) on conceptual understanding and critical thinking skills in biology classrooms in three high schools. The context of the study was the teaching and learning of plant…

Duffy, Maryellen; Zeidler, Dana L.

187

Classroom Expernomics  

NSDL National Science Digital Library

The Classroom Expernomics site was jointly developed by Gregory Delemeester, Associate Professor of Economics, Marietta College, and John Neral, Associate Professor of Economics, Frostburg State University. This site features the Classroom Expernomics newsletter aimed at encouraging the "use of economic experiments as teaching tools for the classroom." The newsletter has been published twice a year since the spring of 1992; all current and previous issues are available at the web site. Each newsletter contains two or three articles by various professors profiling their use of economics experiments in the classroom.

1992-01-01

188

Multimodal Composing in Classrooms: Learning and Teaching for the Digital World  

ERIC Educational Resources Information Center

|Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including…

Miller, Suzanne M., Ed.; McVee, Mary B., Ed.

2012-01-01

189

Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs  

Microsoft Academic Search

Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate.

Tim Urdan; Erin Schoenfelder

2006-01-01

190

Absent Peers in Elementary Years: The Negative Classroom Effects of Unexcused Absences on Standardized Testing Outcomes  

ERIC Educational Resources Information Center

|Background/Context: This article addresses the classroom contextual effects of absences on student achievement. Previous research on peer effects has predominantly focused on peer socioeconomic status or classroom academic ability and its effects on classmates. However, the field has been limited by not discerning the individual-level academic…

Gottfried, Michael A.

2011-01-01

191

Social Constructivist Learning Environment in an Online Professional Practice Course  

PubMed Central

Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

2009-01-01

192

Factors affecting teachers’ student-centered classroom computer use  

Microsoft Academic Search

The present study aims at investigating which factors are relevant to induce teachers’ student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could

Helmut Felix Friedrich; Aemilian Hron

2011-01-01

193

Constructivist Science Teaching: Intellectual and Strategic Teaching Acts  

Microsoft Academic Search

This paper attempts to provide some productive starting points for discussion in the context of science teaching. Embedded in the current practice of methodologies such as “messing about,” hands-on, minds-on activities, science-technology-society related approaches, and inquiry-based learning, is often a sense of confusion and frustration. Such current methodologies in elementary science teaching are founded on constructivist learning theory. This paper

Carol Scarff Seatter

2003-01-01

194

Web-enhanced learning: engaging students in constructivist learning  

Microsoft Academic Search

Purpose – The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design\\/methodology\\/approach – In this paper, a web-based multimedia-mediated project was developed based on an Internet Applications course where students were taught to

Mai Neo

2005-01-01

195

Accounting for preservice teachers’ constructivist learning environment experiences  

Microsoft Academic Search

The article reports the findings of a study conducted to inform a teacher preparation program of the extent to which they\\u000a were providing students with experiences consistent with the program goals. The Constructivist Learning Environment Survey\\u000a (CLES) was administered three times to participants in a 1-year program for graduate students seeking licensure in mathematics\\u000a and science. These data were compared

Rachel A. Harrington; Larry G. Enochs

2009-01-01

196

Does constructivist epistemology have a place in nurse education?  

PubMed

Nursing students who undertake the bachelor of nursing degree program are adults, many of whom are considered mature students. As such, they have significant life experiences and a vast amount of knowledge that has been acquired both formally and informally. Much of formal education historically, and even today, is content and curriculum driven, and teacher focused. Constructivist epistemology offers an alternative to traditional pedagogy in that it is student focused and considers previous learning done by the students as a foundation upon which to modify, build, and expand new knowledge. Constructivism also appears to be congruent with adult education theory and therefore offers great potential for the enhancement of self-directed learning. It enhances empowered learning because of the consideration of prior knowledge and the ownership of learning by the students. Implicit in this is the development of metacognitive skills that are an important facet of active and self-directed learning. As a result of undergraduate learning within a constructivist framework, there are likely to be benefits for nurses in the practice setting for making the transition from inexperienced to experienced practitioners. Constructivist learning frameworks provide learning skills that enhance knowledge acquisition with understanding. PMID:10782761

Peters, M

2000-04-01

197

The Contextual Approach to Teaching Physics.  

ERIC Educational Resources Information Center

Discusses the meaning of a "contextual approach" to teaching physics. Advances a model of contextual physics teaching that can also be applied to other science disciplines. (Contains 54 references.) (Author/WRM)

Wilkinson, John W.

1999-01-01

198

Providing Contextual Information to Ubiquitous Computing Applications.  

National Technical Information Service (NTIS)

Ubiquitous computing applications are increasingly leveraging contextual information from several sources to provide users with behavior appropriate to the environment in which they reside. If these sources of contextual information are used and deployed ...

G. Judd P. Steenkiste

2002-01-01

199

Classrooms as \\  

Microsoft Academic Search

One of the challenges facing us when we try to use commercial materials in the classrooms, i.e. video games at the moment, is to identify appropriate strategies of collaboration with designers, creators and distribution agents. Recently, we are working on a collaborative project with Electronics Arts to introduce specific video games to classrooms so that they can be used as

Pilar Lacasa; Rut Martínez; Laura Méndez; Sara Cortés

200

Outdoor Classrooms  

ERIC Educational Resources Information Center

|An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

Mayes, Valynda

2010-01-01

201

Thermodynamics in Context: A Case Study of Contextualized Teaching for Undergraduates  

NASA Astrophysics Data System (ADS)

Thermodynamics is often considered to be a dry and theoretical area of undergraduate chemistry. To make it more accessible, a contextualized approach to first-year university thermodynamics has been developed, building on the experiences at the high school level of ChemCom in the United States and Salters Advanced Chemistry in the United Kingdom. A constructivist approach takes into account students' prior understanding of enthalpy and energy transfer from high school chemistry. Contextualized lectures, tutorials, workshops, and examination questions are supported by a bank of Web-based questions designed to practice the basic mathematical manipulations. Contexts used include fuels, explosives, food, and bioenergetics. The course, which is aimed at chemistry majors, has been used at the University of Leeds and the University of York in the United Kingdom. Initial evaluation suggests that the approach increases the appeal of thermodynamics and improves learning of fundamental principles. The article seeks responses from other instructors who are interested in bringing the benefits of contextualized teaching to undergraduate chemistry.

Holman, John; Pilling, Gwen

2004-03-01

202

Responsive Classroom  

NSDL National Science Digital Library

The Responsive Classroom addresses some of the challenges present in any elementary classroom, be it first-grade mathematics or third-grade science, by offering "an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools, kindergarten through eighth grade." Through this website, classroom teachers share "practical strategies for bringing together social and academic learning throughout the school day." They report that teachers in urban, rural, and suburban settings nationwide find that these strategies have increased student investment, responsibility, and learning, and decreased problem behaviors. Studies detailing the effectiveness of the program are posted on this website. The basic principles of the program are also described, but the books detailing their approach must be purchased. The newsletter, however, is available free of charge and the archive includes previously published articles, which can be searched by topic, such as technology in the classroom and family involvement.

203

Contextual Information and Reading Comprehension.  

ERIC Educational Resources Information Center

Following a discussion of the differences between oral and written speech, this paper examines the act of reading written speech and the role that contextual information plays in reading comprehension. It notes the interaction that occurs between reader and text, points out the way in which written language makes demands upon readers'…

Teale, William H.

204

Contextual Replication for Mobile Users  

Microsoft Academic Search

The classic tension between designing systems around thin client applications to facilitate controlling and sharing an enterprise's information resources and thick client applications to avoid dependence on a centralized, potentially unreliable infrastructure has never been more prominent than in today's mobile computing environments. Contextual replication can mitigate this tension by providing mobile users with the benefits of shared information managed

Murali Rangan; Edward Swierk; Douglas B. Terry

2005-01-01

205

The Self in Contextualized Action  

Microsoft Academic Search

This paper suggests that certain traditional ways of analysing the self start off in situations that are abstract or detached from normal experience, and that the conclusions reached in such approaches are, as a result, inexact or mistaken. The paper raises the question of whether there are more contextualized forms of self- consciousness than those usually appealed to in philosophical

Shaun Gallagher; Anthony J. Marcel

1999-01-01

206

A Contextual Framework For Standards  

Microsoft Academic Search

This paper describes a layered approach to selection and use of open standards which is being developed to support development work within the UK higher and further educational communities. This approach reflects the diversity of the technical environment, the service provider's environment, user requirements and maturity of standards by separating contextual aspects; technical and non­technical policies; the selection of appropriate

Brian Kelly; Alastair Dunning; Sebastian Rahtz; Lawrie Phipps

2006-01-01

207

Contextual Constraints on Adolescents' Leisure.  

ERIC Educational Resources Information Center

|Interlinks crucial cultural themes emerging from preceding chapters, highlighting the contextual constraints in adolescents' use of free time. Draws parallels across the nations discussed on issues related to how school molds leisure time, the balance of passive versus active leisure, timing of leisure pursuits, and the cumulative effect of…

Silbereisen, Rainer K.

2003-01-01

208

Contextual antecedents of instructional leadership  

Microsoft Academic Search

The premise of this paper is that principals' activities and the success of those activities for the creation or maintenance of potent instruction in schools depends largely on the nature of principals' instructional contexts. Contextual precursors to principals' actions are identified and their relevancy described through the comparison of the behaviors of four elementary school principals in rural, suburban, and

David C. Dwyer

1985-01-01

209

Linear Contextual Modal Type Theory  

Microsoft Academic Search

When one develops, implements, and studies type theo- ries based on linear logic, for example, in the context of the- orem proving, logic programming, and formal reasoning, one is immediately confronted with questions about their equational theory and how to deal with logic variables. In this paper, we propose linear contextual modal type theory that gives a mathematical account of

Anders Schack-Nielsen; Carsten Sch

210

Contextual smoothing of image segmentation  

Microsoft Academic Search

This paper presents a new method for improving region segmentation in sequences of images when temporal and spatial prior context is available. The proposed technique uses elementary classifiers on infra-red, polarimetic and video data to obtain a coarse segmentation per-pixel. Contextual information is exploited in a Bayesian formulation to smooth the segmentation between frames. This is a general framework and

Jonathan Letham; Neil M. Robertson; Barry Connor

2010-01-01

211

Factors Affecting Teachers' Student-Centered Classroom Computer Use  

ERIC Educational Resources Information Center

|The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined.…

Friedrich, Helmut Felix; Hron, Aemilian

2011-01-01

212

Effects of Classroom Assessment Practices on Students' Achievement Goals  

ERIC Educational Resources Information Center

|This study examined the effects of classroom assessment practices on students' achievement goals. The study included 1,636 ninth grade students and 83 science teachers from Muscat public schools in Oman. Results from hierarchical linear modeling techniques showed that class contextual features and teachers' teaching experiences and assessment…

Alkharusi, Hussain

2008-01-01

213

Twin inequality for fully contextual quantum correlations  

NASA Astrophysics Data System (ADS)

Quantum mechanics exhibits a very peculiar form of contextuality. Identifying and connecting the simplest scenarios in which more general theories can or cannot be more contextual than quantum mechanics is a fundamental step in the quest for the principle that singles out quantum contextuality. The former scenario corresponds to the Klyachko-Can-Binicio?lu-Shumovsky (KCBS) inequality. Here we show that there is a simple tight inequality, twin to the KCBS, for which quantum contextuality cannot be outperformed. In a sense, this twin inequality is the simplest tool for recognizing fully contextual quantum correlations.

Cabello, Adán

2013-01-01

214

Experiencing a constructivist museum exhibit: A case study of twelve children and their families  

NASA Astrophysics Data System (ADS)

The American Association for the Advancement of Science and the National Research Council have called for the creation of a scientifically literate populace and introduced science standards and guidelines to direct this process. Science education in traditional school settings plays a key role in reaching this goal, but individuals over their lifetimes will have more exposure to science ideas through informal science experiences such as visits to museums and through diverse media sources. The purpose of this study was to explore the role museums play in this journey to science literacy. This qualitative collective case study examined the experience of 12 children and their families in a children's museum as they interacted with an exhibit designed along the tenets of constructivist theory to introduce children to ideas of science. Twelve children and their families were videotaped interacting with a model of a watershed that included the stream, surrounding land, gravel, and dam building and erosion abatement manipulatives. Children were interviewed to ascertain their stream-related ideas and conceptual understanding prior to and after using the exhibit. Parents completed demographic and post-exhibit experience questionnaires. Two museum staff members who played key roles in the development of the exhibit and surrounding gallery were also interviewed. Individual and cross-case analyses were done to describe the experience of each child and family, and to elucidate the commonalities of these experiences to describe the phenomenon of using a constructivist-based science exhibit. Results of the study indicate (1) the type of experience children and families had at the exhibit depended on child and parent interactions and roles each assumed, and (2) experience with the exhibit encouraged children to think more deeply about water topics, past experiences, and ideas they had previously constructed. Implications of this research include (1) parents should engage children physically and mentally, focusing attention on their children and their interests, and encourage the children to analyze their actions, (2) museum professionals need to be aware of ways they can help parents interact effectively with their children, and (3) museum researchers need to examine how research in science classrooms can inform research in informal environments.

Hill, Martha Anne Leech

2002-04-01

215

Inclusive Classrooms  

NSDL National Science Digital Library

Five Standards-based strategies for successful inclusion of special-needs students in the secondary science classroom are described in this article. Use a multisensory approach; encourage collaboration among students; provide specific expectations and ass

Alexakos, Konstantinos

2001-03-01

216

Classroom Catapults  

NSDL National Science Digital Library

"Wow, our plastic load flew 540 centimeters! This is so cool!" An interdisciplinary unit on catapults was responsible for the excitement and enthusiasm generated in the author's classroom. In their social studies class, students learned about the Middle A

Villano, Diane D.

2001-02-01

217

Age in Social Interaction. On Constructivist Epistemologies and the Social Psychology of Language.  

ERIC Educational Resources Information Center

|Discusses work on age in interaction in terms of constructivist epistemologies, relating research on ageism to work on adult-child interaction in a cultural comparative perspective. By focusing on identity in interaction, applied linguistics combines constructivist developments with close textual analyses and maintains that it is possible to…

Aronsson, Karin

1997-01-01

218

Developing a Survey for Assessing Preferences in Constructivist Context-Aware Ubiquitous Learning Environments  

ERIC Educational Resources Information Center

|This study developed a survey to explore students' preferences in constructivist context-aware ubiquitous learning environments. A constructivist context-aware ubiquitous learning (u-learning) environment survey (CULES) was developed, consisting of eight scales, including ease of use, continuity, relevance, adaptive content, multiple sources,…

Tsai, P.-S.; Tsai, C.-C.; Hwang, G.-J.

2012-01-01

219

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures  

Microsoft Academic Search

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted of six classes

Harkirat S. Dhindsa; Makarimi-Kasim; O. Roger Anderson

2011-01-01

220

Investigating Student Learning in a Constructivist Multimedia-Rich Learning Environment  

ERIC Educational Resources Information Center

It has been suggested in the existing literature that the use of constructivist approaches in the educational setting contributes to active learning and knowledge transfer for students. This paper provides an overview of constructivist approaches used in a graduate-level instructional media production course at a midwestern comprehensive…

Bolliger, Doris U.

2004-01-01

221

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures  

ERIC Educational Resources Information Center

|This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample…

Dhindsa, Harkirat S.; Makarimi-Kasim; Anderson, O. Roger

2011-01-01

222

An Ever-Changing Meaning: A Career Constructivist Application to Working with African Refugees  

ERIC Educational Resources Information Center

|Refugees are expected to determine how to integrate past experiences into their lives in a new culture. Constructivist approaches to counseling allow refugees opportunities to determine how to integrate these experiences into their future career choices. Refugee experiences throughout the resettlement process and a constructivist career…

Pierce, L. Marinn; Gibbons, Melinda M.

2012-01-01

223

Teaching Computer-Mediated Visual Communication to a Large Section: A Constructivist Approach  

Microsoft Academic Search

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful

Jamie S. Switzer

2004-01-01

224

Supporting Social Constructivist Learning through the KEEP SLS ePortfolio System  

ERIC Educational Resources Information Center

|Traditional ePortfolio systems are usually used as an individual learning unit, or an assessment tool in education. However, these systems often lack social constructivist learning features such as sharing, peer review, and group collaboration. This paper describes a new ePortfolio system that supports both personal and social constructivist

Zhang, Xuesong; Olfman, Lorne; Firpo, Daniel

2010-01-01

225

A Constructivist Learning Experience: Reconstructing a Web Site Using Web Based Multimedia Authoring Tools.  

ERIC Educational Resources Information Center

|Uses multimedia to create a constructivist learning experience and to innovate a multimedia constructivist learning model based on a course at Multimedia University (Malaysia). Assessed students' problem solving skills and ability to evaluate a Web site's design, creativity, and navigational structure by requiring them to reconstruct and improve…

Neo, Ken T. K.; Neo, Mai

2001-01-01

226

An Ever-Changing Meaning: A Career Constructivist Application to Working with African Refugees  

ERIC Educational Resources Information Center

Refugees are expected to determine how to integrate past experiences into their lives in a new culture. Constructivist approaches to counseling allow refugees opportunities to determine how to integrate these experiences into their future career choices. Refugee experiences throughout the resettlement process and a constructivist career counseling…

Pierce, L. Marinn; Gibbons, Melinda M.

