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Sample records for constructivist classroom contextual

  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

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

    2011-01-01

    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…

  2. The Constructivist Mathematics Classroom

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  3. Technology in a Constructivist Classroom.

    ERIC Educational Resources Information Center

    Ferguson, Donna

    2001-01-01

    Discusses the use of the constructivist model for teaching the effective uses of computer technology. Details five computer-based constructivist projects based on a problem-solving format: Computer-Supported Intentional Learning Environment (CSILE), Learning Through Collaborative Visualization Project (CoVis), Computer Clubhouse, JASPER, and…

  4. A Constructivist's Perspective on Functional Contextualism

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2006-01-01

    In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for…

  5. Physical Science in Constructivist Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Kato, Tsuguhiko; Van Meeteren, Beth Dykstra

    2008-01-01

    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…

  6. Learners' Metaphorical Images about Classroom Management in a Social Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Akar, Hanife; Yildirim, Ali

    2006-01-01

    The purpose of this study was to understand the conceptual change teacher candidates went through in the process of a constructivist-learning environment in Classroom Management Course. Teacher candidates' metaphorical images about classroom management were obtained before and after a social constructivist curriculum implementation. Prior to the…

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

    ERIC Educational Resources Information Center

    Christianson, Roger G.; Fisher, Kathleen M.

    1999-01-01

    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…

  8. 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)

    Seimears, C. Matt

    2007-12-01

    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."

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

    ERIC Educational Resources Information Center

    Akar, Hanife; Yildirim, Ali

    2009-01-01

    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…

  10. Analyzing the Classroom Teachers' Levels of Creating a Constructivist Learning Environments in Terms of Various Variables: A Mersin Case

    ERIC Educational Resources Information Center

    Üredi, Lütfi

    2014-01-01

    In this research, it was aimed to analyze the classroom teachers' level of creating a constructivist learning environment in terms of various variables. For that purpose, relational screening model was used in the research. Classroom teachers' level of creating a constructivist learning environment was determined using the…

  11. Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

    NASA Astrophysics Data System (ADS)

    Heron, Lory Elen

    This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive attitude toward science vs. gender was undertaken. An initial significant difference in positive attitude toward science between females and males in the experimental group was established (p =.05). There was no significant difference in positive attitude toward science between those same females and males after the experimental period. Consistent with other results, attitudes toward science for both males and females in the control group became less positive after the study, while males and females in the experimental group had a more positive attitude toward science after four months of using constructivist strategies. Looking at females only, the control group started out with a significantly more positive attitude toward science (mean = 43.40) compared to the experimental group (mean = 39.26, p =.0261). Although a significant difference in positive attitude between females in both groups was not found after the treatment period, the mean attitude score for females in the experimental group increased 2.044, while the mean attitude score for females in the control group decreased by 1.750. Constructivist strategies and their relationship with fostering positive attitudes toward science, might prove a viable solution for addressing the major concern of gender equity and enrollment in higher level science and mathematics courses.

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

    ERIC Educational Resources Information Center

    Forrester, Victor; Hui, Anna

    2007-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Akers, Julia B.

    1999-10-01

    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 "hands-on" team projects and the teacher assumes a facilitator role. In this student-centered classroom, students take ownership and responsibility for their own learning. This study examined these assertions and other factors that emerged as the study developed. The research methods used were qualitative. The subject for this study was a biology teacher with twenty-six years of experience who implemented contextual learning practices in two of her biology classes in the 1997--98 school year. As the teacher confronted contextual learning, we engaged in collaborative research that included fourteen interviews transcribed verbatim for analysis, classroom observations and the teacher's written reports. Throughout the study, factors developed that adversely affected contextual learning practices. These factors were discipline, curriculum, and administrative decisions over which the teacher had no control. These are examined along with their consequences for implementing a contextual classroom. Successful practices that worked in the teacher's classroom were also determined and included the teacher's "failure is not an option" policy, mandatory tutoring, behavior contracts, high expectations and teamed projects. Besides contextual learning, a key component of the study was the collaborative research process and its meaning to the subject, the researcher and future researchers who attempt this collaborative approach. The study's conclusion indicate that scheduling, multiple repeaters, discipline and the state Standards of Learning moved the teacher away from contextual learning practices to a more teacher-directed classroom. Two recommendations of this study are that further research is needed to study how the state Standards of Learning have affected instructional practices and the effect of administrative decisions that influence the level of teacher success in the classroom.

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

    ERIC Educational Resources Information Center

    Nilsson, Per; Ryve, Andreas

    2010-01-01

    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…

  15. Comparative Analysis of Classroom Speech in Upper Level Spanish College Courses: A Social Constructivist View

    ERIC Educational Resources Information Center

    Rondon-Pari, Graziela

    2011-01-01

    This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

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

    ERIC Educational Resources Information Center

    Kubli, Fritz

    2001-01-01

    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)

  17. Fostering Intercultural Communicative Competence through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective (Desarrollo de la competencia comunicativa intercultural mediante la lectura de textos literarios auténticos: una perspectiva constructivista)

    ERIC Educational Resources Information Center

    Gómez, Luis Fernando R.

    2012-01-01

    This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist

  18. Constructivist Assessment Practices.

    ERIC Educational Resources Information Center

    Freedman, Robin Lee Harris

    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…

  19. Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial.