2012-01-01

227

Applying the Subject "Cell" through Constructivist Approach during Science Lessons and the Teacher's View  

ERIC Educational Resources Information Center

|In this study our purpose is to determine how the teachers are applying the constructivist approach in their classes by classifying the teachers according to graduated faculty, department and their years in the duty. Besides understanding the difference of the effects of constructivist approach and traditional education method on student success…

Dogru, Mustafa; Kalender, Suna

2007-01-01

228

Constructivist Self-Development Theory: A Theoretical Framework for Assessing and Treating Traumatized College Students  

Microsoft Academic Search

The authors present a new conceptual framework for assessing and treating traumatized college students. The framework, constructivist self-development theory (CSDT), blends object relations, self-psychology, and social cognition theories. It is founded upon a constructivist view of trauma in which the individual's unique history shapes his or her experience of traumatic events and defines the adaptation to trauma. Within this theory,

I. Lisa McCann; Laurie Anne Pearlman

1992-01-01

229

Expanding Our View of Teaching and Learning: Applying Constructivist Theory(s) to Teachers Education.  

ERIC Educational Resources Information Center

This study examined recent literature related to constructivist teacher education, focusing on descriptions of programs and research on program efforts and effects. The study involved literature published from 1990 to the present on constructivist teacher education. This included 20 preservice programs and 15 inservice programs. The studies were…

Dangel, Julie; Guyton, Edi

230

Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach  

ERIC Educational Resources Information Center

|This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories…

Swann, Annette C.

2008-01-01

231

Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach  

ERIC Educational Resources Information Center

This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories…

Swann, Annette C.

2008-01-01

232

A Practical Guide and a Constructivist Rationale for Inquiry Based Learning  

ERIC Educational Resources Information Center

This article focuses on the practical issues in implementing instructional approaches based on constructivist views of learning. The authors do not view this as a procedural guide, but rather believe that the design of these inquiry based learning (IBL) approaches must be guided by the view of learning represented in constructivist frameworks.…

Duffy, Thomas M.; Raymer, Pamela L.

2010-01-01

233

Students' Conceptions of Constructivist Learning in Different Programme Years and Different Learning Environments  

ERIC Educational Resources Information Center

|Background: Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims: The present study investigated students' conceptions of constructivist learning. Do…

Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

2009-01-01

234

Reconstructing Christian Ethics: Exploring Constructivist Practices for Teaching Christian Ethics in the Masters of Divinity Curriculum  

ERIC Educational Resources Information Center

This article reflects on an effort to incorporate constructivist pedagogies (learner-centered, inquiry-guided, problem-based models of teaching) into an introductory class on Christian Ethics in an M.Div. curriculum. Although some students preferred more traditional pedagogies, the majority found that constructivist pedagogies better accommodated…

Danaher, William

2009-01-01

235

Web-Based Designed Activities for Young People in Health Education: A Constructivist Approach  

ERIC Educational Resources Information Center

|Modern Health Education in primary schools is increasingly using computer technologies in a variety of ways to enhance teaching and learning. Here, a Constructivist approach for a web-based educational activity for Grade 7 is discussed using an example of designing a healthy Food Handling Manual in the food industry. The Constructivist principles…

Goldman, Juliette D. G.

2006-01-01

236

Employing Constructivist Models of Culture Teaching for Enhanced Efficacy in Pre-Departure, Cross-Cultural Training  

ERIC Educational Resources Information Center

|This article presents a case for adopting a constructivist approach in the teaching of culture to federal, business and civilian personnel. In support of this argument, the author: (1) outlines the history of culture teaching as it progresses from behaviorist through cognitive to constructivist orientations; (2) argues that a constructivist

Ashby, Wendy

2012-01-01

237

A constructivist model for teaching evidence-based practice.  

PubMed

The Institute of Medicine has reported that it takes roughly 17 years for evidence generated through research to move into clinical practice. Bridging that gap is an urgent need and will require educators to rethink how nurses are prepared for evidence-based practice. The constructivist theory for learning--in which it is assumed that students construct knowledge and meaning for themselves as they learn--may provide a framework for a redesigned baccalaureate curriculum, one that supports evidence-based practice throughout a nursing student's education. PMID:21086866

Rolloff, Mary

238

CONTEXTUAL CONVERSION: AN ANTHROPOLOGICAL PERSPECTIVE  

Microsoft Academic Search

Understanding the Western emphasis on individualism, we can urge missions toward greater cultural sensitivity in non-Western, high-group societies. The models of contextual conversion suggested here have as their goal authentic allegiance to Jesus Christ that transforms but does not up-root the social identity of the convert. One model is the “insider movement” that has begun among many Hindus, Muslims, and

Stephen Bailey

2009-01-01

239

Contextualizing Floyd Allports's Social Psychology.  

PubMed

This paper looks at the program for social psychology presented by Floyd Allport in his Social Psychology of 1924. It contextualizes Allport's program in terms of intellectual currents of the time and the views of his teachers at Harvard University, specifically the philosopher Ralph Barton Perry and the psychologists Edwin B. Holt and Hugo Münsterberg. Finally, the paper analyzes responses to Allport's program at the time and later, retrospective responses. PMID:11054735

Parkovnick, S

2000-01-01

240

Development of Student Inquiry Skills: A Constructivist Approach in a Computerized Classroom Environment.  

ERIC Educational Resources Information Center

|A study investigated the extent to which students' inquiry skills can be facilitated through the use of a computerized science database (Birds of the Antarctica) and specially designed curriculum materials. Much attention was given in the program to developing both students' inquiry skills and their subject-matter knowledge. Grade 11 and 12…

Maor, Dorit

241

Big Science for Growing Minds: Constructivist Classrooms for Young Thinkers. Early Childhood Education Series  

ERIC Educational Resources Information Center

|Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. "Big Science for Growing Minds" describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows…

Brooks, Jacqueline Grennon

2011-01-01

242

Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom  

ERIC Educational Resources Information Center

|Good teachers know that science is more than just a collection of facts in a textbook and that teaching science goes beyond the mere transmission of information. Actively engaging students in the learning process is critical to building their knowledge base, assessing progress, and meeting science standards. This book shows teachers how to…

Bentley, Michael L.; Ebert, Edward S., II; Ebert, Christine

2007-01-01

243

Preparing Preservice Chemistry Teachers for Constructivist Classrooms through Use of Authentic Activities  

Microsoft Academic Search

How does one become an expert high school chemistry teacher? Research has shown that even when students complete a chemistry degree program and the pedagogical course requirements necessary for teacher licensure they may still graduate and begin teaching without a firm grasp of how to teach specific chemistry concepts (1). Research by Shulman (2, 3) suggests that expert chemistry teachers

Loretta L. Jones; Harry Buckler; Nathaniel Cooper; Belia Straushein

1997-01-01

244

Teaching and Learning Activities in the Online Classroom: A Constructivist Perspective.  

ERIC Educational Resources Information Center

To establish standards of quality in online courses developed through the University of Hawaii's Asynchronous Learning project funded by the Alfred P. Sloan Foundation, a preliminary study of courses from various disciplines was conducted. The aim of the study was to identify teaching activities that contributed to the creation of a high quality…

Odin, Jaishree K.

245

Redrawing the Boundaries: A Constructivist Approach to Combating Student Apathy in the Secondary History Classroom  

ERIC Educational Resources Information Center

|While every field of study presents challenges to the educator, the field of Social Studies and history in particular poses unique obstacles to student success. The issue of scope has been a constant source of anxiety to the history teacher, with new curriculum added with each passing day. Further pressure has been applied to the history teacher…

Kaiser, Christopher

2010-01-01

246

An Elementary School Teacher's Reflection on Implementing Constructivist Instruction in Science Classroom  

ERIC Educational Resources Information Center

|The main purpose of this paper was to describe how the author, Kuo-Chung Hsu, changed his teaching beliefs and science instruction through participating in a cooperative action research, which is conducted by the author, Jing-Ru Wang. Self-study was adopted to explain and interpret Kuo-Chung Hsu's experience of teaching science in Taiwan island.…

Hsu, Kuo-Chung; Wang, Jing-Ru

2012-01-01

247

A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching  

NASA Astrophysics Data System (ADS)

The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self-confidence in science, and possess accurate ideas concerning the nature of science. (5) The inclusion of children's literature in elementary school science promotes a positive attitude toward science, an increase in student self-confidence in science, and fosters accurate understandings of the nature of science. Recommendations focus on student change, constructivist pedagogy, use of literature in science, and parental involvement in science education.

Numedahl, Paul Joseph

248

Distraction of Symbolic Behavior in Regular Classrooms  

PubMed Central

The purpose of the present study is to develop more precise methods to explore the interaction between contextual factors in teacher instructions in regular classroom settings and students’ abilities to use symbolic information in the instruction. The ability to easily show symbolic behavior could be expected to influence student’s capacity to be active and participate. The present study examines distraction in students’ shifts from the use of “non-symbolic” to “symbolic” behavior in regular classroom settings. The 53 students (29 boys and 24 girls), ages 11–13?years old, who participated in the study were from three classes in the same Swedish compulsory regular school. Based on their test performances in a previous study, 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) as not showing it (non-symbolic). In the present study, new test trials with distractors were added. Students from both the symbolic and non-symbolic groups scored significantly fewer correct answers on the post-training test trials with distraction stimuli (p?contextual factors in regular classroom. The main conclusion to be drawn from the results is that the observational procedure used in this study seems to have a potential to be used to explore the interaction between contextual factors and more complex student behavior such as cognition and the pragmatic use of language in regular classroom.

Billinger, Stefan

2012-01-01

249

Facets of contextual realism in quantum mechanics  

SciTech Connect

In recent times, there is an upsurge of interest in demonstrating the quantum contextuality. In this proceedings, we explore the two different forms of arguments that have been used for showing the contextual character of quantum mechanics. First line of study concerns the violations of the noncontextual realist models by quantum mechanics, where second line of study that is qualitatively distinct from the earlier one, demonstrates the contextuality within the formalism of quantum mechanics.

Pan, Alok Kumar [LPTM (CNRS Unite 8089), Universite de Cergy-Pontoise, 95302 Cergy-Pontoise cedex (France); Home, Dipankar [CAPSS, Department of Physics, Bose Institute, Salt Lake, Calcutta 700091 (India)

2011-09-23

250

Classroom Notes  

ERIC Educational Resources Information Center

|In this issue's "Classroom Notes" section, the following papers are discussed: (1) "Constructing a line segment whose length is equal to the measure of a given angle" (W. Jacob and T. J. Osler); (2) "Generating functions for the powers of Fibonacci sequences" (D. Terrana and H. Chen); (3) "Evaluation of mean and variance integrals without…

International Journal of Mathematical Education in Science and Technology, 2007

2007-01-01

251

Smart Classroom  

ERIC Educational Resources Information Center

What makes a classroom "smart"? Presentation technologies such as projectors, document cameras, and LCD panels clearly fit the bill, but when considering other technologies for teaching, learning, and developing content, the possibilities become limited only by the boundaries of an institution's innovation. This article presents 32 best practices…

Kelly, Rhea, Ed.

2006-01-01

252

Classroom Notes  

ERIC Educational Resources Information Center

In this issue's "Classroom Notes" section, the following papers are discussed: (1) "Constructing a line segment whose length is equal to the measure of a given angle" (W. Jacob and T. J. Osler); (2) "Generating functions for the powers of Fibonacci sequences" (D. Terrana and H. Chen); (3) "Evaluation of mean and variance integrals without…

International Journal of Mathematical Education in Science and Technology, 2007

2007-01-01

253

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.  

PubMed

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. PMID:22899567

Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2012-08-15

254

Contextual medical-image viewer  

NASA Astrophysics Data System (ADS)

One of the greatest difficulties of dealing with medical images is their distinct characteristics, in terms of generation process and noise that requires different forms of treatment for visualization and processing. Besides that, medical images are only a compounding part of the patient"s history, which should be accessible for the user in an understandable way. Other factors that can be used to enhance the user capability and experience are: the computational power of the client machine; available knowledge about the case; if the access is local or remote and what kind of user is accessing the system (physician, nurse, administrator, etc...). These information compose the context of an application and should define its behavior during execution time. In this article, we present the architecture of a viewer that takes into account the contextual information that is present at the moment of execution. We also present a viewer of X-Ray Angiographic images that uses contextual information about the client's hardware and the kind of user to, if necessary, reduce the image size and hide demographic information of the patient. The proposed architecture is extensible, allowing the inclusion of new tools and viewers, being adaptive along time to the evolution of the medical systems.

Moreno, Ramon A.; Furuie, Sergio S.

2004-04-01

255

Rethinking children's programming with contextual signs  

Microsoft Academic Search

We present an approach to children's programming inspired by the semiotics of comics. The idea is to build computer programs in a direct and concrete way by using a class of signs that we call contextual signs. There are two aspects that distinguish contextual signs from other sign systems used for programming. The first is that the signs are displayed

Ylva Fernaeus; Mikael Kindborg; Robert Scholz

2006-01-01

256

Contextual Competence: Multiple Manifestations Among Urban Adolescents  

Microsoft Academic Search

The authors develop and validate multidimensional and contextual profiles of competence among low-income, urban, middle adolescents (N = 560). The assessment of contextual competence was based on youth self-reports of involvement, performance, and relationship quality in the peer, school, athletic, employment, religious, and cultural contexts. A principal components analysis of these engagement indices revealed the six expected components with the

Sara Pedersen; Edward Seidman; Hirokazu Yoshikawa; Ann C. Rivera; LaRue Allen; J. Lawrence Aber

2005-01-01

257

Contextual Cueing Effects across the Lifespan  

ERIC Educational Resources Information Center

The authors evaluated age-related variations in contextual cueing, which reflects the extent to which visuospatial regularities can facilitate search for a target. Previous research produced inconsistent results regarding contextual cueing effects in young children and in older adults, and no study has investigated the phenomenon across the life…

Merrill, Edward C.; Conners, Frances A.; Roskos, Beverly; Klinger, Mark R.; Klinger, Laura Grofer

2013-01-01

258

Operational and contextual drivers of hospital costs  

Microsoft Academic Search

Purpose – The purpose of this paper is to examine empirically how operational performance and contextual factors contribute to differences in overall patient care costs across different hospitals. Design\\/methodology\\/approach – Administrative data are employed from a sample of hospitals in New York State to construct measures of contextual factors, operational performance, and cost per patient. Operational performance and cost variables

Gregory N. Stock; Christopher McDermott

2011-01-01

259

Contextual Treatment of Dissociative Identity Disorder  

Microsoft Academic Search

Evidence for the effectiveness of contextual therapy, a new approach for treating adult survivors of prolonged child abuse (PCA), is provided via case studies of three women with Dissociative Identity Disorder (DID). Contextual therapy is based on the premise that it is not only traumatic experiences that account for PCA survivors' psychological difficulties. Even more fundamentally, many survivors grow up

Steven N. Gold; Jon D. Elhai; Bayard D. Rea; Donna Weiss; Theodore Masino; Staci Leon Morris; Jessica McLninch

1997-01-01

260

Contextual Treatment of Dissociative Identity Disorder  

Microsoft Academic Search

Evidence for the effectiveness of contextual therapy, a new approach for treating adult survivors of prolonged child abuse (PCA), is provided via case studies of three women with Dissociative Identity Disorder (DID). Contextual therapy is based on the premise that it is not only traumatic experiences that account for PCA survivors' psychological difficulties. Even more fundamentally, many survivors grow up

Steven N. Gold; Jon D. Elhai; Bayard D. Rea; Donna Weiss; Theodore Masino; Staci Leon Morris; Jessica McIninch

2001-01-01

261

Contextuality in measurement-based quantum computation  

NASA Astrophysics Data System (ADS)

We show, under natural assumptions for qubit systems, that measurement-based quantum computations (MBQCs) which compute a nonlinear Boolean function with a high probability are contextual. The class of contextual MBQCs includes an example which is of practical interest and has a superpolynomial speedup over the best-known classical algorithm, namely, the quantum algorithm that solves the “discrete log” problem.

Raussendorf, Robert

2013-08-01

262

Privacy and Contextual Integrity: Framework and Applications  

Microsoft Academic Search

Contextual integrity is a conceptual framework for un- derstanding privacy expectations and their implications de- veloped in the literature on law, public policy, and political philosophy. We formalize some aspects of contextual in- tegrity in a logical framework for expressing and reasoning about norms of transmission of personal information. In comparison with access control and privacy policy frame- works such

Adam Barth; Anupam Datta; John C. Mitchell; Helen Nissenbaum

2006-01-01

263

Teaching the Skill of Contextualizing in History  

Microsoft Academic Search

Contextualization, the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. As teachers strive to identify enduring themes and patterns, they must teach students to appreciate the particular policies, institutions, worldviews, and circumstances that shape a given moment in time. However, contextualized historical thinking runs counter

Avishag Reisman; Sam Wineburg

2008-01-01

264

Multilevel and Diverse Classrooms  

ERIC Educational Resources Information Center

|The benefits and advantages of classroom practices incorporating unity-in-diversity and diversity-in-unity are what "Multilevel and Diverse Classrooms" is all about. Multilevel classrooms--also known as mixed-ability or heterogeneous classrooms--are a fact of life in ESOL programs around the world. These classrooms are often not only multilevel…

Baurain, Bradley, Ed.; Ha, Phan Le, Ed.

2010-01-01

265

The Relation of Theory and Analysis in Explanations of Belief Salience: Conditioning, Displacement, and Constructivist Accounts  

ERIC Educational Resources Information Center

|Advocates according a central role to context-relevant beliefs in the operation of attitudinal saliency through contrasting Delia et al's cognitive-constructivist analysis with Cronen and Conville's operant conditioning and aggression displacement accounts. (Author)|

Delia, Jesse G.; O'Keefe, Daniel J.

1977-01-01

266

The relation of theory and analysis in explanations of belief salience: Conditioning, displacement, and constructivist accounts  

Microsoft Academic Search

According a central role to context?relevant beliefs in the operation of attitudinal saliency is advocated through contrasting Delia et al.’s cognitive?constructivist analysis with Cronen and Conville's operant conditioning and aggression displacement accounts.

Jesse G. Delia; Daniel J. OKeefe

1977-01-01

267

Supporting Electronic Discourse: Principles of Design from a Social Constructivist Perspective.  

ERIC Educational Resources Information Center

Explores social constructivist theory; investigates successful collaboration; discusses characteristics of communication in an electronic setting, arriving at solutions for improving the use and effectiveness of computer mediated communication environments. Strategies suggested are: structuring interaction with authentic tasks, questioning…

Wu, Amy

2003-01-01

268

Rekindling Phlogiston: From Classroom Case Study to Interdisciplinary Relationships  

NASA Astrophysics Data System (ADS)

First, I show how to use the concept of phlogiston to teach oxidation and reduction reactions, based on the historical context of their discovery, while also teaching about the history and nature of science. Second, I discuss the project as an exemplar for integrating history, philosophy and sociology of science in teaching basic scientific concepts. Based on this successful classroom experience, I critique the application of common constructivist themes to teaching practice. Finally, this case shows, along with others, how the classroom is not merely a place for applying history, philosophy or sociology, but is also a site for active research in these areas. This potential is critical, I claim, for building a stable, permanent interdisciplinary relationships between these fields.

Allchin, Douglas

269

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students’ Cognitive Structures  

Microsoft Academic Search

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching\\u000a approach (TTA) on (a) the quality and richness of students’ knowledge structures and (b) TTA and CMA students’ perceptions\\u000a of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted\\u000a of six classes

Harkirat S. Dhindsa; Makarimi-Kasim; O. Roger Anderson

2011-01-01

270

Constructivist Practice in Preservice Teacher Education in Mathematics: (re)producing and affirming the status quo?  

Microsoft Academic Search

Teacher educators often tend to place enormous faith in constructivist approaches to teaching, which emphasise collaboration, inquiry and problem solving. With reference to my own pedagogical practices in preservice teacher education, I argue that constructivist practice may in fact cement, rather than challenge, the taken?for?granted cultural, sexist and racist assumptions informing teaching?mathematics?as?usual. I suggest that students should experience a different

Mary Klein

1998-01-01

271

Suffering: toward a contextual praxis.  

PubMed

Janice M. Morse's article in Advances in Nursing Science (24:1) revised and summarized the major findings of a research program exploring the behavioral-experiential nature of suffering. Using a feminist critical theory stance, this article addresses Morse's conceptualization of a praxis of suffering. First, it identifies the strengths and contributions of Morse's body of research to nursing science. Next, it undertakes a critique situated in feminist critical theory in which the limitations of Morse's work are explored using exemplars from the Western literary tradition. Finally, the article proposes a new conceptualization of an alternative contextual praxis of suffering in which nurses' responses to suffering are situated in an emancipatory paradigm of authentic presence. PMID:12889579

Georges, Jane M

2002-09-01

272

The Classroom Animal: Crickets.  

ERIC Educational Resources Information Center

|Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)|

Kramer, David C.

1985-01-01

273

Facilitating Student Learning through Contextualization: A Review of Evidence  

ERIC Educational Resources Information Center

|This is a review of evidence for contextualization, defined here as an instructional approach connecting foundational skills and college-level content. Two forms of contextualization are identified, "contextualized" and "integrated" instruction. Despite methodological limitations, the available studies suggest that contextualization has the…

Perin, Dolores

2011-01-01

274

Facilitating Student Learning Through Contextualization: A Review of Evidence  

Microsoft Academic Search

This is a review of evidence for contextualization, defined here as an instructional approach connecting foundational skills and college-level content. Two forms of contextualization are identified, contextualized and integrated instruction. Despite methodological limitations, the available studies suggest that contextualization has the potential to accelerate the progress of academically underprepared college students.

Dolores Perin

2011-01-01

275

Facilitating Student Learning through Contextualization. CCRC Working Paper No. 29  

ERIC Educational Resources Information Center

|This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students. Two forms of contextualization have been studied: "contextualized" and "integrated" instruction. There is more descriptive work on the contextualization of basic skills…

Perin, Dolores

2011-01-01

276

Facilitating Student Learning through Contextualization: A Review of Evidence  

ERIC Educational Resources Information Center

This is a review of evidence for contextualization, defined here as an instructional approach connecting foundational skills and college-level content. Two forms of contextualization are identified, "contextualized" and "integrated" instruction. Despite methodological limitations, the available studies suggest that contextualization has the…

Perin, Dolores

2011-01-01

277

Classroom Antarctica  

NSDL National Science Digital Library

This website is a collection of units designed to teach students about the global importance of Antarctica. Topics covered in these units includes ice, the ocean, geology, weather, topography, auroras, the history of Antarctic exploration, living in Antarctica, animals, plants, the Antarctic Treaty, and the environment. Each unit has a selection of activities that are adaptable to the range of abilities in a class and the particular interests of the students. There are hundreds of useful web links throughout and a wealth of support material listed under Classroom Resources.

Haywood, Elizabeth

278

Thursday's Classroom  

NSDL National Science Digital Library

Every Thursday, this NASA-created learning resource presents a new topic with the aim of providing "a lasting connection between NASA's latest research and the classroom environment." Prior lesson topics have included the recent solar eclipse, the Mars Polar Lander, and organisms that survive in extreme conditions and their implications for the possibility of extraterrestrial life. For each lesson, there are links to news reports and a range of lesson plans and activity sheets designed for different age groups. The site also contains an archive/ schedule of prior and future lessons.

279

Nicotine Withdrawal Disrupts Contextual Learning but Not Recall of Prior Contextual Associations: Implications for Nicotine Addiction  

PubMed Central

Interactions between nicotine and learning could contribute to nicotine addiction. Although previous research indicates that nicotine withdrawal disrupts contextual learning, the effects of nicotine withdrawal on contextual memories acquired before withdrawal are unknown. The present study investigated whether nicotine withdrawal disrupted recall of prior contextual memories by examining the effects of nicotine withdrawal on recall of nicotine conditioned place preference (CPP) and contextual fear conditioning. C57BL/6J mice trained in CPP exhibited a significant preference for an initially non-preferred chamber that was paired with 0.35 mg/kg nicotine. Following CPP, mice were implanted with mini-osmotic pumps containing 6.3 mg/kg/d nicotine or saline. Pumps were removed twelve days later and nicotine CPP was retested 24 hours later. Mice withdrawn from chronic nicotine exhibited CPP, suggesting that older drug-context associations are not disrupted by nicotine withdrawal. One hour later, the same mice were trained in contextual and cued fear conditioning; nicotine withdrawal disrupted contextual but not cued fear conditioning. A subsequent experiment demonstrated that nicotine withdrawal did not disrupt recall of contextual or cued fear conditioning when acquisition occurred before nicotine withdrawal. These data suggest that nicotine withdrawal disrupts new contextual learning, but does not alter contextual learning that occurred before withdrawal.

Portugal, George S.; Gould, Thomas J.

2009-01-01

280

Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics  

Microsoft Academic Search

Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of

Brian Stecher; Vi-Nhuan Le; Laura Hamilton; Gery Ryan; Abby Robyn; J. R. Lockwood

2006-01-01

281

The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers  

ERIC Educational Resources Information Center

The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving…

Lew, Lee Yuen

2010-01-01

282

Contextualized science curriculum: Influence on student learning and attitudes, and teachers' self-efficacy beliefs in an urban middle school  

NASA Astrophysics Data System (ADS)

The purpose of the study was to investigate the influence of a contextualized science curriculum on students' content acquisition, students' attitude toward school science, students' engagement in the science classroom, teachers' perceptions of students' attitudes in the science classroom, and teachers' self-efficacy beliefs in an urban middle school setting. Fifty-six (N = 56) urban school students (seventh graders) in two intact groups and their science (n = 2) teachers were purposively selected for the study. The study focused on a nine-week science unit using a traditional and a contextualized version of the curriculum on the topic 'Earth's Waters'. Five research questions guided the study. The quantitative data collected during the study included content acquisition data, student attitude data, and observational data. Formal interviews with students and the teachers at the end of the nine-week period provided data about teachers' perceptions of students' attitudes in the science classroom and teachers' self-efficacy beliefs. Results of the study did not indicate any statistically significant differences in content acquisition and students' attitudes toward science between the control and the experimental groups. There was a statistically significant difference between the two groups on student engagement scores using an observation instrument. Interview data indicated the positive impact of contextualized curriculum on students' attitude toward science and on participating teachers' self-efficacy beliefs in the experimental group. Implications for science education and strategies for future research are also included.

Verma, Geeta Kumari

2001-12-01

283

Active Learning in the Physics Classroom  

NASA Astrophysics Data System (ADS)

Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

Naron, Carol

284

Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom  

Microsoft Academic Search

This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically,\\u000a students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance\\u000a structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier\\u000a work, which indicated intrinsic goal orientation was related to

Jennifer A. Lyke; Allison J. Kelaher Young

2006-01-01

285

Classroom Management. Brief  

ERIC Educational Resources Information Center

In learning-centered classrooms, the emphasis of classroom management shifts from maintaining behavioral control to fostering student engagement and self-regulation as well as community responsibility. This brief describes classroom management in "learning centered" classrooms, where practices are consistent with recent research knowledge about…

National Education Association Research Department, 2006

2006-01-01

286

Examining Dilemmas of Practice Associated with the Integration of Technology into Mathematics Classrooms Serving Urban Students  

ERIC Educational Resources Information Center

This article contributes to research on contextual influences on technology integration in urban mathematics classrooms through an investigation of five middle-grade teachers' participation in a laptop program. Drawing on activity theory, findings illuminate teachers' dilemmas and coping strategies in their efforts to integrate technology.…

Anthony, Anika B.; Clark, Lawrence M.

2011-01-01

287

It Was Written All Over Him: Classroom Teachers' Referral Criteria for Special Education Services  

ERIC Educational Resources Information Center

A contextual understanding of general education classroom teachers' reasons for a student's referral for special education services provides insight into this initial step in the identification process. The philosophy of social constructivism (Bruner, 1987; Freedman & Combs, 1996; Vygotsky, 1978) provides a backdrop for the underlying practices…

Dunn, Michael W.

2006-01-01

288

Young Children Move into Reading Supported by a Classroom Reading Environment.  

ERIC Educational Resources Information Center

|To support young children in bringing all of their resources to bear on constructing meaning from print, teachers must be aware of how children learn, must make use of a variety of learning materials, and must carefully prepare the contextual setting in which children move into reading. Teachers should focus on planning a classroom reading…

VanDongen, Richard D.

1979-01-01

289

Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea  

ERIC Educational Resources Information Center

This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

Lee, Kang-Young

2012-01-01

290

An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis  

ERIC Educational Resources Information Center

|The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

2012-01-01

291

An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis  

ERIC Educational Resources Information Center

The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

2012-01-01

292

Contextual assessment in science education: Background, issues, and policy  

NASA Astrophysics Data System (ADS)

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

Klassen, Stephen

2006-09-01

293

Hypermedia in the classroom using Earth and space science CD-ROMs.  

NASA Astrophysics Data System (ADS)

The production of hypermedia CD-ROMs has greatly increased during the last five years. Many of these CD-ROMs have applications for use in the K-16 classroom. CD-ROMs have the potential to enhance student learning, motivation and metacognition. CD-ROMs can also help facilitate constructivist-based learning strategies. Commercial vendors (such as Marius Multimedia Ltd. and Expert Software) and US Government agencies (such as NASA and the US Geological Survey) are two possible sources for hypermedia CD-ROMs that are designed for the classroom. Five such CD-ROMs (Welcome to the Planets; GeoMedia 2-Interactive Multimedia CD-ROM on Global Environmental Change; The Mars Educational Multimedia CD-ROM; Redshift Multimedia Astronomy; and Expert Astronomer CD-ROM for Windows), and ideas for their use in the classroom, are discussed in this article.

Adams, P. E.

294

Embracing Both a Constructivist Counseling Approach and a Specific Religious Tradition: Is It a Leap of Faith?  

ERIC Educational Resources Information Center

Given that constructivist approaches to counseling and religious faith traditions have divergent views regarding the understanding and perception of reality, the question arises, "Can a counselor embrace both a constructivist counseling approach and a particular religious tradition?" Using a diversity within unity perspective, the author argues…

Watts, Richard E.

2011-01-01

295

A Constructivist Methodology for Teacher Training in Educational Robotics: The TERECoP Course in Greece through Trainees' Eyes  

Microsoft Academic Search

This paper presents a constructivist methodology for teacher training in robotic technology and its implementation within the framework of a teacher training course. The methodology in question is aimed at keeping in line with the proposed use of robotics as a tool of constructivist teaching and learning and is meant to train teachers in the very way in which they

Dimitris Alimisis; Stassini Frangou; Kyparíssia Papanikolaou

2009-01-01

296

Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners  

ERIC Educational Resources Information Center

|Developing effective instructional plans from both a traditional approach (e.g., instructivist) as well as a constructivist approach is clearly important for preservice teacher education. This study was designed to validate and compare two cognitive tools, the Instructional Planning Self-Reflective Tool (IPSRT), and the Constructivist Planning…

Baylor, Amy; Kitsantas, Anastasia

2005-01-01

297

Analyzing and Critiquing the Concepts of Professional Autonomy and Accountability through the Prisms of Decentralization and Constructivist Theory  

ERIC Educational Resources Information Center

|This analysis and synthesis explores constructs of professional autonomy and accountability using constructivist theory and practice to examine the organizational dynamics of centralization/decentralization, particularly as applied to educational organizations. Major schools of constructivist thought are explored to shed light on…

Shapiro, Arthur; Koren, Andrej

2012-01-01

298

A social constructivist assessment process model: how the research literature shows us this could be best practice  

Microsoft Academic Search

Although assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of assessment practice. This paper argues that if a social constructivist approach is applied to the assessment process many of the problems could be overcome. It describes what a social constructivist approach to assessment would look like and gives practical examples,

Chris Rust; Berry O’Donovan; Margaret Price

2005-01-01

299

Adopting a constructivist approach to grounded theory: implications for research design.  

PubMed

Grounded theory is a popular research methodology that is evolving to account for a range of ontological and epistemological underpinnings. Constructivist grounded theory has its foundations in relativism and an appreciation of the multiple truths and realities of subjectivism. Undertaking a constructivist enquiry requires the adoption of a position of mutuality between researcher and participant in the research process, which necessitates a rethinking of the grounded theorist's traditional role of objective observer. Key issues for constructivist grounded theorists to consider in designing their research studies are discussed in relation to developing a partnership with participants that enables a mutual construction of meaning during interviews and a meaningful reconstruction of their stories into a grounded theory model. PMID:16403191

Mills, Jane; Bonner, Ann; Francis, Karen

2006-02-01

300

Individual and contextual predictors of cyberbullying: the influence of children's provictim attitudes and teachers' ability to intervene.  

PubMed

Electronic social communication has provided a new context for children to bully and harass their peers and it is clear that cyberbullying is a growing public health concern in the US and abroad. The present study examined individual and contextual predictors of cyberbullying in a sample of 16, 634 students in grades 3-5 and 7-8. Data were obtained from a large cluster-randomized trial of the KiVa antibullying program that occurred in Finland between 2007 and 2009. Students completed measures at pre-intervention assessing provictim attitudes (defined as children's beliefs that bullying is unacceptable, victims are acceptable, and defending victims is valued), perceptions of teachers' ability to intervene in bullying, and cyberbullying behavior. Students with higher scores on provictim attitudes reported lower frequencies of cyberbullying. This relationship was true for individual provictim attitudes as well as the collective attitudes of students within classrooms. Teachers' ability to intervene assessed at the classroom level was a unique, positive predictor of cyberbullying. Classrooms in which students collectively considered their teacher as capable of intervening to stop bullying had higher mean levels of cyberbullying frequency. Our findings suggest that cyberbullying and other indirect or covert forms of bullying may be more prevalent in classrooms where students collectively perceive their teacher's ability to intervene in bullying as high. We found no evidence that individual or contextual effects were conditional on age or gender. Implications for research and practice are discussed. PMID:23371005

Christian Elledge, L; Williford, Anne; Boulton, Aaron J; Depaolis, Kathryn J; Little, Todd D; Salmivalli, Christina

2013-02-01

301

Contextual cueing effects across the lifespan.  

PubMed

The authors evaluated age-related variations in contextual cueing, which reflects the extent to which visuospatial regularities can facilitate search for a target. Previous research produced inconsistent results regarding contextual cueing effects in young children and in older adults, and no study has investigated the phenomenon across the life span. Three groups (6, 20, and 70 years old) were compared. Participants located a designated target stimulus embedded in a context of distractor stimuli. During exposure, the location of the target could be predicted from the location of the distracters in each display. During test, these predictable displays were intermixed with new displays that did not predict the target location. Response times to locating predictable relative to unpredictable targets were compared. All groups exhibited facilitation effects greater than 0 (95% CIs [.02, .11], d = .4; [.01, .12], d = .4; and [.01, .10], d = .4, for the children, young adults, and older adults, respectively) indicating that contextual cueing is robust across a wide age range. The relative magnitude of contextual cueing effects was essentially identical across the age range tested, F(2, 103) = 1.71, eta rho2 = .02. The authors argue that a mechanism that uses environmental covariation is available to all age ranges, but the expression of the contextual cueing may depend on the way it is measured. PMID:23991612

Merrill, Edward C; Conners, Frances A; Roskos, Beverly; Klinger, Mark R; Klinger, Laura Grofer

302

Equivalence Relations, Contextual Control, and Naming  

PubMed Central

This paper reports two experiments that investigated the role of verbal behavior in the emergence and generalization of contextually controlled equivalence classes. During both experiments, participants were trained with two different combinations of the same easily nameable, yet formally unrelated, pictorial stimuli. Match-to-sample baselines for eight four-member classes were established under the contextual control of two colors. In the presence of one color, conditional relations were established between stimuli whose normative names rhymed. In the presence of the other color, conditional relations were established between stimuli whose normative names did not rhyme. Although, during Experiment 1, all participants demonstrated equivalence classes involving rhyming stimuli, none demonstrated the formation of nonrhyme equivalence classes. To investigate this finding, Experiment 2 evaluated whether participants would demonstrate both rhyme and nonrhyme equivalence classes given more extensive exposure to the experimental contingencies. All participants demonstrated contextually controlled rhyme and nonrhyme equivalence classes, although rhyme classes were demonstrated with greater facility than nonrhyme classes. Results indicate that visual stimuli are named, that verbal bases for stimulus classification can affect the emergence of contextually controlled equivalence classes, and that untrained contextually controlled conditional discriminations involving novel stimuli can emerge on the basis of participants' verbal behavior.