    PubMed

    Pas, Elise T; Waasdorp, Tracy E; Bradshaw, Catherine P

    2015-11-01

    Although it is widely recognized that variation in implementation fidelity influences the impact of preventive interventions, little is known about how specific contextual factors may affect the implementation of social and behavioral interventions in classrooms. Theoretical research highlights the importance of multiple contextual influences on implementation, including factors at the classroom and school level (Domitrovich et al., Advances in School Mental Health Promotion, 1, 6-28, 2008). The current study used multi-level modeling to empirically examine the influence of teacher, classroom, and school characteristics on the implementation of classroom-based positive behavior support strategies over the course of 4 years. Data were collected in the context of a 37-school randomized controlled trial examining the effectiveness of school-wide Positive Behavioral Interventions and Supports. Multi-level results identified several school-level contextual factors (e.g., school size, behavioral disruptions) and teacher-level factors (perceptions of school organizational health and grade level taught) associated with variability in the implementation of classroom-based positive behavior supports. Implications for prevention research and practice are discussed. PMID:24793222

  20. The Constructivist Classroom Learning Environment and Its Associations with Critical Thinking Ability of Secondary School Students in Liberal Studies

    ERIC Educational Resources Information Center

    Kwan, Yee Wan; Wong, Angela F. L.

    2014-01-01

    In this study, we investigated-secondary school students' perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by…

  1. Ubiquitous Laptop Usage in Higher Education: Effects on Student Achievement, Student Satisfaction, and Constructivist Measures in Honors and Traditional Classrooms

    ERIC Educational Resources Information Center

    Wurst, Christian; Smarkola, Claudia; Gaffney, Mary Anne

    2008-01-01

    Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have…

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

    ERIC Educational Resources Information Center

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    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…

  3. Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

    ERIC Educational Resources Information Center

    Ebrahimi, Nabi. A.

    2015-01-01

    This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

  4. The Many Faces of Constructivist Discussion

    ERIC Educational Resources Information Center

    Golding, Clinton

    2011-01-01

    Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed…

  5. How Constructivist-Based Teaching Influences Students Learning Science

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar

    2012-01-01

    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 discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15-16 year) in the context of solving an authentic task. A complete class ( N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students' written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51-61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students' discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.

  7. Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

    NASA Astrophysics Data System (ADS)

    Spicer, Justina Judy

    This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science using the results for chapters two and three to identify aspects of engagement and learning in science. These findings motivate a set of variables and analytic approach that is undertaken in chapter four. Specifically, the questions how engagement influences experiences in ninth grade science and students' interest in pursuing a career in STEM using the HSLS:09 data. This multifaceted study contributes to the conceptualization of student engagement, and will help bring clarity to the relationship among engagement, context, and long-term outcomes in science. Engagement is more than being on-task or paying attention, but is a condition influenced by many factors including student background, the learning context of the classroom, teacher characteristics, and the features of instruction. Understanding this relationship between engagement and contextual factors is helpful in uncovering teacher actions and instructional activities that may elicit higher engagement in science classes. These findings highlight the importance of science instruction using more cognitively-demanding activities, such as problem-based learning.

  8. Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Siegel, Ellin B.; Lien, Susan E.

    2015-01-01

    A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities.…

  9. A Constructivist View of Music Education: Perspectives for Deep Learning

    ERIC Educational Resources Information Center

    Scott, Sheila

    2006-01-01

    The article analyzes a constructivist view of music education. A constructivist music classroom exemplifies deep learning when students formulate questions, acquire new knowledge by developing and implementing plans for investigating these questions, and reflect on the results. A context for deep learning requires that teachers and students work…

  10. A Constructivist Approach for Digital Learning: Malaysian Schools Case Study

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  11. Gender-Specific or Common Classroom Norms? Examining the Contextual Moderators of the Risk for Victimization

    ERIC Educational Resources Information Center

    Isaacs, Jenny; Voeten, Marinus; Salmivalli, Christina

    2013-01-01

    We tested whether gender-specific vs. common classroom norms were more powerful moderators of the association between a risk factor (rejection) and peer victimization among girls and boys. The participants were 1220 elementary schoolchildren from grades 4-6 (with 10-13 years of age). We compared different multilevel models including combined vs.…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  13. Karyotype Analysis Activity: A Constructivist Learning Design

    ERIC Educational Resources Information Center

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  14. The Development and Validation of an Instrument to Monitor the Implementation of Social Constructivist Learning Environments in Grade 9 Science Classrooms in South Africa

    ERIC Educational Resources Information Center

    Luckay, Melanie B.; Laugksch, Rudiger C.

    2015-01-01

    This article describes the development and validation of an instrument that can be used to assess students' perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection.…

  15. 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

    Petko, Dominik

    2012-01-01

    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. The…

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

    ERIC Educational Resources Information Center

    DeVries, Rheta

    2004-01-01

    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,…

  17. Teaching and Learning Cycles in a Constructivist Approach to Instruction

    ERIC Educational Resources Information Center

    Singer, Florence Mihaela; Moscovici, Hedy

    2008-01-01

    This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during inquiry-based projects, and to propose a new frame for organizing the classroom interactions within a constructivist approach. The IMSTRA model consists in three general phases: Immersion, Structuring,…

  18. Constructivist view of meditation.

    PubMed

    DelMonte, M

    1987-04-01

    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

  19. The Use of Contextual Problems to Support Mathematical Learning

    ERIC Educational Resources Information Center

    Widjaja, Wanty

    2013-01-01

    This paper examines the use of contextual problems to support mathematical learning based on current classroom practice. The use of contextual problems offers some potentials to engage and motivate students in learning mathematics but it also presents some challenges for students in classrooms. Examples of the use of contextual problems from…

  20. Constructivist Assessment in Career Counseling

    ERIC Educational Resources Information Center

    Brott, Pamelia E.