Randell, Tom; Remington, Bob

2006-01-01

303

Measuring Contextual Characteristics for Community Health  

PubMed Central

Objective To conceptualize and measure community contextual influences on population health and health disparities. Data Sources We use traditional and nontraditional secondary sources of data comprising a comprehensive array of community characteristics. Study Design Using a consultative process, we identify 12 overarching dimensions of contextual characteristics that may affect community health, as well as specific subcomponents relating to each dimension. Data Collection An extensive geocoded library of data indicators relating to each dimension and subcomponent for metropolitan areas in the United States is assembled. Principal Findings We describe the development of community contextual health profiles, present the rationale supporting each of the profile dimensions, and provide examples of relevant data sources. Conclusions Our conceptual framework for community contextual characteristics, including a specified set of dimensions and components, can provide practical ways to monitor health-related aspects of the economic, social, and physical environments in which people live. We suggest several guiding principles useful for understanding how aspects of contextual characteristics can affect health and health disparities.

Hillemeier, Marianne M; Lynch, John; Harper, Sam; Casper, Michele

2003-01-01

304

Study of classroom practice and classroom contexts amongst senior high school biology teachers in Harare, Zimbabwe  

NASA Astrophysics Data System (ADS)

Thirty-three senior high-school biology teachers in Harare, Zimbabwe, participated in the study. Self-report data on school contexts was used to cluster the teachers according to their own perceptions of the contextual circumstances in their schools. The clustering differentiated self-perceived better and poorer resourced schools. In theory lessons, teachers from the self-perceived better resourced schools were observed to use less individual organization, less written exercises, more whole class organization, and more listening to the teacher than to the teachers in the poorer schools. In practical lessons teachers in the better self-perceived better resourced schools were observed to use less whole class organization, less small group organization, more individual organization, less listening to teacher, less teacher explanation, less teacher questioning, and to conduct more practical. An interpretation of these findings is made in terms of the fit between a teacher's classroom practice and their self-perceived classroom context.

Gwimbi, Eric M.; Monk, Martin

2003-03-01

305

Contextual competence: multiple manifestations among urban adolescents.  

PubMed

The authors develop and validate multidimensional and contextual profiles of competence among low-income, urban, middle adolescents (N = 560). The assessment of contextual competence was based on youth self-reports of involvement, performance, and relationship quality in the peer, school, athletic, employment, religious, and cultural contexts. A principal components analysis of these engagement indices revealed the six expected components with the addition of a component labeled "self-in-context." To identify holistic, multidimensional profiles of contextual competence, scores along the seven domains were cluster analyzed. Nine clusters emerged, each representing a distinct constellation of youth experience. Profiles were associated with demographic variables and youth adjustment. Profiles reflecting high engagement in two or more contexts predicted higher self-esteem and lower depression. In contrast, profiles marked by high engagement in the contexts of athletics or employment predicted more serious delinquency. The authors discuss the implications of these findings for future research and intervention. PMID:15792096

Pedersen, Sara; Seidman, Edward; Yoshikawa, Hirokazu; Rivera, Ann C; Allen, LaRue; Aber, J Lawrence

2005-03-01

306

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms  

NASA Astrophysics Data System (ADS)

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

307

Integrated Contextual Information Service for Pervasive Computing Applications.  

National Technical Information Service (NTIS)

Pervasive computing applications are increasingly leveraging contextual information from several sources to provide users with behavior appropriate to the environment in which they reside. If these sources of contextual information are used and deployed i...

G. Judd P. Steenkiste

2003-01-01

308

Teacher epistemology and scientific inquiry in computerized classroom environments  

NASA Astrophysics Data System (ADS)

A 20-week classroom-based study was conducted to investigate the extent to which a computerized learning environment could facilitate students' development of higher-level thinking skills associated with scientific inquiry. In two classes students' interactions with a scientific data base - Birds of Antarctica - were closely monitored, and the mediating roles of the teachers' epistemologies were examined. Interpretive data were generated and analyzed in relation to a constructivist perspective on learning. In the class where the teacher implemented a constructivist-oriented pedagogy, students took advantage of enhanced opportunities to generate creative questions and conduct complex scientific investigations. These higher-level thinking skills were much less evident in the class in which a more transmissionist-oriented pedagogy prevailed. The results of the study suggest that it is not the computer itself that facilitates inquiry learning; the teacher's epistemology is a key mediating influence on students' use of the computer as a tool of scientific inquiry.Received: 24 January 1994; Revised: 9 January 1995;

Maor, Dorit; Taylor, Peter Charles

309

Tips from the Classroom.  

ERIC Educational Resources Information Center

Four tips for use in the English-as-a-Second-Language classroom are highlighted: Mr. Bean in the Classroom; Defining Your Future; Coin Questions; Our Futures: Simple, Progressive, and Perfect. (Author/VWL)

Epstein, Jim; Ashcraft, Nikki; Clarke, Paul M.; Wolf, Grant S.

1999-01-01

310

The Nonsexist Classroom.  

ERIC Educational Resources Information Center

A teacher describes her experiences in trying to reduce sex role stereotypes in her first and second grade classroom. Following this article is a test for teachers to determine whether they are unconsciously promoting sexism in the classroom. (KC)

Hill, Jan

1980-01-01

311

Towards a Contextualization Solution for Cloud Platform Services  

Microsoft Academic Search

We propose a cloud contextualization mechanism which operates in two stages, contextualization of VM images prior to service deployment (PaaS level) and self-contextualization of VM instances created from the image (IaaS level). The contextualization tools are implemented as part of the OPTIMIS Toolkit, a set of software components for simplified management of cloud services and infrastructures. We present the architecture

Django Armstrong; Karim Djemame; Srijith Nair; Johan Tordsson; Wolfgang Ziegler

2011-01-01

312

Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?  

ERIC Educational Resources Information Center

|This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

Jena, Ananta Kumar

2012-01-01

313

A constructivist approach to the help-seeking process of clients: A response to cultural diversity  

Microsoft Academic Search

The issue of cultural diversity presents clinicians with both delemmas and opportunities. To deal with such a challenge, I have proposed a constructivist approach to the help-seeking process of clients from diverse ethnoracial backgrounds. A model of clients' help-seeking processes provides a useful and systematic frame for clinicians to understand clients' construction of their problem situations and possible solutions. It

Mo-Yee Lee

1996-01-01

314

Intentional Integration of Mathematics Content Instruction with Constructivist Pedagogy in Elementary Mathematics Education  

ERIC Educational Resources Information Center

|The purpose of the research was to improve the effectiveness of instruction in constructivist pedagogy in a college elementary mathematics education course through intentional integration of instruction in mathematics content. Instructors of this course previously used examples involving mathematics content on an ad hoc basis in an attempt to…

Fast, Gerald R.; Hankes, Judith E.

2010-01-01

315

Constructivist Perspectives for Developing and Implementing Lesson Plans in General Music  

ERIC Educational Resources Information Center

|Stacy McKenzie is challenged to find new ways to involve students in their learning. She begins this journey by developing a lesson planning framework based on constructivist principles for learning. The perspectives Stacy applies in her program are shared in this article: First, by examining how she crafts a lesson framework that provides…

Scott, Sheila J.

2012-01-01

316

Cracks in the Iceberg: Surfacing the Tensions of Constructivist Pedagogy in the Context of Mentoring  

ERIC Educational Resources Information Center

|This paper is the result of my inquiry into the nature of my constructivist pedagogy in the context of a postgraduate course that focused on theoretical and practical dimensions of mentoring at a major university in the north of Israel. Drawing on four critical incidents in my university teaching, I address the question: What happens when you…

Orland-Barak, Lily

2005-01-01

317

Thickening the Discussion: Inspecting Constructivist Theories of Knowledge through a Jamesian Lens.  

ERIC Educational Resources Information Center

|Delineates the apparent, though unclaimed, intellectual relations between William James' philosophical and psychological writings and the constructivist sub-genres of social cognition, situated cognition, and radical constructivism, suggesting that James' work offers a clarity and inclusiveness of thought that predates the postulates of…

Woods, Braford S.; Murphy, P. Karen

2002-01-01

318

Computer-Mediated Communication and Science Teacher Training: Two Constructivist Examples  

ERIC Educational Resources Information Center

|The education of science teachers necessarily involves instruction around the use of computer technologies. Acadia University, a laptop institution, offers a unique setting where students are immersed in the critique of pedagogical applications of computers. The current trend to employ constructivist approaches in teaching provides a backdrop for…

MacKinnon, Gregory R.

2004-01-01

319

Usability of testing apparatuses about renewable energy resources in constructivist class environment  

Microsoft Academic Search

Students construct their own knowledge based on their experiences which take part in the basis of constructivism. For that reason, curriculums which are prepared according to constructivist approach should contain activities and materials to enable students to learn through exploring. In this study, it is tried to be determined the efficiency of a testing apparatus which enable students to learn

Hasan Karal; Tugba Bahçekap?l?; Ilknur Reisoglu

2009-01-01

320

The Value of Peers and Support from Scaffolding: Applying Constructivist Principles to the Teaching of Psychology  

ERIC Educational Resources Information Center

The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student-centred constructivist approach to teaching and learning allows students to develop a web of self-constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this…

Winstone, Naomi; Millward, Lynne

2012-01-01

321

Critical Thinking Development in Nursing: An Integration of Constructivist and Traditional Methodologies  

ERIC Educational Resources Information Center

|The implementation of constructivist teaching strategies has vast professional benefits in nursing education through the promotion of critical thinking skills, as students must demonstrate success on the National Council Licensing Examination for Registered Nurses and ultimately perform competently within the nursing profession. While literature…

York, Kimberly

2010-01-01

322

Computer-Mediated Communication and Science Teacher Training: Two Constructivist Examples  

Microsoft Academic Search

The education of science teachers necessarily involves instruction around the use of computer technologies. Acadia University, a laptop institution, offers a unique setting where students are immersed in the critique of pedagogical applications of computers. The current trend to employ constructivist approaches in teaching provides a backdrop for this article, which offers a discussion of two interactive communication strategies namely

Gregory R. MacKinnon

2004-01-01

323

Emergence and development of embodied cognition: a constructivist approach using robots  

Microsoft Academic Search

A constructivist approach to cognition assumes the minimal and the simplest set of initial principles or mechanisms, embeds them in realistic circumstances, and lets the entire system evolve under close observation. This paper presents a line of research along this approach trying to connect embodiment to social cognition. First, we show that a mere physical body, when driven toward some

Yasuo Kuniyoshi; Yasuaki Yorozu; Shinsuke Suzuki; Shinji Sangawa; Yoshiyuki Ohmura; Koji Terada; Akihiko Nagakubo

2007-01-01

324

Speech for the defense of a radically constructivist sociology of (criminal) law  

Microsoft Academic Search

If the idea that crime is a social construct is commonsensical in various sociologically informed criminologies, sociological apprehensions of criminal law are still quite reluctant towards its implied epistemological stance. The main objective of this contribution is—by focusing on the idea that crime is a social construct—to examine some of the main contours of what a radically constructivist conception of

Nicolas Carrier

2008-01-01

325

A Constructivist Stretch: Preservice Teachers Meet Preteens in a Technology-Based Literacy Project.  

ERIC Educational Resources Information Center

Describes a study conducted within a constructivist framework to examine pre-service teachers' development and implementation of a collaborative, technology-based literacy project with 11- and 12-year-old learners. Concludes that the pre-service teachers learned the value of Internet technology, e-mail, and hypermedia applications, but problems…

Bauer, John F.; Anderson, Rebecca S.

2002-01-01

326

Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?  

ERIC Educational Resources Information Center

This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

Jena, Ananta Kumar

2012-01-01

327

The Perceptions of Prospective Teachers on the Democratic Aspects of the Constructivist Learning Environment  

ERIC Educational Resources Information Center

Introduction: The nations which have the aim to create democratic societies should also realize the same ideals in educational practices. Related literature declare that learning environments based on constructivist approach is assumed to be democratic. In line with this frame, the aim of this study is to determine the perceptions of prospective…

Bay, Erdal; Gundogdu, Kerim; Kaya, Halil Ibrahim

2010-01-01

328

Stretching the IR Theoretical Spectrum on Irish Neutrality: A Critical Social Constructivist Framework  

Microsoft Academic Search

In a 2006 International Political Science Review article, entitled “Choosing to Go It Alone: Irish Neutrality in Theoretical and Comparative Perspective,” Neal G. Jesse argues that Irish neutrality is best understood through a neoliberal rather than a neorealist international relations theory framework. This article posits an alternative “critical social constructivist” framework for understanding Irish neutrality. The first part of the

Karen Devine

2008-01-01

329

The "Good Enough" Drama: Reinterpreting Constructivist Aesthetics and Epistemology in Drama Education  

ERIC Educational Resources Information Center

|When we speak of quality in drama education, we apply different educational and aesthetic criteria. For example, improvised drama practices such as process drama, are closely associated to John Dewey's constructivist philosophy. What makes a drama qualitatively "good" within such a framework differs radically from criteria that are familiar in…

Rasmussen, Bjorn

2010-01-01

330

A Constructivist View of Learning and Teaching in Science. Children's Learning in Science Project.  

ERIC Educational Resources Information Center

During the period 1984-1986, over 30 teachers from the Yorkshire (England) region have worked in collaboration with the Children's Learning in Science Project (CLIS) developing and testing teaching schemes in the areas of energy, particle theory, and plant nutrition. The project is based upon the constructivist approach to teaching. This booklet…

Scott, Philip; And Others

331

A Constructivist Approach to Teaching Web Development in Post-Secondary Vocational Settings  

ERIC Educational Resources Information Center

Vocational education by its nature has a need for delivery methods that place a strong focus on the relationship between school and work and seeks to deliver instruction in a manner that bridges the two as seamlessly as possible. This paper presents a curriculum and constructivist-based instructional delivery approach, designed to emphasize a…

Bunch, John M.

2009-01-01

332

From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities  

ERIC Educational Resources Information Center

|This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how transformations take place through a two-way process of appropriation (learning from one another as a…

Hung, David; Tan, Seng-Chee; Koh, Thiam-Seng

2006-01-01

333

Initial Teacher Development in Science: The Impact of Constructivist-Informed Practice on Learning  

ERIC Educational Resources Information Center

|This paper explores the perceptions of student teachers regarding the extent to which they consider a constructivist approach supports their learning in science. The research was carried out in two phases and drew on questionnaire and interview data. In Phase 1 a questionnaire was used to collect the views of 34 students regarding the…

Patterson, Eira Wyn

2011-01-01

334

Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation  

Microsoft Academic Search

This study attempts to identify characteristics of constructivism and their presence in face-to-face and open and distance learning (ODL) environments. In phase 1 of this study, a 6-week discussion through an electronic mailing list was carried out to explore the concept of constructivism, the process underlying constructivist learning and its facilitation. In the second phase, a questionnaire was developed and

Gershon Tenenbaum; Som Naidu; Olugbemiro Jegede; Jon Austin

2001-01-01

335

Critical Thinking Development in Nursing: An Integration of Constructivist and Traditional Methodologies  

ERIC Educational Resources Information Center

The implementation of constructivist teaching strategies has vast professional benefits in nursing education through the promotion of critical thinking skills, as students must demonstrate success on the National Council Licensing Examination for Registered Nurses and ultimately perform competently within the nursing profession. While literature…

York, Kimberly

2010-01-01

336

Factors Influencing Pre-Service Teachers' Perception of Teaching Games for Understanding: A Constructivist Perspective  

ERIC Educational Resources Information Center

|This study aims to examine the factors influencing pre-service Physical Education (PE) teachers' perception of a specific constructivist approach--Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis…

Wang, Lijuan; Ha, Amy S.

2012-01-01

337

Applying a Constructivist-Developmental Practice-Based Learning Framework to the Recreation Internship Experience  

ERIC Educational Resources Information Center

The recreation internship is one of the most critical components of professional preparation education, yet educators have done little to explore the experience from a constructivist-developmental growth perspective. This article presents a practice-based learning framework that shows promise for fostering moral development among recreation…

Craig, Patricia J.; Sable, Janet R.

2011-01-01

338

Teacher and Student Beliefs on Constructivist Instructional Design: A Case Study  

ERIC Educational Resources Information Center

The main purpose of this research is to evaluate the effects of a constructivist instructional design on a group of students and their teacher. The sample consisted of 26 students and one teacher. The research was conducted at Istanbul Technical University, School of Foreign Languages, English Preparatory Program. The instructional design based on…

Altun, Sertel; Buyukduman, F. Ilke

2007-01-01

339

Conceptualizing Mind and Consciousness: Using Constructivist Ideas to Transcend the Physical Bind  

ERIC Educational Resources Information Center

|Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding--how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of…

Becker, Joe

2008-01-01

340

Science/Technology/Society: A Reform Arising from Learning Theory and Constructivist Research.  

ERIC Educational Resources Information Center

The Iowa-Scope, Sequence, and Coordination (SS&C) Program assists schools with reform of their entire middle school programs, grades 6-8, and features the science, technology, and society (STS) instructional approach. This reform translates to the creation of new frameworks for the school program and aims to produce "constructivist" teachers to…

Yager, Robert E.

341

From Practice to Theory: a social constructivist approach to teacher education  

Microsoft Academic Search

In contrast to a theory?to?practice teacher education program path is a social constructivist approach to teacher education, in which grounded theories are: (1) developed (individually and in small and large groups) based on information gathered from the world of practice, (2) compared and contrasted with already published theories and research, and (3) integrated with personal philosophies and values. Based on

Helen L. Carlson

1999-01-01

342

Social Policy and Constructivism: Using Constructivist Learning Theory in Teaching Social Work Students Research Skills  

Microsoft Academic Search

Principles of constructivist learning theory were used in developing a process-oriented approach to research skills instruction as applied to real world social problems and social policy responses. Building upon past experiences in establishing collaborative relationships with social work faculty, the theories of constructivism, Kuhlthau’s Information Search Process, and collaborative learning were incorporated into the framework of efforts to provide library

Brad Marcum; Linda Sizemore

2008-01-01

343

Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum  

Microsoft Academic Search

This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of

Marilyn Leask; Sarah Younie

2001-01-01

344

The Integration of Instructional Systems Design Models and Constructivistic Design Principles.  

ERIC Educational Resources Information Center

Constructivist theory argues that students construct knowledge for themselves and that each knows the world in a different way. The problem for education is how students can construct an "objectified" knowledge. Outlines an integrative framework for the description of information and problem-solving procedures and a problem-solving approach for…

Dijkstra, Sanne

1997-01-01

345

A Constructivist Computational Tool to Assist in Learning Primary School Mathematical Equations  

ERIC Educational Resources Information Center

|In constructivist principles, learning is a process in which individuals construct knowledge. Research in Mathematics Education looks for ways to make mathematics education less dry and more attractive. When solving polynomial equations of the first degree, it is very common for teachers to work with the mistaken idea of "changing the sign" when…

Figueira-Sampaio, Aleandra da Silva; dos Santos, Eliane Elias Ferreira; Carrijo, Gilberto Arantes

2009-01-01

346

A Constructivist Stretch: Preservice Teachers Meet Preteens in a Technology-Based Literacy Project.  

ERIC Educational Resources Information Center

|Describes a study conducted within a constructivist framework to examine pre-service teachers' development and implementation of a collaborative, technology-based literacy project with 11- and 12-year-old learners. Concludes that the pre-service teachers learned the value of Internet technology, e-mail, and hypermedia applications, but problems…

Bauer, John F.; Anderson, Rebecca S.

2002-01-01

347

Students' Perceptions and Supervisors' Rating as Assessments of Interactive-Constructivist Science Teaching in Elementary School.  

ERIC Educational Resources Information Center

|This study took place within the context of a four-year local systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and the Iowa City Community School District. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a…

Shymansky, James A.; Yore, Larry D.; Henriques, Laura; Dunkhase, John A.; Bancroft, Jean

348

A Constructivist Case Study Examining the Leadership Development of Undergraduate Students in Campus Recreational Sports  

ERIC Educational Resources Information Center

This constructivist case study examined undergraduate student leadership development. Twenty-one student leaders, 13 females and 8 males, in a campus recreational sports department were interviewed using a semi-structured interview protocol. Seven broad themes: organizing, planning, and delegating; balancing academic, personal and professional…

Hall, Stacey L.; Forrester, Scott; Borsz, Melissa

2008-01-01

349

A Constructivist Approach to Teaching Web Development in Post-Secondary Vocational Settings  

ERIC Educational Resources Information Center

|Vocational education by its nature has a need for delivery methods that place a strong focus on the relationship between school and work and seeks to deliver instruction in a manner that bridges the two as seamlessly as possible. This paper presents a curriculum and constructivist-based instructional delivery approach, designed to emphasize a…

Bunch, John M.

2009-01-01

350

The impact of students' conceptions of constructivist assumptions on academic achievement and drop?out  

Microsoft Academic Search

This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop?out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university setting. Results suggested

Sofie M. M. Loyens; Remy M. J. P. Rikers; Henk G. Schmidt

2007-01-01

351

Why did Canada sit out of the Iraq war? One constructivist analysis  

Microsoft Academic Search

Why did Canada stay out of the Iraq War in 2003? This decision is not only puzzling considering Canada's recent foreign policy record, but it also confounds the logic of a number of International Relations theories. In this paper, I offer a constructivist explanation of Canada's Iraq decision. In this account, national identity is a function of state?to?society relations, meaning

Srdjan Vucetic

2006-01-01

352

Ideas of Constructed Market in Late Imperial Russia: Constructivist Liberalism of Peter Struve (1870 – 1944)  

Microsoft Academic Search

This paper defines constructivist liberalism as based on the belief that disadvantageous initial conditions for a natural commencing of an unfettered market order can be overcome through new institutional arrangements, initiated and nurtured by the highest political authority, usually the state. Within this context, the present study examines the economic scholarship of Peter Struve (1870 – 1944), the only Russian

Anna Klimina

2011-01-01

353

A Moderate Constructivist E-Learning Instructional Model Evaluated on Computer Specialists  

ERIC Educational Resources Information Center

|This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning…

Alonso, Fernando; Manrique, Daniel; Vines, Jose M.

2009-01-01

354

Challenging Prospective Computer Engineers to Design Educational Software by Engaging Them in a Constructivist Learning Environment  

Microsoft Academic Search

This study focuses on the development of prospective computer engineers' knowledge of educational software design through their involvement in a constructivist learning environment emphasizing project based learning. Within this environment prospective computer engineers (PCE) adopted a variety of roles namely: learners, teachers, users, designers, implementers and evaluators of educational software dealing with concepts of computer science while also taking into

Maria Kordaki

2004-01-01

355

The Constructivist Learning Environment Scorecard: A Tool to Characterize Online Learning  

ERIC Educational Resources Information Center

Over the past five years, the number of individuals engaging in online learning as well as the number of online course offering has grown exponentially. At the same time, outcome research on online learning design is sparse. This paper describes the development of a constructivist learning environment scorecard and explores its usefulness in…

Helland, Barbara J.

2004-01-01

356

An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments  

ERIC Educational Resources Information Center

Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes,…

Rosario, Roberto A. Munoz; Widmeyer, George R.

2009-01-01

357

Academically At-Risk Students' Perceptions of a Constructivist High School Biology Pedagogy  

ERIC Educational Resources Information Center

Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…

Sweeney, Heidi

2010-01-01

358

Constructivist Teaching Practices Used by Five Teacher Leaders for the Iowa Chautauqua Professional Development Program  

ERIC Educational Resources Information Center

There has been a wealth of research examining learning environments as one of the variables that contributes to academic success for students studying science. A constructivist learning environment has been explored as one way to assist students in achieving greater success with science learning. There is a lack of research concerning how and if…

Singh, Abha; Yager, Stuart O.; Yutakom, Naruemon; Yager, Robert E.; Ali, Mohmaed Moustafa

2012-01-01

359

The Consideration of a Constructivist Evaluation Framework in Adult Guidance Practice  

ERIC Educational Resources Information Center

|This article explores the findings of a doctoral study that examined the measurement of individual progression in the Irish Adult Education Guidance Initiative. The critical constructivist stance of the study challenges the prevalence of the positivist paradigm to evaluate long-term outcomes in adult guidance. The research highlights the…

Hearne, Lucy

2011-01-01

360

An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments  

ERIC Educational Resources Information Center

|Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes,…

Rosario, Roberto A. Munoz; Widmeyer, George R.

2009-01-01

361

Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning  

ERIC Educational Resources Information Center

|With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2012-01-01

362

Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach  

ERIC Educational Resources Information Center

|A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main…

Okland, Gunnar Magne

2012-01-01

363

Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts  

ERIC Educational Resources Information Center

|The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade…

Akkus, Huseyin; Kadayifci, Hakki; Atasoy, Basri; Geban, Omer

2003-01-01

364

The Effect of Constructivist Instruction on Prospective Teachers' Attitudes toward Human Rights Education  

ERIC Educational Resources Information Center

|Introduction: This study investigates the effect of employing constructivist methods and materials on the attitudes of prospective teachers' (psychological counseling students) toward human rights education. Method: The research employed a quasi-experimental pre test-post test control group design. The experimental group, consisted of 23 male and…

Gundogdu, Kerim

2010-01-01

365

An operational approach for analyzing ICT-based constructivist and adaptive learning systems  

Microsoft Academic Search

Constructivism is a learning theory that states that people learn best when they actively construct their own knowledge. Adaptability is the ability to adapt learning ex- periences to different kinds of learners. A significant number of ICT-based constructivist learning systems and ICT-based adaptive learning systems have been proposed in recent years. A critical problem related to the design and use

Vu Minh Chieu; Dao Thi Viet Anh; Pham Khac Hung

2006-01-01

366

Collaborative Group Action Research: A Constructivist Approach to Developing an Integrated Curriculum.  

ERIC Educational Resources Information Center

|Elementary teachers collaborated on a research project that investigated how a constructivist approach to gifted and talented integrated curriculum strategies and techniques could be developed and implemented. The collaborative group action research cycle involved planning, collecting baseline data, intervening strategies/modifying interventions,…

Saurino, Penny L.; Saurino, Dan R.

367

Developing Constructivist Early Childhood Curriculum: Practical Principles and Activities. Early Childhood Education Series.  

ERIC Educational Resources Information Center

|This book provides a constructivist interpretation of developmentally appropriate preschool and kindergarten curriculum, incorporating descriptions of how activities are transformed over time and how children's reasoning is transformed, and placing the interpretation in the context of the play-oriented approach advocated by the National…

DeVries, Rheta; Zan, Betty; Hildebrandt, Carolyn; Edmiaston, Rebecca; Sales, Christina

368

The ‘good enough’ drama: reinterpreting constructivist aesthetics and epistemology in drama education  

Microsoft Academic Search

When we speak of quality in drama education, we apply different educational and aesthetic criteria. For example, improvised drama practices such as process drama, are closely associated to John Dewey's constructivist philosophy. What makes a drama qualitatively ‘good’ within such a framework differs radically from criteria that are familiar in conflicting philosophies, such as empiricist epistemology and classicist aesthetics. Dewey

Bjørn Rasmussen

2010-01-01

369

Contextual Action Recognition in Multisensor Nighttime Video Sequences  

Microsoft Academic Search

Contextual information is important for interpreting human actions especially when actions exhibit interactive relationship with their context. Contextual clues become even more crucial when videos are captured in unfavorable conditions like extreme low light nighttime scenarios. These conditions encourage the use of multi-senor imagery and context enhancement. In this paper, we explore the importance of contextual knowledge for recognizing human

Iqbal Gondal; Manzur Murshed

2011-01-01

370

Understanding ‘alternative’ sport experiences: A contextual approach for sport psychology  

Microsoft Academic Search

In this article, I advocate the need to carry out broader socio?cultural contextual analyses and more systematic psychological analyses of individuals’ sporting behavior. Here, I offer a multi?level contextual approach as a potentially fruitful strategy for investigating the dynamic interplay of individual and contextual factors in traditional and new, or “alternative,” sports. To highlight the potential of this approach, I

Holly Thorpe

2009-01-01

371

Contextual Features for Head Pose Estimation in Football Games  

Microsoft Academic Search

We explore the benefits of using contextual features for head pose estimation in football games. Contextual features are derived from knowledge of the position of all players and combined with image based features derived from low-resolution footage. Using feature selection and combination techniques, we show that contextual features can aid head pose estimation in football games and potentially be an

Andreas Launila; Josephine Sullivan

2010-01-01

372

Contextual Marketing: The Language\\/Vocabulary of Marketing in SMEs  

Microsoft Academic Search

This paper is part of ongoing descriptions of Contextual Marketing in SMEs. To date two previous papers have addressed a variety of key factors that contribute to Contextual Marketing. Our first paper, (Carson et al 2002*), addressed the overriding theme of Contextual Marketing and considered issues such as commonalities, triggers, variances, situation specific and language\\/vocabulary. Our second paper, (Copley et

Michael Enright; Paul Copley; Jonathan Deacon; David Carson; Andrew McAuley

373

A contextual analysis of power and foreign policy behavior  

Microsoft Academic Search

This article applies contextual analysis to state directed dyads and monads successfully achieving a more complete and empirically successful model of foreign policy behavior. While contextual analysis is a multilevel analysis integrating individual and group level variables, its logic can be applied to any unit of analysis and groups of such units. Benefits of contextual analysis include considering new explanatory

Larry T. Aspin

1988-01-01

374

Classroom Management. TESOL Classroom Practice Series  

ERIC Educational Resources Information Center

|This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Farrell, Thomas S. C., Ed.

2008-01-01

375

Locality and realism in contextual theories  

SciTech Connect

Two types of contextual theories are distinguished and shown to be related. For theories of each type a criterion of locality is formulated which is weaker than the classical requirement of separability at spacelike intervals. The relations between the concepts of locality, realism, and ontic chance are discussed.

Hoekzema, D.

1987-08-01

376

Contextual fear, gestalt memories, and the hippocampus  

Microsoft Academic Search

This review examines the relationship between exploration and contextual fear conditioning. The fear acquired to places or contexts associated with aversive events is a form of Pavlovian conditioning. However, an initial period of exploration is necessary to allow the animal to form an integrated memory of the features of the context before conditioning can take place. The hippocampal formation plays

Michael S Fanselow

2000-01-01

377

Physical-virtual linkage with contextual bookmarks  

Microsoft Academic Search

In our everyday life we often see objects or persons and are aware that there are related digital services such as an online ticket service when seeing a poster advertising a concert. Currently it is a rather time consuming activity to find the related information. Using our Contextual Bookmark system a user can define a snapshot with her mobile phone

Niels Henze; Enrico Rukzio; Andreas Lorenz; Xavier Righetti; Susanne Boll

2008-01-01

378

Using Contextual Information for Service Recommendation  

Microsoft Academic Search

Recommender systems have successfully supported the effective and efficient selection of one product out of the many which meet consumer’s needs. Our work extends this work to the area of service recommendation, where we demonstrate the need for using multiple criteria regarding service qualities, and the need to consider multiple contextual dimensions regarding the expected use of that service. This

Liwei Liu; Nikolay Mehandjiev; Ling Xu

2011-01-01

379

Contextual Affordances of Rural Appalachian Individuals  

ERIC Educational Resources Information Center

Vocational psychology has recently begun examining the career development of marginalized and underrepresented populations. Social cognitive career theory provides a theoretical understanding of how cultural differences, resources, and barriers may affect the vocational choices and actions of individuals from minority populations. Contextual

Bennett, Sara Lynne Rieder

2008-01-01

380

Adding Generic Contextual Capabilities to Wearable Computers  

Microsoft Academic Search

Context-awareness has an increasingly important role to play in the development of wearable computing systems. In order to better define this role we have identified four generic contextual capabilities: sensing, adaptation, resource discovery, and augmentation. A prototype application has been constructed to explore how some of these capabilities could be deployed in a wearable system designed to aid an ecologist's

Jason Pascoe

1998-01-01

381

Semantic Contextual Cuing and Visual Attention  

ERIC Educational Resources Information Center

|Since M. M. Chun and Y. Jiang's (1998) original study, a large body of research based on the contextual cuing paradigm has shown that the visuocognitive system is capable of capturing certain regularities in the environment in an implicit way. The present study investigated whether regularities based on the semantic category membership of the…

Goujon, Annabelle; Didierjean, Andre; Marmeche, Evelyne

2009-01-01

382

Contextual control of emergent equivalence relations.  

PubMed Central

Three college students in Experiment 1 and 1 student in Experiment 2 learned visual conditional discriminations under contextual control by tones; the visual comparison stimulus that was correct with a given sample stimulus depended on whether a high tone or a low tone was present. Two of the subjects in Experiment 1 then demonstrated the emergence of two sets of contextually controlled three-member classes of equivalent stimuli, and the subject in Experiment 2 showed the emergence of contextually controlled four-member classes; the class membership of each stimulus varied as a function of the tones. Class membership was demonstrated by the subjects' performance of new conditional discriminations that they had never been taught directly. In Experiment 2, the procedures were intended to ensure that the tones exerted second-order conditional control and did not simply form compounds with each of the visual stimuli, but the subject's verbal description of the tasks suggested that this intention might not have been successful. It could not be ascertained, therefore, whether the tones exerted contextual control as independent second-order conditional stimuli or simply as common elements of auditory-visual stimulus compounds.

Bush, K M; Sidman, M; de Rose, T

1989-01-01

383

The Contextual Interference Effect in Applied Settings  

ERIC Educational Resources Information Center

This paper analyses the research literature that approaches the contextual interference effect in applied settings. In contrast to the laboratory settings, in which high interference conditions depress acquisition and promote learning evaluated in retention and transfer tests, in applied settings most of the studies (60%) fail to observe positive…

Barreiros, Joao; Figueiredo, Teresa; Godinho, Mario

2007-01-01

384

Contextualism, explanation and the social sciences  

Microsoft Academic Search

Debates about explanation in the social sciences often proceed without any clear idea what an ‘account’ of explanation should do. In this paper I take a stance—what I will call contextualism—that denies there are purely formal and conceptual constraints on explanation and takes standards of explanation to be substantive empirical claims, paradigmatically claims about causation. I then use this standpoint

Harold Kincaid

2004-01-01

385

Courtship abuse and aggression: Contextual aspects  

Microsoft Academic Search

On the basis of previously unreported findings from Laner and Thompson's (1982) study of courtship violence, hypotheses derived from the literature on marriage, family, and spousal violence have been tested and compared with findings of two other recently published studies (Cate et al., 1982; Makepeace, 1981). Contextual aspects studied involve (1) alcohol and drug use in conjunction with violent premarital

Mary Riege Laner

1983-01-01

386

Achieving incremental semantic interpretation through contextual representation  

Microsoft Academic Search

While much work has been done investigating the role of context in the incremental processing of syntactic indeterminacies, relatively little is known about online semantic interpretation. The experiments in this article made use of the eye-tracking paradigm with spoken language and visual contexts in order to examine how, and when listeners make use of contextually-defined contrast in interpreting simple prenominal

Julie C. Sedivy; Michael K. Tanenhaus; Craig G. Chambers; Gregory N. Carlson

1999-01-01

387

Contextualizing Pattern Drills: The "German Circle Games".  