    2004-01-01

    A constructivist approach to assessment in career counseling presents an opportunity for counselors to gain insight into clients' stories, amplify clients' self-awareness, and develop with clients a future orientation through action steps. The author presents four strategies for constructivist assessment using "The Storied Approach" (Brott, 2001)…

  1. Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments

    ERIC Educational Resources Information Center

    Schuh, Kathy L.; Kuo, Yi-Lung

    2015-01-01

    This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning…

  2. An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education

    ERIC Educational Resources Information Center

    Gündogdu, Kerim

    2015-01-01

    The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey.…

  3. The Problem of Pseudoscience in Science Education and Implications of Constructivist Pedagogy

    ERIC Educational Resources Information Center

    Mugaloglu, Ebru Z.

    2014-01-01

    The intrusion of pseudoscience into science classrooms is a problem in science education today. This paper discusses the implications of constructivist pedagogy, which relies on the notions of viability and inter-subjectivity, in a context favourable to the acceptance of pseudoscience. Examples from written statements illustrate how prospective…

  4. Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

    ERIC Educational Resources Information Center

    Chandler, Jennifer D.; Teckchandani, Atul

    2015-01-01

    This article outlines how decision sciences instructors, by pairing Liberal Learning (LL) philosophy with Social Constructivist Pedagogy (SCP), can lead the way in transforming business education. It outlines how these educators can cultivate more critical thinking and creativity in their classrooms in order to prepare students for the "real…

  5. Constructive Classroom: A Cognitive Instructional Strategy in ELT

    ERIC Educational Resources Information Center

    Suneetha, Y.

    2014-01-01

    The purpose of this paper is to study, the extent of constructivist classroom characteristics that exist in ELT (English Language Teaching) Methodology. It is an attempt to explore the constructivist learning activities and evaluation strategies, whether they are useful to the students and the instructors. This paper elevates the contrast of…

  6. 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

    Rhodes, Christopher; Brundrett, Mark; Nevill, Alan

    2008-01-01

    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…

  7. Using Writing as a Constructivist Instructional Tool

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2006-12-01

    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

  8. Video in the Classroom: A Tool for Reform.

    ERIC Educational Resources Information Center

    Tyner, Kathleen

    1994-01-01

    Maintains that technology and school reform are two educational bandwagons that promise to improve education. Recommends the use of constructivist classroom environments to encourage student video productions and strengthen democratic institutions through an informed citizenry. (CFR)

  9. Constructivist Learning Environment among Palestinian Science Students

    ERIC Educational Resources Information Center

    Zeidan, Afif

    2015-01-01

    The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

  10. Teachers' Views of Constructivist Theory: A Qualitative Study Illuminating Relationships between Epistemological Understanding and Music Teaching Practice

    ERIC Educational Resources Information Center

    Cleaver, David; Ballantyne, Julie

    2014-01-01

    While constructivist theory is widely promoted in pre-service music teacher education, there has been a lack of research conducted to reveal the ways in which the theory is individually personalized, then subsumed, translated and adopted into in-service classroom teaching practice. To address this shortfall, this article explores some of the ways…

  11. Contextual Effects of Bilingual Programs on Beginning Reading

    ERIC Educational Resources Information Center

    Branum-Martin, Lee; Foorman, Barbara R.; Francis, David J.; Mehta, Paras D.

    2010-01-01

    This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or…

  12. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    NASA Astrophysics Data System (ADS)

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-08-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students' explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences.

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

    NASA Astrophysics Data System (ADS)

    Saleska, Thomas John

    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.

  14. Cognitive and Social Constructivism: Developing Tools for an Effective Classroom

    ERIC Educational Resources Information Center

    Powell, Katherine C.; Kalina, Cody J.

    2009-01-01

    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.…

  15. Using Social Impact Games (SIGS) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education

    ERIC Educational Resources Information Center

    Ray, Beverly; Faure, Caroline; Kelle, Fay

    2013-01-01

    This paper examines how Social Impact Games (SIGs) can provide important instructional support in secondary social studies classrooms. When used within the framework of the constructivist teaching philosophy and teaching methods, as recommended by the NCSS (2010), SIGs have the potential to hone critical thinking, collaboration, and problem…

  16. Constructivist Practices to Increase Student Engagement in the Orchestra Classroom

    ERIC Educational Resources Information Center

    Scruggs, Bernadette

    2009-01-01

    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…

  17. Technology Teacher Education through a Constructivist Approach

    ERIC Educational Resources Information Center

    Fox-Turnbull, Wendy; Snape, Paul

    2011-01-01

    This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on…

  18. A Constructivist Look at Life Roles

    ERIC Educational Resources Information Center

    Brott, Pamelia E.

    2005-01-01

    The author reviews the literature related to life roles and describes a variety of techniques that can be used from a constructivist career counseling perspective. Seven counseling techniques are included: life space map, life line, life-space genogram, life roles circles, life roles assessment, life role analysis, and goal map. Framed from the…

  19. Incremental Inductive Learning in a Constructivist Agent

    NASA Astrophysics Data System (ADS)

    Perotto, Filipo Studzinski; Älvares, Luís Otávio

    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.

  20. Student Motivation in Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  1. Teaching Camera Calibration by a Constructivist Methodology

    ERIC Educational Resources Information Center

    Samper, D.; Santolaria, J.; Pastor, J. J.; Aguilar, J. J.