ERIC Educational Resources Information Center

|Describes a small-group activity, the German "circle games," which turn grammatical exercises into meaningful communicative activities by introducing pantomime, props, and pictures for providing contexts. Students drill specific grammatical features while communicating real information. The multisensory experience and the contextualization of…

Smith, Clyde R.

1981-01-01

388

Contextual vocabulary acquisition: from algorithm to curriculum  

Microsoft Academic Search

We are developing algorithms for computational contextual vocabulary acquisition (CVA; computing a meaning for an unknown word from context) and applying the computational CVA system to build an educational curriculum for enhancing students' abilities to use CVA strategies in their reading. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our

William J. Rapaport; Michael W. Kibby

2003-01-01

389

Significant Statistics: Viewed with a Contextual Lens  

ERIC Educational Resources Information Center

This paper examines the pedagogical and organisational changes three lead teachers made to their statistics teaching and learning programs. The lead teachers posed the research question: What would the effect of contextually integrating statistical investigations and literacies into other curriculum areas be on student achievement? By finding the…

Tait-McCutcheon, Sandi

2010-01-01

390

Quantum contextuality in N-boson systems  

SciTech Connect

Quantum contextuality in systems of identical bosonic particles is explicitly exhibited via the maximum violation of a suitable inequality of Clauser-Horne-Shimony-Holt type. Unlike the approaches considered so far, which make use of single-particle observables, our analysis involves collective observables constructed using multiboson operators. An exemplifying scheme to test this violation with a quantum optical setup is also discussed.

Benatti, Fabio [Dipartimento di Fisica, Universita degli Studi di Trieste, I-34151 Trieste (Italy); Istituto Nazionale di Fisica Nucleare, Sezione di Trieste, I-34014 Trieste (Italy); Floreanini, Roberto [Istituto Nazionale di Fisica Nucleare, Sezione di Trieste, I-34014 Trieste (Italy); Genovese, Marco [INRIM, Strada delle Cacce 91, I-10135 Torino (Italy); Olivares, Stefano [Dipartimento di Fisica, Universita degli Studi di Trieste, I-34151 Trieste (Italy)

2011-09-15

391

Contextual Demands for Early Adolescent Behavioral Style  

Microsoft Academic Search

The focus of this investigation was to describe the contextual demands placed on early adolescents and to determine if these demands differ across contexts. In addition, we assessed whether adolescents could accurately perceive the demands placed on them and if their \\

Kathleen Lenerz; Joseph S. Kucher; Jacqueline V. Lerner; Richard M. Lerner

1986-01-01

392

Real-Life Contextual Manifestations of Wisdom  

ERIC Educational Resources Information Center

Wisdom pertains to managing human affairs, and it arises in highly contextualized situations. The present study aims to investigate manifestations of wisdom in real-life contexts through semi-structured interviews with 66 individuals nominated as wise persons. All nominees were ethnic Chinese from Taiwan, an East Asian country which has…

Yang, Shih-Ying

2008-01-01

393

A mixture model for contextual text mining  

Microsoft Academic Search

Contextual text mining is concerned with extracting topical themes from a text collection with context information (e.g., time and location) and comparing\\/analyzing the variations of themes over different contexts. Since the topics covered in a document are usually related to the context of the doc- ument, analyzing topical themes within context can poten- tially reveal many interesting theme patterns. In

Qiaozhu Mei; Chengxiang Zhai

2006-01-01

394

Contextual Clustering for Analysis of Functional  

Microsoft Academic Search

We present a contextual clustering procedure for statistical parametric maps (SPM) calculated from time varying three-dimensional images. The algorithm can be used for the detection of neural activations from functional magnetic reso- nance images (fMRI). An important characteristic of SPM is that the intensity distribution of background (nonactive area) is known whereas the distributions of activation areas are not. The

395

Contextual Risk Analysis for Interview Design  

Microsoft Academic Search

Interviews with stakeholders can be a useful method for identifying user needs and establishing requirements. However, interviews are also problematic. They are time consuming and may result in insufficient, irrelevant or invalid data. Our goal is to re-examine the methodology of interview design, to determine how various contextual factors affect the success of interviews in requirements engineering. We present a

Tira Cohene; Steve M. Easterbrook

2005-01-01

396

Stylistic and Contextual Effects in Irony Processing  

Microsoft Academic Search

Irony is perceived through a complex interaction between an utterance and its context and serves many social functions such as to be sarcastic and to be humorous. The purpose of this pa- per is to explore what role linguistic style and contextual in- formation play in the recognition of irony (i.e., assessing the degree of irony) and in the appreciation

Akira Utsumi

397

Creating Respectful Classroom Environments  

ERIC Educational Resources Information Center

Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young…

Miller, Regina; Pedro, Joan

2006-01-01

398

Cockroaches in the Classroom  

NSDL National Science Digital Library

Welcome the Madagascar hissing cockroach into your classroom--they are not your average pest! This article describes the basic biology of this relatively tame creature, and how to set up and care for a classroom colony. It includes a list of suggested inquiry-centered classroom activities that you and your students will find both educational and fun!

Moseley, Christine; Wagler, Ron

2005-03-01

399

Analysing Bilingual Classroom Discourse  

ERIC Educational Resources Information Center

The present paper analyses and evaluates spoken discourse in the bilingual classroom at Damascus University. It looks at the mechanism of classroom interaction: the use of questions, initiations, repetitions and expansions. Although this paper deals with classroom interaction at Damascus University, it is believed that the results arrived at may…

Hasan, Ali S.

2006-01-01

400

Assessing classroom incentive practices  

Microsoft Academic Search

The motivational effects of an experimental program of pedagogy, designed for culturally disadvantaged children, were evaluated relative to a control group of conventional classrooms. Ss were primary grade students in 155 classrooms. Results revealed experimental classrooms to be characterized by significantly more teacher approval, less teacher disapproval, and by more student solicitation of teacher attention than were found in conventional

Ted L. Rosenthal; Billie Underwood; Marion Martin

1969-01-01

401

Arranging the Informal Classroom.  

ERIC Educational Resources Information Center

|With the advent of the informal or open classroom, a new area of concern has become important--classroom arrangement. In the past, classrooms were oriented toward the front, toward the teacher's desk and the blackboard. Education depended mainly on the pupil's interaction with the teacher and with printed materials. Nowadays, in informal…

Engel, Brenda S.

402

Photovoice as a pedagogical tool in the community psychology classroom.  

PubMed

Constructivist perspectives contend that individuals actively extract and make meaning from the world around them. In the classroom this means that students are not passive recipients or repositories for our theories and empirical findings; instead, they actively redefine and relate to (or not) the concepts presented. To simultaneously stimulate and build on this process, I adopted Photovoice as a pedagogical tool to situate students as observers of their own community and create space for them to engage in participatory, community-focused meaning making activities. By employing strategically crafted framing questions, students generated Photovoice data that served as a powerful jumping off point for discussing key community psychology concepts. In addition, the Photovoice process provided students the opportunity to directly experience a participatory research process as well as engage in basic qualitative data analysis. This article presents the general process my class undertook as well as qualitative feedback from students. PMID:23480285

Lichty, Lauren F

2013-01-01

403

An extension to the constructivist coding hypothesis as a learning model for selective feedback when the base rate is high.  

PubMed

Elwin, Juslin, Olsson, and Enkvist (2007) and Henriksson, Elwin, and Juslin (2010) offered the constructivist coding hypothesis to describe how people code the outcomes of their decisions when availability of feedback is conditional on the decision. They provided empirical evidence only for the .5 base rate condition. This commentary argues that the constructivist coding hypothesis imposes an ever-declining selection rate and overestimates base rate bias for high base rate conditions. We provide support based on a simulation model of learning under selective feedback with different base rates. Then we discuss possible extensions to constructivist coding that can help overcome the problem. PMID:21728470

Ghaffarzadegan, Navid; Stewart, Thomas R

2011-07-01

404

Academic and social dimensions of student experience: The high school science classroom  

NASA Astrophysics Data System (ADS)

In this study I asked how classroom participants defined and acted on academic and social dimensions of classroom life. Because little is known about how students think and feel about classroom experience (Erickson & Schultz, 1992), I focused on their perspectives. In attempting to sort out and report student perspectives, I used a case of one high school science classroom, Mr. Dansen's. Approaching the study of that case much like an anthropologist would, I treated the classroom as a "local world of science with characteristic habits of mind, behaviors, and meaning systems" (Page, 1994, p. 6). I assumed the centrality of meaning in guiding human behavior, accordingly, I used a social constructivist or interpretive theoretical lens. Ethnographic methods were used to document participants' views across a range of strategies: Classroom observations, interviews, a student focus group, a brief questionnaire, and the collection of school and classroom documents. I concluded that curriculum meaning-making is a series of balancing acts. In lessons teachers and students juggle diverse often contradictory academic and social relations. All of the situated activity constructs a fundamental imbalance in classroom experience. Students react to that perceived imbalance. Specifically, three categories of student response were ascertained. One, student isolates or those who withdraw significantly on some academic or social measure, about 45% of students in his class. Two, student enthusiasts; or those most enthusiastic about science and their science teacher, only 5% of students. Three, students who are ambivalent and waffle between engagement and withdrawal, about 50% of students. In sum, students withdrew in large numbers from the educational encounter. The major implication of this research is that students are clear-headed in their assessments of classroom life. Students' interpretations, in turn, directly influence whether or why they find school knowledge important. Thus, this study reveals the importance of considering student input as a legitimate factor in educational equations.

Longo, Ellen O'neil

405

Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures  

ERIC Educational Resources Information Center

This article explores how teachers, students, and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers…

Ishii, David N.; Baba, Kyoko

2003-01-01

406

ELT Teacher Trainees' Attitudes towards Environmental Education and Their Tendency to Use It in the Language Classroom  

ERIC Educational Resources Information Center

|With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of…

Gursoy, Esim; Saglam, Gulderen T.

2011-01-01

407

Collaborative Science Work in the Elementary Classroom  

NASA Astrophysics Data System (ADS)

Not all students with disabilities receive special education accommodations in science class. Without special education support, students with disabilities are unable to comprehend and apply science concepts. Implementing a co-teaching model could be a remedy for this lack of supports. Framed by constructivist theory, this study sought to determine if there was a difference in science assessment scores between students in a co-taught science class and those in a regular education science class. Following a pretest-posttest control group design, this study examined the relation between two teaching models and achievement in science. Using a convenience sample of 84 students drawn from a population of 144 fourth grade special education students in a public school district located in the Southeastern United States, analysis of variance was used to compare the mean growth of the two groups. The data revealed no statistically significant difference in mean gain scores between the two groups. Additional studies using a larger sample and longer trial are needed. Implications for social change include understanding instructional strategies that allow educators to differentiate for diverse learners in mainstreamed classrooms as well as removing barriers for underrepresented groups, thereby allowing equal access to science related professions.

Kersey, Denise A.

408

Master Classrooms: Classroom Design with Technology in Mind.  

ERIC Educational Resources Information Center

Technology is changing the classroom requiring new design features and considerations to make the classroom flexible and interactive with the teaching process. The design of a Master Classroom, a product of the Classroom Improvement Project at the University of North Carolina at Chapel Hill, is described. These classrooms are specially-equipped to…

Conway, Kathryn

409

Interpretive case studies on the influence of a pre-service contextual science research course on novice science and mathematics teachers  

Microsoft Academic Search

I conducted a follow-up, qualitative evaluation to help me understand how participation in a contextual science research course influenced two pre-service science and\\/or mathematics teacher participants as they begin to teach in their own classrooms as novice teachers. My specific questions for this dissertation were: (1) What are the beliefs towards the culture of science and the culture of science

Lori Livingston Hahn

2004-01-01

410

The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom.  

PubMed

Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain contextual features were associated with enhanced student performance, whereas others were associated with communicative breakdowns and problems with literacy tasks. This ethnographic study, in conjunction with other naturalistic research on bilingual special education classrooms, undergirds the Optimal Learning Environment (OLE) Project by identifying effective instructional contexts for bilingual students identified as having language learning disabilities. PMID:7595040

Ruiz, N T

1995-10-01

411

Contextualizing immigrant access to health resources.  

PubMed

A vast majority of our understanding of immigrant health centers around traits of individuals and groups. While useful, current approaches to research on immigrant health decontextualize the experience of immigrants in the United States. This paper uses a historical case study of the Chinese community in San Francisco to develop a contextual framework to understand the levels of influence that impact the availability of health resources in immigrant communities. International, transnational, transcommunity, and enclave contexts have shaped health care access for Chinese immigrants in San Francisco. The conceptual framework provides a basis for future research, programmatic, and policy work that integrates individual and contextual factors in assessing and improving immigrant access to health resources. PMID:18704685

Yang, Joshua S

2008-08-14

412

Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-based Learning Curriculum  

Microsoft Academic Search

This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a traditional, lecture-based curriculum when they enter university. Although constructivism represents an influential view of

Sofie M. M. Loyens; Remy M. J. P. Rikers; Henk G. Schmidt

2006-01-01

413

The Effects of Collaboration in the Constructivist Web-Based Learning Environment of an Undergraduate Physics Course  

Microsoft Academic Search

The effects of the student-facilitator and student-peer collaboration in the constructivist Web-based learning environment of an undergraduate Physics course are reported. A specially designed constructivistWeb~based learning environment was constructed based on the Black & McClintock model with the topic of X-Ray and Photoelectric Effects that conformed to the course curriculum of ZCT 104· Modern Physics offered by the School of

Hanafi Atan; Dianne Szalina Samsudin; Rozhan M. Idrus

414

Contextual Pavlovian conditioning in the crab Chasmagnathus.  

PubMed

In contextual conditioning, a complex pattern of information is processed to associate the characteristics of a particular place with incentive or aversive reinforcements. This type of learning has been widely studied in mammals, but studies of other taxa are scarce. The context-signal memory (CSM) paradigm of the crab Chasmagnathus has been extensively used as a model of learning and memory. Although initially interpreted as habituation, some characteristics of contextual conditioning have been described. However, no anticipatory response has been detected for animals exposed to the training context. Thus, CSM could be interpreted either as an associative habituation or as contextual conditioning that occurs without a context-evoked anticipatory response. Here, we describe a training protocol developed for contextual Pavlovian conditioning (CPC). For each training trial, the context (conditioned stimulus, CS) was discretely presented and finished together with the unconditioned stimulus (US). In agreement with the CSM paradigm, a robust freezing response was acquired during the 15 training trials, and clear retention was found when tested with the US presentation after short (2 and 4 h) and long (1-4 days) delays. This CPC memory showed forward but not simultaneous presentation conditioning and was context specific and protein synthesis dependent. Additionally, a weak CPC memory was enhanced during consolidation. One day after training, CPC was extinguished by repeated CS presentation, while one presentation induced a memory labilisation-reconsolidation process. Finally, we found an anticipatory conditioned response (CR) during the CS presentation for both short-term (4 h) and long-term memory (24 h). These findings support the conditioning nature of the new paradigm. PMID:23114692

Fustiñana, María Sol; Carbó Tano, Martín; Romano, Arturo; Pedreira, María Eugenia

2012-11-01

415

Integrating Contextual Issues in Ethical Decision Making  

Microsoft Academic Search

Many issues in ethics arise in relation to the contexts in which psychologists work. However, most ethical decision-making models reproduce the way in which psychologists tend to approach ethics by focusing on ethical dilemmas and proposing a step-by-step response to deal with them. Although these models might be useful, their emphasis on reactive approaches and their lack of contextualization constitute

Alvaro Vergés

2010-01-01

416

Proposed test of macroscopic quantum contextuality  

SciTech Connect

We show that, for any system with a number of levels which can be identified with n qubits, there is an inequality for the correlations between three compatible dichotomic measurements which must be satisfied by any noncontextual theory, but is violated by any quantum state. Remarkably, the violation grows exponentially with n, and the tolerated error per correlation also increases with n, showing that state-independent quantum contextuality is experimentally observable in complex systems.

Cabello, Adan [Departamento de Fisica Aplicada II, Universidad de Sevilla, E-41012 Sevilla (Spain)

2010-09-15

417

An analysis of generalized contextual control of conditional discriminations.  

PubMed Central

This research asked whether performance engendered by contextual control procedures would generalize to novel matching-to-sample stimulus arrangements. Two studies were conducted with young adult participants. In Study 1, participants first were trained to perform the contextually controlled conditional discrimination, X-AB, where the sample-comparison relations A1B1 and A2B2 were reinforced in the presence of contextual stimulus X1, but the relations A1B2 and A2B1 were reinforced in the presence of X2. Then, a new conditional discrimination, CD, was established via an unreinforced-conditional-selection procedure. Next, participants were tested for X-CD contextual control performance. Participants selected the originally established CD relations in the presence of X1, but the opposite relations in the presence of X2. Next, an additional conditional relation, EF, was established. Then, participants received trials consisting of entirely novel contextual stimuli, Z1 and Z2, and EF samples and comparisons. Selections were consistent with contextual control; that is, participants selected the originally established EF relations in the presence of one of the novel contextual Z stimuli, but selected the opposite EF relations in the presence of the other contextual Z stimulus. Study 2 systematically replicated these results with naive participants and demonstrated the necessity of first establishing a conditional discrimination prior to tests for generalized contextual control. The findings are discussed in terms of unreinforced conditional selection, stimulus classes, and new ways in which contextual control performances can emerge.