    2010-01-01

    This article describes the Metrovisionlab simulation software and practical sessions designed to teach the most important machine vision camera calibration aspects in courses for senior undergraduate students. By following a constructivist methodology, having received introductory theoretical classes, students use the Metrovisionlab application to…

  2. Constructivist Learning Approach in Science Teaching

    ERIC Educational Resources Information Center

    Demirci, Cavide

    2009-01-01

    Constructivism is not a new concept. It has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. The aim of this research is to reveal if there is a significant difference between the means of achievement and retention learning scores of constructivist learning approach applied…

  3. Investigations in Pure Mathematics: A Constructivist Perspective.

    ERIC Educational Resources Information Center

    Hirst, Keith; Shiu, Christine

    1995-01-01

    Discusses an investigative, constructivist approach in the context of undergraduate mathematics, with particular reference to pure mathematics, general aims and objectives, assessment strategies, and problems of supervision that affect tutors and lecturers using this approach. Gives students' views on their experiences in this mode of working. (19…

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

    NASA Astrophysics Data System (ADS)

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

    2011-04-01

    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 (140 Form 3 students of 13-15 years old) selected from a typical coeducational school in Brunei. Three classes (40 boys and 30 girls) were taught using the TTA while three other classes (41 boys and 29 girls) used the CMA, enriched with PowerPoint presentations. After the interventions (lessons on magnetism), the students in both groups were asked to describe in writing their understanding of magnetism accrued from the lessons. Their written descriptions were analyzed using flow map analyses to assess their content knowledge and its organisation in memory as evidence of cognitive structure. The extent of CLE was measured using a published CLE survey. The results showed that the cognitive structures of the CMA students were more extensive, thematically organised and richer in interconnectedness of thoughts than those of TTA students. Moreover, CMA students also perceived their classroom learning environment to be more constructivist than their counterparts. It is, therefore, recommended that teachers consider using the CMA teaching technique to help students enrich their understanding, especially for more complex or abstract scientific content.

  5. Director of Classroom Classroom Facilities

    E-print Network

    Ciocan-Fontanine, Ionut

    Director of Classroom Management Classroom Facilities Coordination Classroom Technical Services Class Schedule Course Database Schedule Planning & Production Schedule Inquiries Web Viewer Utilization Williamson Reception Classroom Facilities Operations & Readiness Classroom Repair & Maintenance Classroom

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

    ERIC Educational Resources Information Center

    Rivet, Ann E.; Krajcik, Joseph S.

    2008-01-01

    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…

  7. Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

    ERIC Educational Resources Information Center

    Munroe, Elizabeth

    2014-01-01

    Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist

  8. Developing a constructivist learning environment in online postsecondary science courses

    NASA Astrophysics Data System (ADS)

    Hackworth, Sylvester N.

    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 postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

  9. Effective Factors in Interactions within Japanese EFL Classrooms

    ERIC Educational Resources Information Center

    Maftoon, Parviz; Ziafar, Meisam

    2013-01-01

    Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and…

  10. The effect of constructivist teaching strategies on science test scores of middle school students

    NASA Astrophysics Data System (ADS)

    Vaca, James L., Jr.

    International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

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

    NASA Astrophysics Data System (ADS)

    Cook, Michele T.

    2007-12-01

    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.

  12. 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

    Rhodes, Christopher; Brundrett, Mark

    2008-01-01

    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…

  13. Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom

    ERIC Educational Resources Information Center

    Canuel, Michael J.; White, Beverley J.

    2014-01-01

    This study is a review of the creation and evolution of a professional development program modeled on social constructivist principles and designed for online educators in a virtual high school who transitioned from the conventional classroom to the virtual educational environment. The narrative inquiry focuses on the critical events within the…

  14. Intercorporeality and Ethical Commitment: An Activity Perspective on Classroom Interaction

    ERIC Educational Resources Information Center

    Radford, Luis; Roth, Wolff-Michael

    2011-01-01

    In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont'ev, we introduce an approach that offers a new perspective through which to understand the "specifically human" forms of knowing that emerge when people engage in joint activity. To…

  15. Panel Discussion: Creating a Spirit of Inquiry in the Classroom

    ERIC Educational Resources Information Center

    Leh, Sandra Kundrik; Melincavage, Sharon M.

    2012-01-01

    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…

  16. Contexts of Music Classroom Management.

    ERIC Educational Resources Information Center

    Russell, Joan

    2000-01-01

    Presents a case study that focuses on the classroom management strategies of a music specialist teacher during a music lesson analyzing the structure, content, and pace of teaching as contextual factors. Explores the teacher's lesson in terms of individual, institutional, and cultural contexts and argues that the subject matter (music) is a…

  17. Gender Influences in Classroom Interaction.

    ERIC Educational Resources Information Center

    Wilkinson, Louise Cherry, Ed.; Marrett, Cora B., Ed.

    The 11 chapters comprising this work focus on the interactional influences that may be related to differential classroom experiences for males and females. The effects of contextual factors, teacher characteristics, and student characteristics are investigated. Addressed primarily to researchers, this information should prove useful to teachers,…

  18. Developing a Scale for Constructivist Learning Environment Management Skills

    ERIC Educational Resources Information Center

    Yildirim, M. Cevat

    2014-01-01

    Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment…

  19. ICT and Constructivist Strategies Instruction for Science and Mathematics Education

    ERIC Educational Resources Information Center

    Kong, Ng Wai; Lai, Kong Sow

    2005-01-01

    Concept learning in science and mathematics had often times been taught based on assumptions of alternative concepts or even in some instances based on misconceptions. Some educational researchers favour a constructivist approach in teaching science and mathematics. The constructivist literature existing makes use of alternative conceptions as…

  20. Transforming Constructivist Learning into Action: Design Thinking in Education

    ERIC Educational Resources Information Center

    Scheer, Andrea; Noweski, Christine; Meinel, Christoph

    2012-01-01

    In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its…

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

    ERIC Educational Resources Information Center

    Ishii, Drew K.

    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…

  2. Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

    ERIC Educational Resources Information Center

    Oeberst, Aileen; Halatchliyski, Iassen; Kimmerle, Joachim; Cress, Ulrike

    2014-01-01

    We propose a systemic-constructivist perspective for analyzing knowledge construction. In contrast to theories that focus on individuals as actors, the systemic-constructivist approach emphasizes the relevance of social systems and regards the construction of knowledge as a self-referential process that takes place in social systems. We propose…

  3. Methods for Developing Constructivist Learning on the Web.

    ERIC Educational Resources Information Center

    Oliver, Kevin M.

    2000-01-01

    Outlines steps instructors must undertake to prepare for constructivist activities. Presents two categories of constructivist activity supported by the Web. Students may construct advanced mental models by: cooperating with peers, and/or connecting personal conceptions with expert conceptions. Online environments that allow learners to perform…

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

    NASA Astrophysics Data System (ADS)

    Akcay, Hakan

    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.

  5. Makiguchian pedagogy in the middle school science classroom

    NASA Astrophysics Data System (ADS)

    Pagan, Iris Teresa

    In an atmosphere of multi-culturism and the increasing need for innovative methods for science teaching, investigating educators from different parts of the world is well regarded. Tsunesaburo Makiguchi (1871--1944) was a prescient thinker who foreshadowed many of the modern social constructivist ideals of teaching before they became formalized in Western thought. He believed in the harmonious balance between an individual and society as the only viable goal of education. With this in mind, he introduced the concepts of "evaluation," "cognition" and "value creation" that embody this balance. "Cognition" is associated with "truth" and "evaluation" is involved with the subject-object relationship. Moreover, Makiguchian pedagogy's concept of "value creation" offers a sociological and philosophical basis for "classroom inclusion." Additionally, Makiguchian pedagogy is compared to John Dewey's philosophy as well as the educational philosophy expressed in The National Science Standards. In this teacher participant study, classroom observational data showed that several dimensions of Makiguchian pedagogical practice occurred conjointly with relatively high frequencies. These included frequent occurrences of interactional conversation between students and teacher merged within a context of expressions of personal and collective values, social contextual references, valuing and personal evaluative statements, and episodic information that the students contributed from personal experiences relevant to the science topics. Additionally, Likert-type questionnaire data collected from the students who experienced the Makiguchian lessons, and observational data from professional colleagues who viewed video taped records of the lessons, provided additional corroborative evidence supporting the researcher's findings. A content analysis of lesson plans containing Makiguchian principles of teaching and learning in relation to the ensuing classroom performance of the teacher showed a close correspondence. Learners were encouraged to produce creative pieces of written or graphic artwork to express their scientific understandings as is consistent with a Makiguchian approach. The students' work contained highly symbolic and metaphorical content while also accurately presenting fundamental scientific information gained from the lessons. These findings suggest that a Makiguchian approach to learning can enhance socially-situated learning while also sustaining adequate mastery of science content.

  6. Academically at-risk students' perceptions of a constructivist high school biology pedagogy

    NASA Astrophysics Data System (ADS)

    Sweeney, Heidi

    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 to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

  7. Galactic Structure: A Constructivist Approach to Teaching Astronomy.

    ERIC Educational Resources Information Center

    Domenech, Antonio; Casasus, Elena

    1991-01-01

    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)

  8. Leadership Education: A Constructivist Model for Continuing Higher Education.

    ERIC Educational Resources Information Center

    Wisniewski, Mary Ann

    2003-01-01

    A model leadership program should enhance leadership competencies, emphasize feedback, develop conceptual knowledge, and foster personal growth. A constructivist approach helps learners recognize, relate, assimilate, and apply concepts and principles. (Contains 20 references.) (SK)

  9. Contextual behavior and neural circuits

    PubMed Central

    Lee, Inah; Lee, Choong-Hee

    2013-01-01

    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

  10. Contextual Variability in Free Recall

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  11. On Counterfactuals and Contextuality

    E-print Network

    Karl Svozil

    2005-01-03

    Counterfactual reasoning and contextuality is defined and critically evaluated with regard to its nonempirical content. To this end, a uniqueness property of states, explosion views and link observables are introduced. If only a single context associated with a particular maximum set of observables can be operationalized, then a context translation principle resolves measurements of different contexts.

  12. Contextual Text Mining

    ERIC Educational Resources Information Center

    Mei, Qiaozhu

    2009-01-01

    With the dramatic growth of text information, there is an increasing need for powerful text mining systems that can automatically discover useful knowledge from text. Text is generally associated with all kinds of contextual information. Those contexts can be explicit, such as the time and the location where a blog article is written, and the…

  13. Constructivist Learning Theory and Climate Science Communication

    NASA Astrophysics Data System (ADS)

    Somerville, R. C.

    2012-12-01

    Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. Thus, an urgent task for climate scientists may be to give the public useful guidelines for recognizing and rejecting junk science and disinformation.

  14. Teaching Language Arts: A Student- and Response-Centered Classroom. Second Edition.

    ERIC Educational Resources Information Center

    Cox, Carole

    Taking a consistent student- and response-centered approach to literature-based teaching in culturally and linguistically diverse classrooms, this book is designed for use as a main text in undergraduate and graduate language arts methods courses. The book is firmly grounded in current social constructivist learning theory combined with a…

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

    ERIC Educational Resources Information Center

    Goldston, M. Jenice; Downey, Laura

    2012-01-01

    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…

  16. Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum

    ERIC Educational Resources Information Center

    Muthyala, Rajeev S.; Wei, Wei

    2013-01-01

    A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two…

  17. Mixed Method Study: Exploring the Use of Educational Technology Tools in K-12 Classrooms

    ERIC Educational Resources Information Center

    Laliberte, Tonya R.

    2009-01-01

    Successful implementation of educational technology is reliant upon constructivist teaching practices. Using technology in the classroom is a method used to make the shift from traditional methods of instruction to more constructive-compatible instruction. Methods of learning including technology integration are a relatively new mode of…

  18. ConfChem Conference on Flipped Classroom: Flipping at an Open-Enrollment College

    ERIC Educational Resources Information Center

    Butzler, Kelly B.