Serna, Richard W; Perez-Gonzalez, Luis Antonio

2003-01-01

418

Timing of contextual modulation in the shine-through effect.  

PubMed

Contextual elements can fundamentally change the perception of an embedded target. A recently discovered masking effect, shine-through, allows one to investigate the precise dynamics of contextual modulation of the human visual system. In this shine-through effect, a vernier precedes a grating comprising more than seven elements for display times as short as 10 ms. The vernier appears as a "shine-through" element superimposed on the grating. However, if additional single lines are presented above and below the grating, visibility of the shine-through element dramatically diminishes. Recent publications focused mainly on the spatial aspects of this contextual modulation. Here, we investigate its temporal characteristics. We show that contextual suppression can occur for context durations of 5-10 ms, even if contextual elements appear 100 ms before target onset. This contextual suppression is not due to the presentation of the contextual elements themselves since without the grating contextual elements exert only weak masking power. Only the combination of contextual elements and grating causes the contextual suppression. PMID:12842157

Herzog, Michael H; Schmonsees, Ulrike; Fahle, Manfred

2003-09-01

419

Modeling discourse management compared to other classroom management styles in university physics  

NASA Astrophysics Data System (ADS)

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.

Desbien, Dwain Michael

2002-01-01

420

Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy  

NASA Astrophysics Data System (ADS)

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed `solution chemistry concept test', consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

Çalik, Muammer; Ayas, Alipa?a; Coll, Richard K.

2010-02-01

421

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers  

Microsoft Academic Search

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers' understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non-equivalent pretest post-test control-group design was employed. Analysis of covariance and repeated-measures analyses

Ling L. Liang; Dorothy L. Gabel

2005-01-01

422

Facilitating students' conceptual understanding of boiling using a four-step constructivist teaching method  

Microsoft Academic Search

The aim of the work presented here was to devise an activity associated with factors affecting boiling points. The intervention used a four?step constructivist?based teaching strategy, which was subsequently evaluated by a cohort of students. Data collection consisted of application of a purpose designed questionnaire consisting of four open?ended questions administered to 48 pre?service science teachers enrolled in the science

Muammer Çalik

2008-01-01

423

The political weakness of the EU in East Asia: a constructivist approach  

Microsoft Academic Search

This paper provides a constructivist explanation of the political weakness of the EU in East Asia. By examining the corporate\\u000a identity of the EU as well as its social identities towards ASEM, China and Japan, I argue that the identities which the EU\\u000a has constructed towards the outside world and in relation to the region, based on self recognitions of

Ramon Pacheco Pardo

2009-01-01

424

Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy  

Microsoft Academic Search

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution\\u000a chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting\\u000a of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon,\\u000a Turkey. Data

Muammer Çalik; Alipasa Ayas; Richard K. Coll

2010-01-01

425

Interpersonal Relations in Four?Year?Old Dyads from Constructivist and Montessori Programs  

Microsoft Academic Search

40 4?year?old children from Constructivist and Montessori preschool programs were compared on social?cognitive competence. The Experimenter (E) taught children in pairs to play a board game in Session I, and in Session II asked them to play the game by themselves. Analysis of video and transcripts of 2208 behavioral units using Selman's coding of interpersonal negotiation strategies showed that Montessori

Rheta DeVries; Artin Goncu

1988-01-01

426

Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development  

Microsoft Academic Search

Currently, considerable debate focuses on whether mind is loca- ted~in }he head or ~n the-indfv!dual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this articlf; I question a ss_umptions that initiate this app~ent forced choice between constructivist and sociocultural perspectives. I contend th~ the two perspectives are comd~mentar~: Also, claims that either perspective captures the essence

Paul Cobb

1994-01-01

427

Calling All Classrooms.  

ERIC Educational Resources Information Center

Presents examples of innovative public/private partnerships that have successfully provided affordable telephone access to school classrooms. Contact information for each of the programs is provided. (GR)

Sturgeon, Julie

1999-01-01

428

The Classroom Animal.  

ERIC Educational Resources Information Center

|Provides background information on the earthworm. Reviews basic anatomical, behavioral, and reproductive facts. Offers suggestions for procuring, maintaining, and breeding colonies for classroom use. (ML)|

Science and Children, 1986

1986-01-01

429

Considering the Chalkless Classroom  

ERIC Educational Resources Information Center

|This article shares some personal reflections on several years of integrating educational technology into mathematics courses while retaining the direct interaction strengths of the traditional classroom.|

Ellis-Monaghan, Joanna A.

2010-01-01

430

A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom  

ERIC Educational Resources Information Center

Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the…

Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J.

2010-01-01

431

Cognitive development and theories of mind: towards a contextual approach  

Microsoft Academic Search

This paper suggests both theoretical and empirical reasons for proposing a joint approach to two fast-evolving research areas\\u000a in developmental psychology: contextual perspective on cognition and learning and studies on children’s theories of mind.\\u000a We will first review the general assumptions of contextualism and three main contextual approaches; then the more relevant\\u000a perspectives on theories of mind development will be

Olga Liverta-Sernpio; Antonella Marchetti

1997-01-01

432

Effects of global and contextualized personality on relationship satisfaction  

Microsoft Academic Search

Researchers have made great strides in conceptualizing and assessing contextualized personality—how people’s personalities vary across different contexts (e.g., among friends, co-workers, and relationship partners). We investigated how global and contextualized personality traits are linked to relationship satisfaction. In Study 1, longitudinal associations between global and contextualized personality and relationship satisfaction were examined in a sample of adults in committed dating

Richard B. Slatcher; Simine Vazire

2009-01-01

433

Frontloading Classroom Management  

ERIC Educational Resources Information Center

In this article, the authors describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms. These strategies apply to any science subject and benefit student teachers, new teachers, and those teachers wishing to improve their classroom management skills. (Contains 3…

Roscoe, Keith; Orr, Kim

2010-01-01

434

The City as Classroom.  

ERIC Educational Resources Information Center

The author gives a rationale for utilizing the city as a place to learn. The city has many problems and although logistics require that we conduct most education in the school building, the author argues for putting out best brains to the task of bringing the city to the classroom and to exploiting the city as a classroom when appropriate.…

Bailey, Stephen K.

435

Promoting Classroom Technology Use  

ERIC Educational Resources Information Center

The purpose of this study was to test two hypotheses: (1) that participation in a course providing theory and practice in the classroom use of technology promotes its use and results in gained competence in technology use; and (2) that functional relations exist among the availability of technology in the classroom, technology utilization, and…

Rosenfeld, Barbara; Martinez-Pons, Manuel

2005-01-01

436

General Classroom Space.  

ERIC Educational Resources Information Center

|Illustrates how a Utah school district created classroom learning environments in their elementary schools that prepared students for life-long learning by teaching them in a collaborative, interactive, hands-on way. Arrangement of classrooms as learning centers that foster a team atmosphere are stressed. (GR)|

Crane, Steve

2001-01-01

437

Speaking in the Classroom  

ERIC Educational Resources Information Center

Too much speaking and indiscipline in class is an on-going problem for any teacher, it is at its least disruptive and at most it destroys a good positive classroom atmosphere. This article recognizes this and continues this debate and suggests key clues to support teachers in their efforts to maintain a positive classroom atmosphere and discipline…

McBain, Robert

2011-01-01

438

Technology and Classroom Practices  

Microsoft Academic Search

Abstract This study examines the findings from 174 case studies of innovative pedagogical practices using technology from 28 participatingcountries. The study looks at how classrooms world- wide are using technology to change the practices of teachers and students. Within many of these classrooms, the use of technologicaltools and resources supports students as they search for information, design products, and publish

An Internationals Tudy; Robert B. Kozma

439

Differentiating Classroom Guidance  

ERIC Educational Resources Information Center

|To differentiate is to make different, distinct, or specialized (Costello, 1994). Differentiation has become popular in education as an instructional philosophy aimed at equitably meeting the learning needs of all students in the classroom. Differentiated planning and delivery of classroom guidance is also necessary for appropriate school…

Akos, Patrick; Cockman, Caroline R.; Strickland, Cindy A.

2007-01-01

440

Classroom Visitations Done Well  

ERIC Educational Resources Information Center

|It is essential that before a school or district begins a classroom visitation program, everybody is clear about what to expect and what their role is to be in the process. The purpose of this article is to establish a typology of classroom visitations that might help schools and districts to achieve that clarity. Implemented well, each of the…

Bloom, Gary

2007-01-01

441

Talk in the Classroom.  

ERIC Educational Resources Information Center

Explains that the amount and quality of talk in the classroom directly affects student achievement and describes how to avoid the initiation-response-evaluation pattern by asking open-ended questions, igniting rich conversations, and increasing wait time with students. The paper also includes Internet resources for boosting talk in the classroom,…

Power, Brenda

2001-01-01

442

Frontloading Classroom Management  

ERIC Educational Resources Information Center

|In this article, the authors describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms. These strategies apply to any science subject and benefit student teachers, new teachers, and those teachers wishing to improve their classroom management skills. (Contains…

Roscoe, Keith; Orr, Kim

2010-01-01

443

CLASSROOM MANAGEMENT: CORRECTIVE STRATEGIES  

Microsoft Academic Search

Classroom management requires an orchestration of effective teaching, proactive preventive strategies, practical corrective strategies, and positive supportive techniques. This approach helps teachers motivate students through active involment in their own learning and discipline processes with the goals of acquiring learning, self-management, and a repertoire of responsible behaviors. When these components are integrated in your classroom, effective teaching, management, and discipline

Patricia Kyle; Larry Rogien

444

Classroom Management in Action  

Microsoft Academic Search

Veryoftenstudent-teachershavedifficultyintransferringdeclarativeknowledgeintoprocedural? knowledge. When they are taking a practical course like EDUC 4120 Classroom Management, they find it difficult to apply the theories that they have learned in the course directly to their teaching practice because real-world classroom management problems are far more complicated. To bridge the gap between theory and practice, a videotape recording entitled \\

Kwok Hung; Siu Wing

445

Science beyond the classroom  

Microsoft Academic Search

Not every student is meant to be a scientist. Students come into a classroom with a variety of experiences, interests, and abilities. Therefore, the goal of any science program is not the production of chemists, physicists, or biologists but the development of scientifically literature individuals: students who can question, hypothesize, test, record, and conclude. The classroom environment cannot always provide

J. Petric; J. Bonkalski

1992-01-01

446

Contextual advertisement placement in printed media  

NASA Astrophysics Data System (ADS)

Advertisements today provide the necessary revenue model supporting the WWW ecosystem. Targeted or contextual ad insertion plays an important role in optimizing the financial return of this model. Nearly all the current ads that appear on web sites are geared for display purposes such as banner and "pay-per-click". Little attention, however, is focused on deriving additional ad revenues when the content is repurposed for alternative mean of presentation, e.g. being printed. Although more and more content is moving to the Web, there are still many occasions where printed output of web content is desirable, such as maps and articles; thus printed ad insertion can potentially be lucrative. In this paper, we describe a contextual ad insertion network aimed to realize new revenue for print service providers for web printing. We introduce a cloud print service that enables contextual ads insertion, with respect to the main web page content, when a printout of the page is requested. To encourage service utilization, it would provide higher quality printouts than what is possible from current browser print drivers, which generally produce poor outputs, e.g. ill formatted pages. At this juncture we will limit the scope to only article-related web pages although the concept can be extended to arbitrary web pages. The key components of this system include (1) the extraction of article from web pages, (2) the extraction of semantics from article, (3) querying the ad database for matching advertisement or coupon, and (4) joint content and ad layout for print outputs.

Liu, Sam; Joshi, Parag

2010-02-01

447

Autonomous modular quantum systems: Contextual Jarzynski relations  

NASA Astrophysics Data System (ADS)

For autonomous quantum systems with modular structure we demonstrate that the Jarzynski relation can be reinterpreted to apply even locally: For this purpose certain contexts have to be introduced by selecting the system of interest versus its environment. The respective energy exchange is then divided into heat and work based on a generalized definition of these notions. In this way we are able to identify functional parts of the environment as either heat or work sources, respectively. We investigate different combinations of these functional parts with respect to contextual Jarzynski relations. Our analytical results are confirmed by numerical investigations on small multipartite systems.

Teifel, Jens; Mahler, Günter

2011-04-01

448

ADHD boys' behavior during structured classroom social activities: Effects of social demands, teacher proximity, and methylphenidate  

Microsoft Academic Search

Examined effects of contextual factors on classroom social behaviors of 26 boys with attention- deficit\\/hyperactivity disorder (ADHD) vs. 23 normal peers, ages 6-13. Also explored methylphenidate dosage effects (placebo, 0.3 mg\\/kg, 0.6 mg\\/kg) using alternate forms of a group project task at each dosage. Degree of social challenge was varied systematically in an embedded 2 x 2 design by crossing

D. A. Granger; C. K. Whalen; B. Henker; C. Cantwell

1996-01-01

449

Use of a classroom response system to enhance classroom interactivity  

Microsoft Academic Search

Classroom interactivity is a critical component of teaching and learning. This paper reports on the use of a classroom response system to enhance classroom interactivity in a systems analysis and design course. The success of the project was assessed using both quantitative and qualitative data. A pretest\\/posttest design was used to examine the effects of a classroom response system on

Keng Siau; Hong Sheng; F. F.-H. Nah

2006-01-01

450

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland  

ERIC Educational Resources Information Center

|Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted…

Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

2012-01-01

451

Classroom Management and Students' Perceptions of Classroom Climate  

ERIC Educational Resources Information Center

|The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom

Ratzburg, Susan A.

2010-01-01

452

SAR image understanding using contextual information  

NASA Astrophysics Data System (ADS)

A fundamental pre-cursor to synthetic aperture radar (SAR)interpretation is the segmentation of the image into statistically homogeneous regions for which very reliable algorithms are now available. The aim of the work reported in this paper has been to build on the initial SAR segmentation to produce a low-level description of the SAR scene and then to demonstrate the use of high-level processing applied to the low-level components. To this end, feature-based classification of segments into different terrain types has been implemented. Furthermore, algorithms for linear feature detection and classification have been developed. These use measures of length and thinness to find candidate starting segments from which networks of potential lines are grown using a Kalman filter to identify potential extensions to the current line whilst also providing a measure of confidence for the detected line. Once the image constituents have been identified with associated degrees of confidence, Bayesian techniques can be used to exploit prior contextual information. This is demonstrated with respect to the target detection application for which prior probabilities are introduced given terrain type, hedge proximity and proximity of other targets. It is shown how enhanced target detection can be obtained by utilising this contextual information in a rigorous statistical framework.

Blacknell, David; Arini, Nicholas S.; McConnell, Ian

2002-02-01

453

Managing Your Classroom for Success  

ERIC Educational Resources Information Center

|Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

2012-01-01

454

Systematically increasing contextual interference is beneficial for learning sport skills  

Microsoft Academic Search

To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task

Jared M. Porter; Richard A. Magill

2010-01-01

455

Stability of Recent and Remote Contextual Fear Memory  

ERIC Educational Resources Information Center

|Following initial encoding, memories undergo a prolonged period of reorganization. While such reorganization may occur in many different memory systems, its purpose is not clear. Previously, we have shown that recall of recent contextual fear memories engages the dorsal hippocampus (dHPC). In contrast, recall of remote contextual fear memories…

Frankland, Paul W.; Ding, Hoi-Ki; Takahashi, Eiki; Suzuki, Akinobu; Kida, Satoshi; Silva, Alcino J.

2006-01-01

456

Efficiency analysis for display ads and contextual search  

Microsoft Academic Search

Most News Web sites provide display ads and contextual ads, which are the main ad formats in Internet. Unlike display ads, contextual ad is a performance based advertisement and allows clients to bid for their exposure rate. Not only do Web sites save operation costs but also clients plan their budget flexibly. However, in addition to accuracy of search results,

Yung-ming Li; Jhih-hua Jhang-li; Yi-lin Lee

2007-01-01

457

Contextual Control of Slot-Machine Gambling: Replication and Extension  

ERIC Educational Resources Information Center

|Participants were trained and tested to select stimuli of differing physical quantities in the presence of 2 color contextual cues for more than and less than. Following more than and less than relational training, participants allocated the majority of their responses to the slot machine that shared formal properties of color with the contextual

Hoon, Alice; Dymond, Simon; Jackson, James W.; Dixon, Mark R.

2008-01-01

458

Contextual Dependence and the Epistemic Foundations of Dynamic Semantics  

Microsoft Academic Search

Three accounts relating meaning and context are compared: a classical or static one as proposed by Stalnaker, a contextual or dynamic one as proposed in Dynamic Semantics, and a massively contextual one, defended here. On the last view, meaning and interpretation is a matter of a change of an epistemic context by means\\u000a of an inductive inference, thus of pragmatics.

Wolfram Hinzen

1999-01-01

459

The Research on Contextual Performance Management of the Core Employees  

Microsoft Academic Search

It is the focus of our business that how can we manage the contextual performance of the core employees which can create 80% of the profits for enterprises and effectively promote the development of the organization. From the unique contextual performance of the core employees which is different from that of the general ones some advices are proposed to manage

Ping Wang; Qiongqiong Wang

2011-01-01

460

Contextualizing science teaching in Swaziland: some student reactions  

Microsoft Academic Search

Although many theoretical arguments have been put forward for contextualizing the African science curriculum, little is known about students’ responses to science curriculum content and teaching methods designed to be locally relevant. This paper describes research in Swaziland. It presents reactions of Swazi junior secondary students to contextualized lessons on circuit electricity, air and respiratory processes using an application?led teaching

Fred Lubben; Bob Campbell; Betty Dlamini

1996-01-01

461

Cultural and Contextual Influences on Parenting in Mexican American Families  

ERIC Educational Resources Information Center

|Family stress theory can explain associations between contextual stressors and parenting. The theory, however, has not been tested among Mexican Americans or expanded to include cultural-contextual risks. This study examined associations between neighborhood, economic, and acculturative stressors and parenting behaviors in a sample of 570…

White, Rebecca M. B.; Roosa, Mark W.; Weaver, Scott R.; Nair, Rajni L.