    2015-01-01

    The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge. Instructors from K-12 to the college level are interested in the prospect of flipping their classes, but are unsure how and with which students to implement this learning environment. There has been little discussion…

  19. A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication

    ERIC Educational Resources Information Center

    Wei, Chun-Wang; Hung, I-Chun; Lee, Ling; Chen, Nian-Shing

    2011-01-01

    This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. The theoretical foundations of this research include the experiential learning theory, constructivist learning theory and joyful learning. The developed JCLS consists of the robot learning companion (RLC), sensing input…

  20. Placing Cybereducation in the UK Classroom

    ERIC Educational Resources Information Center

    Menchik, Daniel A.

    2004-01-01

    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…

  1. What Is the Role of Constructivist Teachers within Faculty Communication Networks?

    ERIC Educational Resources Information Center

    Judson, Eugene; Lawson, Anton E.

    2007-01-01

    Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist-teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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 was…

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

    ERIC Educational Resources Information Center

    Anagun, Sengul S.; Anilan, Huseyin

    2013-01-01

    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…

  4. Classroom Constructivism.

    ERIC Educational Resources Information Center

    Trotter, Andrew

    1995-01-01

    Constructivism, which holds that knowledge is created out of each individual's own experience, is recapturing researchers' attention. To constructivists, teachers are not omniscient oracles, but nutritionists providing an environment for children to grow their own knowledge. Students might learn division by planning a field trip instead of…

  5. Textual, Contextual, and Extra-Contextual Knowledge in ESL Composition.

    ERIC Educational Resources Information Center

    Zhao, Heping

    Victor Raskin's taxonomy of knowledge, based on semantics theory, is adapted and applied to composition in English as a Second Language (ESL). Raskin's classification of knowledge as linguistic and encyclopedic is converted to a continuum from textual to extra-contextual, with contextual knowledge situated between the two. Textual knowledge is…

  6. Changes in science classrooms resulting from collaborative action research initiatives

    NASA Astrophysics Data System (ADS)

    Oh, Phil Seok

    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.

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Brand, Betsy, Ed.

    2003-01-01

    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 communities,…

  9. Reflection of Constructivist Theories in Current Educational Practice

    ERIC Educational Resources Information Center

    Juvova, Alena; Chudy, Stefan; Neumeister, Pavel; Plischke, Jitka; Kvintova, Jana

    2015-01-01

    In this overview study, we would like to present the basic constructivist approaches that have affected or influenced the current concept of education. The teacher-student interaction is reflected by personality, psychological traits, attitudes and cultural capital of the participants of the educational process as well as the teacher's effort to…

  10. Contemplating a Constructivist Stance for Active Learning within Music Education

    ERIC Educational Resources Information Center

    Scott, Sheila

    2011-01-01

    This article examines constructivist philosophies for learning with an emphasis on student-centered environments in education and the active involvement of students in learning as they relate new understanding to what they already know and refine previous skills in terms of newly acquired proficiencies. Active learning is explored from a…

  11. Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  12. Can Virtual Museums Motivate Students? Toward a Constructivist Learning Approach

    ERIC Educational Resources Information Center

    Katz, James E.; Halpern, Daniel

    2015-01-01

    This study aims to assess the effectiveness of immersive environments that have been implemented by museums to attract new visitors. Based on the frameworks introduced by telepresence and media richness theories, and following a constructivist-based learning approach, we argue that the greater the similarity of an online museum experience is to…

  13. Designing a Web-Based Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Wang, Qiyun

    2009-01-01

    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…

  14. Simulation-Based Constructivist Approach for Education Leaders

    ERIC Educational Resources Information Center

    Shapira-Lishchinsky, Orly

    2015-01-01

    The purpose of this study was to reflect the leadership strategies that may arise using a constructivist approach based on organizational learning. This approach involved the use of simulations that focused on ethical tensions in school principals' daily experiences, and the development of codes of ethical conduct to reduce these tensions. The…

  15. A Constructivist Perspective on Teaching and Learning Mathematics.

    ERIC Educational Resources Information Center

    Schifter, Deborah

    1996-01-01

    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…

  16. A Step for Evaluating Constructivist Approach Integrated Online Courses

    ERIC Educational Resources Information Center

    Gazi, Zehra A.

    2011-01-01

    This research aims to reveal the validation of 86-items in order to develop a scale for evaluating constructivist approach integrated online courses in higher education practices. The main aim of this research process is to reveal a scale to further evaluate whether the online education practices in higher education have the notions of…

  17. Activity Theory as a Framework For Designing Constructivist Learning Environments.

    ERIC Educational Resources Information Center

    Jonassen, David H.; Rohrer-Murphy, Lucia

    1999-01-01

    Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a framework for analyzing activities and settings for the purpose of designing constructivist learning…

  18. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    NASA Astrophysics Data System (ADS)

    Rosenfeld, Melodie; Rosenfeld, Sherman

    2006-05-01

    The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

  19. Modelling between Epistemological Beliefs and Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Çetin-Dindar, Ayla; Kirbulut, Zübeyde Demet; Boz, Yezdan

    2014-01-01

    The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the…

  20. Learning Science-Based Fitness Knowledge in Constructivist Physical Education

    ERIC Educational Resources Information Center

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

    2012-01-01

    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 randomly…

  1. Promoting Effective E-Learning Practices through the Constructivist Pedagogy

    ERIC Educational Resources Information Center

    Keengwe, Jared; Onchwari, Grace; Agamba, Joachim

    2014-01-01

    Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist

  2. A Constructivist-Informed Approach to Teaching Swimming

    ERIC Educational Resources Information Center

    Light, Richard; Wallian, Nathalie

    2008-01-01

    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…

  3. A Social Constructivist Approach to Computer-Mediated Instruction.

    ERIC Educational Resources Information Center

    Pear, Joseph J.; Crone-Todd, Darlene E.

    2002-01-01

    Describes a computer-mediated teaching system called computer-aided personalized system of instruction (CAPSI) that incorporates a social constructivist approach, maintaining that learning occurs primarily through a socially interactive process. Discusses use of CAPSI in an undergraduate course at the University of Manitoba that showed students…

  4. Revisiting Constructivist Teaching Methods in Ontario Colleges Preparing for Accreditation

    ERIC Educational Resources Information Center

    Schultz, Rachel A.

    2015-01-01

    At the time of writing, the first community colleges in Ontario were preparing for transition to an accreditation model from an audit system. This paper revisits constructivist literature, arguing that a more pragmatic definition of constructivism effectively blends positivist and interactionist philosophies to achieve both student centred…

  5. A Constructivist Approach to Technology Literacy for Preservice Teachers.

    ERIC Educational Resources Information Center

    Cooper, Peter A.; Hirtle, Jeannine S.

    This paper is a report on the findings of a study conducted during an undergraduate computer science class for preservice teacher educators which was restructured using constructivist principles. Qualitative analysis techniques were applied to field notes, transcripts of computer-mediated discourse, project evaluations, an interview with the…

  6. Classroom Planetarium.

    ERIC Educational Resources Information Center

    Ankney, Paul

    1981-01-01

    Provides instructions for the construction of a paper mache classroom planetarium and suggests several student activities using this planetarium model. Lists reasons why students have difficulties in transferring classroom instruction in astronomy to the night sky. (DS)

  7. An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom

    ERIC Educational Resources Information Center

    Doering, Aaron; Veletsianos, George

    2007-01-01

    This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer…

  8. Epistemic contextualism: a normative approach 

    E-print Network

    McKenna, Robert James

    2013-11-27

    I develop and argue for a version of epistemic contextualism - the view that the truth-values of ‘knowledge’ ascriptions depend upon and vary with the context in which they are uttered - that emphasises the roles played ...

  9. Contextually-Dependent Lexical Semantics 

    E-print Network

    Verspoor, Cornelia M

    This thesis is an investigation of phenomena at the interface between syntax, semantics, and pragmatics, with the aim of arguing for a view of semantic interpretation as lexically driven yet contextually dependent. I ...

  10. Contextual emergence of mental states.

    PubMed

    Atmanspacher, Harald

    2015-11-01

    The concept of contextual emergence has been proposed as a non-reductive, yet well-defined relation between different levels of description of physical and other systems. It yields a formally sound and empirically applicable procedure to translate between descriptive levels in an overall consistent fashion. This will be discussed for the contextual emergence of mental states from a neural level of description. PMID:26018611

  11. Learning Science-Based Fitness Knowledge in Constructivist Physical Education

    PubMed Central

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

    2015-01-01

    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 randomly selected from one of the largest school districts in the United States and randomly assigned to treatment curriculum and control conditions. Students in third, fourth, and fifth grade (N = 5,717) were pre- and posttested on a standardized knowledge test on exercise principles and benefits in cardiorespiratory health, muscular capacity, and healthful nutrition and body flexibility. The results indicated that children in the treatment curriculum condition learned at a faster rate than their counterparts in the control condition. The results suggest that the constructivist curriculum is capable of inducing superior knowledge gain in third-, fourth-, and fifth-grade children. PMID:26269659

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  13. Marketing Education Cooperative Education Manual. Classroom and Training Station Connecting Activities

    ERIC Educational Resources Information Center

    Ohio Department of Education, 2004

    2004-01-01

    Cooperative Education is a teaching method which uses real life work experiences to teach and/or reinforce competencies from the Marketing Content Standards. Direct connections are made between classroom instruction and workplace activities. The activities in this manual can be used to reinforce and contextualize content taught in the classroom

  14. Outdoor Classrooms

    ERIC Educational Resources Information Center

    Mayes, Valynda

    2010-01-01

    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…

  15. Classroom Management.

    ERIC Educational Resources Information Center

    Dinsmore, Terri Sue

    This paper is a report of a middle-school teacher's study of classroom management. The teacher/researcher was interested in how some of the techniques in the Kovalik Integrated Thematic Instruction model of training would influence the teacher/researcher's classroom management; the effects of direct instruction within a community circle; the…

  16. Classroom Activities.

    ERIC Educational Resources Information Center

    Stuart, Frances R.

    This pamphlet suggests activities that may be used in the elementary school classroom. Chapter I lists various short plays that children can easily perform which encourage their imagination. Chapter II details a few quiet classroom games such as "I Saw,""Corral the Wild Horse,""Who Has Gone from the Room," and "Six-Man-Football Checkers." A number…

  17. A Practical Guide and a Constructivist Rationale for Inquiry Based Learning

    ERIC Educational Resources Information Center

    Duffy, Thomas M.; Raymer, Pamela L.

    2010-01-01

    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.…

  18. Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel; Kaya, Sibel

    2014-01-01

    This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled…

  19. Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies

    ERIC Educational Resources Information Center

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

    2008-01-01

    The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

  20. Freeing the Hand of the Lord: Securing Constructivist Pedagogy through Professional Development in Kenyan Rural Schools

    ERIC Educational Resources Information Center

    Ngundi, James

    2013-01-01

    This study explores the use of constructivist pedagogy promoting learner-centered teaching in Kenya's rural primary schools. It explores both the school-based as well as bureaucratic hurdles to the success of constructivist pedagogy. Teacher ideologies, issues of diverse cultures and traditional beliefs, the rural context characterized by…

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

    ERIC Educational Resources Information Center

    Danaher, William

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Goldman, Juliette D. G.