2009-01-01

462

Characterizations of re languages starting from internal contextual languages  

Microsoft Academic Search

We investigate the problem of expressing an arbitrary recursively enumerable language L0in terms of an internal contextual language. It has been shown previously that L0is a gsm image of a language generated by an internal contextual grammar with finite selectors. We first prove several variants of this characterization of recursively enumerable languages. We then establish two entirely new characterizations in

A. Mateescu; G. H. P?un; G. Rozenberg; A. Salomaa

1998-01-01

463

Gendered contextual effects on problem drinking and depression  

Microsoft Academic Search

It is well-known that the place where people live influences their mental health. However, not all inhabitants experience these contextual effects in a similar way. The present study aims to explore the gender differential effects of work and income related contextual features. Previous research showed that gender differences in mental health result from a differential vulnerability and exposure to stressors.

Bracke Piet; Christiaens Wendy; Levecque Katia

464

Experimental demonstration of quantum contextuality with nonentangled photons  

SciTech Connect

We present an experimental test of quantum contextuality by using two-photon product states. The experimental results show that the noncontextual hidden-variable theories are violated by nonentangled states in spite of the local hidden-variable theories can be violated or not. We find that the Hong-Ou-Mandel-type quantum interference effect causes the quantum contextuality.

Liu, B. H.; Huang, Y. F.; Gong, Y. X.; Sun, F. W.; Zhang, Y. S.; Li, C. F.; Guo, G. C. [Key Laboratory of Quantum Information, CAS, University of Science and Technology of China, Hefei 230026 (China)

2009-10-15

465

Classroom Research by Classroom Teachers, 1992.  

ERIC Educational Resources Information Center

This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

Tanner, Michael, Ed.

1992-01-01

466

How Does Bilingual Instruction Enhance English Achievement? A Mixed-Methods Study of Cantonese-Speaking and Spanish-Speaking Bilingual Classrooms  

ERIC Educational Resources Information Center

|When literacy instruction is integrated and contextualized in a child's background knowledge and daily experiences, learning is increased. This mixed-methods study describes effective bilingual instruction in second-grade classrooms in the United States where teachers utilize students' linguistic capital and foster home-school connections, two…

Uchikoshi, Yuuko; Maniates, Helen

2010-01-01

467

Personal health records: retrieving contextual information with Google Custom Search.  

PubMed

Ubiquitous personal health records, which can accompany a person everywhere, are a necessary requirement for ubiquitous healthcare. Contextual information related to health events is important for the diagnosis and treatment of disease and for the maintenance of good health, yet it is seldom recorded in a health record. We describe a dual cellphone-and-Web-based personal health record system which can include 'external' contextual information. Much contextual information is available on the Internet and we can use ontologies to help identify relevant sites and information. But a search engine is required to retrieve information from the Web and developing a customized search engine is beyond our scope, so we can use Google Custom Search API Web service to get contextual data. In this paper we describe a framework which combines a health-and-environment 'knowledge base' or ontology with the Google Custom Search API to retrieve relevant contextual information related to entries in a ubiquitous personal health record. PMID:23138074

Ahsan, Mahmud; Seldon, H Lee; Sayeed, Shohel

2012-01-01

468

Redefining classroom instruction.  

PubMed

In this study, the role of the classroom instructor was redefined from a "lecturer" responsible for delivering the core curriculum to a "facilitator" at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction. PMID:16912147

Goldberg, Harry R; Haase, Eileen; Shoukas, Artin; Schramm, Lawrence

2006-09-01

469

Fetch, plug, and play: How secondary science instructors use digital learning objects in their classrooms  

NASA Astrophysics Data System (ADS)

This mixed methods exploratory research study describes how United States science teachers who used digital learning objects in their secondary classrooms implemented them. The types of digital learning objects and frequency of use in addition to instructional strategies used with digital learning objects and instructors' reasons for using them were explored. An online survey and four interviews were conducted with instructors who used digital learning objects in traditional classrooms, and artifacts that included sample digital learning objects and lesson plans that integrate them in classrooms were collected and analyzed. Data from this exploratory research study indicates that digital learning objects shift the focus of education from the instructor to the learner. Participants talked and wrote about students' active engagement in their learning with instructors as facilitators providing scaffolding and support for student learning. Interactive digital learning objects providing immediate feedback opportunities allowed students to control the learning pace, manipulate and extend learning in new ways that are difficult to find in other learning activities. Models and visualizations extended and enriched learning, making abstract concepts more concrete by providing multiple perspectives that provoke learner reflection and restructuring of their knowledge leading to higher levels of learning. Digital learning objects were used to motivate students by gaining their attention, providing relevant content, encouraging learner confidence, and gaining learner satisfaction. This study may benefit secondary instructors by helping them build upon the experiences described by study participants. Results indicate that digital learning objects promoted learner-centered classrooms and exhibited instructional strategies consistent with constructivist learning theory.

Looser, Theresa A.

470

A Constructivist Approach to the Design and Delivery of an Online Professional Development Course: A Case of the iEARN Online Course  

ERIC Educational Resources Information Center

|This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the…

Chitanana, Lockias

2012-01-01

471

Perspectives on reflection and intuition in teacher practice: a comparison and possible integration of the cognitive constructivist and the Dreyfusian intuitive perspectives  

Microsoft Academic Search

One of the most comprehensive and prominent perspectives in contemporary educational researcher is derived from a theory inspired by Vygotsky and Piaget, which is often referred to by the generic name of the constructivist perspective. On the basis of such a dominant position it is useful to query what view of knowledge is supported by a constructivist perspective and, not

Håvard Åsvoll

2012-01-01

472

Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education  

PubMed Central

Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content–based design outperforms the traditional VLE–based design.

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

473

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms  

NASA Astrophysics Data System (ADS)

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.

Tolbert, Sara E.

474

Research and Teaching: Traditional and Constructivist Teaching Techniques--Comparing Two Groups of Undergraduate Nonscience Majors in a Biology Lab  

NSDL National Science Digital Library

Constructivist teaching techniques work well in various instructional settings, but many teachers remain skeptical because there is a lack of quantitative data supporting this model. This study compared an undergraduate nonmajors biology lab section taught in a traditional teacher-centered style to a similar section taught as a constructivist class. Weekly lab quiz scores, attendance, a science attitude inventory, and an analysis of videotapes were used to determine whether student interest and performance were affected by the teaching style used. Evaluative tests showed many significant differences between the groups and demonstrated that the constructivist class had higher quiz scores, more appreciation of science, better attendance, and increased participation in the lab activities than the traditional group.

Travis, Holly; Lord, Thomas

2004-11-01

475

Innovations in Classroom Organization.  

National Technical Information Service (NTIS)

The paper discusses several cases of attempts to implement fundamental changes in classroom organization by local school districts. These cases were examined as part of the Rand Change Agent Study. It focuses on the problems particular to adaptive and ind...

M. W. McLaughlin

1975-01-01

476

Frontiers in the Classroom.  

ERIC Educational Resources Information Center

|Provides examples of ways to use the television show "Scientific American Frontiers" in the classroom. Outlines a range of approaches and discusses some motivational techniques to engage students. (DDR)|

Coyne, Janet Smith

1998-01-01

477

Critters in the Classroom.  

ERIC Educational Resources Information Center

|The use of invertebrates as classroom "pets" can develop students' skills in scientific inquiry and instill respect for science. Few materials are needed for projects involving invertebrates. Suggested activities using snails, crickets, earthworms, crayfish, and guppies are offered. (DF)|

Smith, Robert W.; Fleisher, Paul

1984-01-01

478

Classroom Assessment Techniques (CATs)  

NSDL National Science Digital Library

This site provides information on various classroom assessment techniques (CATs) such as primary trait analysis, using anonymous assessments, goal ranking and matching, self assessment, active learning, transfer and applied learning, and group work assessment.

2010-06-25

479

Toys in The Classroom  

ERIC Educational Resources Information Center

A number of chemical concepts can be easily illustrated in a more friendly way to children by using toys as teaching tools in the classroom. Some of the examples illustrated are shrinking toys, drinking birds and hand boiler.

Sarquis, Jerry L.; Sarquis, Arlyne M.

2005-01-01

480

Craters in the Classroom.  

ERIC Educational Resources Information Center

|Details an activity in which students create and study miniature impact craters in the classroom. Engages students in making detailed, meaningful observations, drawing inferences, reaching conclusions based on scientific evidence, and designing experiments to test selected variables. (DDR)|

McArdle, Heather K.

1997-01-01

481

Climatic Conditions in Classrooms.  

ERIC Educational Resources Information Center

|Presents an overview of research on the ways in which classroom thermal environment, lighting conditions, ion state, and electromagnetic and air pollution affect learning and the performance of students and teachers. (SJL)|

Kevan, Simon M.; Howes, John D.

1980-01-01

482

Natural Resources: Outdoor Classrooms  

NSDL National Science Digital Library

An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community

Mayes, Valynda

2010-02-01

483

Learning to write in science in the primary grades: A contextual study  

NASA Astrophysics Data System (ADS)

This study described the way three children appropriated scientific discourse in their writing (and drawing) during second and third grades. Their scientific writing was situated within an "integrated" curriculum in which science instruction included hands-on activities as well as literacy events such as the reading of informational books and the writing of various scientific texts. The study included long-term participant observation of the children during their science lessons. Interviews of the teachers and children were also conducted. The findings indicate that, in this community, the process of learning how to express new scientific ideas in word and images is a complex one, in which children must simultaneously take up distinct theoretical ideas, scientific vocabulary, generic text structure, generic linguistic skills, methods of illustration to express empirical and theoretical ideas, and audience awareness. Writing in this science classroom was highly scaffolded by classroom discussion, teacher read-alouds, hands-on activities, and teacher modeling, as well as by the kinds of writing tasks (or genre set) that were made available to children. Three children, Hannah, Jason, and Rose, took up various aspects of this scaffolding in unique ways, producing unique forms of scientific writing and drawing as they constructed meanings in science. The study provides insights into the relationship between contextual influences and young children's appropriation of scientific discourse. The study has implications for elementary school science instruction, at a time when "scientific literacy" is highly contested.

Honig, Sheryl L.

484

Data for the Classroom  

NSDL National Science Digital Library

The Data for the Classroom collection gathers datasets that have accompanying instructional materials or other pertinent information for using the dataset in a classroom setting for grades K-16. The data may be numerical, visual, maps, charts, tables or images. The data may be observational, remotely sensed or model data. The primary component is that there are materials supporting the use and understanding of the data either by educators or directly by students. Additionally, the dataset itself is desribed.

485

Peer Interaction in the Televised Class: A Contextual Approach  

Microsoft Academic Search

Research on classroom behavior suggests that students in traditional (face-to-face) classrooms engage in a variety of interactions with their peers, and that these interactions are not always confined to fulfilling the teacher's agenda. Less attention has been given to understanding the characteristics of unofficial classroom subcultures in televised classes where there is no teacher physically present. This qualitative study used

Jane Jorgenson; Bela Joshi; Richard Monroe

1996-01-01

486

Investigating the Relationships Among Elementary School Students' Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment  

NASA Astrophysics Data System (ADS)

The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES. Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study. It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES.

Yilmaz-Tüzün, Özgül; Topcu, Mustafa Sami

2010-03-01

487

Critical classroom structures for empowering students to participate in science discourse  

NASA Astrophysics Data System (ADS)

We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

Belleau, Shelly N.; Otero, Valerie K.

2013-01-01

488

Critical Classroom Structures for Empowering Students to Participate in Science Discourse  

NSDL National Science Digital Library

We compared contextual characteristics that impacted the nature and substance of âsummarizing discussionsâ in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry studentsâ statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

Belleau, Shelly N.; Otero, Valerie K.

2013-08-04

489

Teachers' Practical Knowledge about Classroom Management in Multicultural Classrooms  

ERIC Educational Resources Information Center

Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in…

van Tartwijk, Jan; den Brok, Perry; Veldman, Ietje; Wubbels, Theo

2009-01-01

490

Classroom Management: Setting Up the Classroom for Learning  

ERIC Educational Resources Information Center

|Student learning is directly related to classroom control established the first week of school (Wong and Wong 2001)--what you do the first day counts, and what you do the first 10 minutes counts even more. This article shares the advanced planning aspects of classroom management that should be in place before students enter the classroom for the…

Sterling, Donna R.

2009-01-01

491

When the Old Is Stronger than the New: Introduction of Constructivist Methodology in a Special Education School  

ERIC Educational Resources Information Center

|In this paper we describe an action-research project that our research team proposed to a group of teachers working in a special education school. The main idea was to introduce new methods to teach reading and writing in their school, mainly constructivist-based ones on teaching the function of writing text. In this paper we focus on the process…

Martin-del-Campo, Beatriz; Garcia, Lidia Rodriguez; Lorca, Manuela Martinez; de las Heras Minguez, Gema; del Rosario Diaz-Perea, Maria

2010-01-01

492

An Outcome Study of Career Decision Self-Efficacy and Indecision in an Undergraduate Constructivist Career Course  

ERIC Educational Resources Information Center

|This study explored outcomes in a constructivist career course. Using a pretest-posttest design, the authors assessed the empowerment (operationalized as career decision self-efficacy) and career indecision of 82 culturally diverse college students at a large, midwestern university. Data were analyzed using a multivariate analysis of variance.…

Grier-Reed, Tabitha L.; Skaar, Nicole R.

2010-01-01

493

Understanding the Cultural Meaning of Selected African Ndop Statues: The Use of Art History Constructivist Inquiry Methods.  

ERIC Educational Resources Information Center

Describes a case study in which third-grade children (n=19) examined a series of images of Ndop statues and visual information from the Kuba people of the Democratic Republic of the Congo using art history constructivist inquiry methods. Presents the results in detail. Includes references. (CMK)

Chanda, Jacqueline; Basinger, Ashlee M.

2000-01-01

494

How Constructivist Are We? Representations of Transmission and Participatory Models of Instruction in the "Journal of College Science Teaching"  

ERIC Educational Resources Information Center

Constructivism has become a widely understood and broadly accepted learning theory. Constructivism contends that each of us makes sense of our world by connecting new experiences to our existing understandings. Learners, as they encounter new situations, attempt to meld incoming information with their existing understandings. Constructivist

Straits, William; Wilke, Russell

2007-01-01

495

Use of a Course Management System Based on Claroline to Support a Social Constructivist Inspired Course: A Greek Case Study  

ERIC Educational Resources Information Center

This study aimed to use a course management system (CMS) based on the open source software Claroline within a blended mode course, incorporating social constructivist approaches to learning, and to investigate its strengths and the challenges faced by the students and the instructor. Participants were 72 students and their instructor. Research…

Papastergiou, Marina

2007-01-01

496

Using Constructivist Self-Development Theory to Understand Judges' Reactions to a Courthouse Shooting: An Exploratory Study  

Microsoft Academic Search

In 2006 Judge Chuck Weller was shot through his office window. Nine judges who work with Weller were interviewed using the framework of constructivist self-development theory (CSDT), which proposes that trauma can interfere with safety, esteem, intimacy, trust and control needs. CSDT has been used to study trauma victims and counselors but has yet to be used with judges. Judges'

Monica K. Miller; David M. Flores; Brittany J. Pitcher

2010-01-01

497

A Constructivist Approach to Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Cheek Cells  

ERIC Educational Resources Information Center

|A laboratory exercise is presented that incorporates constructivist principles into a learning experience designed for upper-level university biology courses. The specific objectives for this exercise are as follows: (1) To introduce students to cancer biology and to the regulation of programmed cell death as part of the cell cycle; (2) To engage…

Correiro, Elizabeth E.; Griffin, Leanne R.; Hart, Peter E.

2008-01-01

498

THE EFFECT OF CONSTRUCTIVIST LEARNING PRINCIPLES BASED LEARNING MATERIALS TO STUDENTS' ATTITUDES, SUCCESS AND RETENTION IN SOCIAL STUDIES  

Microsoft Academic Search

The present study aims to investigate whether the learning materials that based on constructivist learning principles have an effect on fifth grade Social Studies students' attitudes, their academic success and their retention. The study was conducted at ?ehit Ali Gaffar Okkan Elementary School, Eski?ehir. The participants of the study were 5th grade students in ?ehit Ali Gaffar Okkan Elementary School.

Hidir Karaduman; Mehmet Gültekin

2007-01-01

499

Discovering Constructivism: How a Project-Oriented Activity-Based Media Production Course Effectively Employed Constructivist Teaching Principles  

ERIC Educational Resources Information Center

|Author uses his experience leading a project-oriented special-topics course as a case study in constructivist teaching methods. Citing relevant literature from the education field, this paper considers why students chosen to work for course credit on a promotional video for a university program considered the project their greatest academic…

Hubbard, Glenn T.

2012-01-01

500

Social constructivist teaching methods in Australian universities – reported uptake and perceived learning effects: a survey of lecturers  

Microsoft Academic Search

Pragmatic social constructivist teaching methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesised that they are more effective than traditional didactic teaching methods in developing undergraduate students’: (1) theoretical knowledge; (2) profession?specific skills; and (3) knowledge creation capacity. Results of a survey show the second and third learning effects to be

James M. Hanson; Kenneth E. Sinclair

2008-01-01