    2006-01-01

    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…

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

    ERIC Educational Resources Information Center

    Swann, Annette C.

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

    Pierce, L. Marinn; Gibbons, Melinda M.

    2012-01-01

    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…

  5. Taiwanese Teachers' Implementation of a New "Constructivist Mathematics Curriculum": How Cognitive and Affective Issues Are Addressed

    ERIC Educational Resources Information Center

    Chiu, Mei-Shiu; Whitebread, David

    2011-01-01

    This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries'…

  6. Constructivist Education and Epistemological Development in Online and Face-to-Face Higher Learning Environments

    ERIC Educational Resources Information Center

    Pruitt, Rebecca J.

    2011-01-01

    Scope and Method of Study. This study examined two sections of a course in child development, one online and one face-to-face, to determine similarities and differences between the two related to constructivist education and constructivist processes. Course documents, instructor reflections, online discussion forum text, student-instructor…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  8. Supporting Social Constructivist Learning through the KEEP SLS ePortfolio System

    ERIC Educational Resources Information Center

    Zhang, Xuesong; Olfman, Lorne; Firpo, Daniel

    2010-01-01

    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

  9. Doing Social Constructivist Research Means Making Empathic and Aesthetic Connections with Participants

    ERIC Educational Resources Information Center

    Kim, Mi Song

    2014-01-01

    Social constructivist theorists tend to identify qualitative educational research as discovering meaning and understanding by the researcher's active involvement in the construction of meaning. Although these approaches have been widely influenced by Vygotsky's social constructivist approach, his own theoretical framework has received…

  10. Changing the attitudes and practices of professional developers through a constructivist model: The Technical Assistance Academy for Mathematics and Science Services

    NASA Astrophysics Data System (ADS)

    Charles, Karen Jungblut

    For much of this century, mathematics and science have been taught in a didactic manner that is characterized by a passive student and a lecturing teacher. Since the late eighties national standards have encouraged professional developers specializing in mathematics and science education to deliver the messages of inquiry-based learning, active student engagement, and learner-constructed knowledge to the teachers they support. Follow-up studies of professional development programs, however, found that telling teachers was no more effective than telling students. Information transmitted in a passive setting was not transferring into effective classroom practices. This phenomenological case study was conducted to determine the effects of a constructivist-oriented professional development experience, the Technical Assistance Academy, in changing the practices and attitudes of mathematics and science professional developers regarding the use of constructivist strategies in workshop design. This study focused on 45 professional developers who participated in the Technical Assistance Academy. Data from a 2 1/2 year period were collected from session evaluations, journal reflections, a follow-up interview, and site visits that included observations and collaborative planning. Content analysis procedures were used to find common themes among the data. Use of new skills developed as a result of participation in the Technical Assistance Academy was determined using the Concerns-Based Adoption Model Levels of Use framework (Hall & Hord, 1987). Changes in attitude were determined by examining participants' journal reflections related to common constructivist themes such as those discussed by Fosnot (1996c): learning is developmental, disequilibrium and reflection facilitate learning, and the construction of "big ideas" results from the opportunity to struggle with new information. Results verified that all 45 participants demonstrated some level of use, and that most were in the 3 highest of 5 levels of use: mechanical (11%), routine (16%), refinement (27%), integration (24%), and renewal (22%). Participants reported valuing (a) active engagement necessary for the developmental progression of learning to occur, (b) their own disequilibrium, (c) opportunity to reflect, and they acknowledged a clearer understanding and appreciation of the big ideas in workshop design such as networking, collaboration, content and staff development standards, equity, and community building. Results support the conclusion that learning about constructivist instructional strategies in a long-term program that models them positively affects participants' attitudes and enhances their use of similar strategies in the design of professional development experiences for others. Knowledge developed in a constructivist setting transferred into effective facilitator practices.

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

    ERIC Educational Resources Information Center

    Ashby, Wendy

    2012-01-01

    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

  12. Factors Affecting Teachers' Student-Centered Classroom Computer Use

    ERIC Educational Resources Information Center

    Friedrich, Helmut Felix; Hron, Aemilian

    2011-01-01

    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.…

  13. Transforming Multicultural Classrooms through Creative Place-Based Learning

    ERIC Educational Resources Information Center

    Sloan, Connor

    2013-01-01

    Classrooms are spaces where diverse cultures have the potential to share lived experiences and gain insight from each other's "spatial, geographical, and contextual dimensions of existence" (Gruenewald, 2008, p. 310). Teachers facilitate multicultural perspectives being integrated into curriculum by analyzing data at school sites…

  14. Effects of Classroom Assessment Practices on Students' Achievement Goals

    ERIC Educational Resources Information Center

    Alkharusi, Hussain

    2008-01-01

    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…

  15. Contextual Constraints on Adolescents' Leisure.

    ERIC Educational Resources Information Center

    Silbereisen, Rainer K.

    2003-01-01

    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…

  16. How much contextuality? Karl Svozil

    E-print Network

    Svozil, Karl

    in the quantum domain. From a purely operational point of view, the quantitative predictions that result from to counterfactual elements of physical reality. PACS numbers: 03.65.Ta, 03.65.Ud Keywords: quantum measurement theory, quantum contextuality, counterfactual observables Some of the mind boggling features attributed

  17. Extracting Contextual Evaluativity Kevin Reschke

    E-print Network

    Extracting Contextual Evaluativity Kevin Reschke University of California, Santa Cruz kreschke@ucsc.edu Pranav Anand University of California, Santa Cruz panand@ucsc.edu Abstract Recent work on evaluativity is on structures like (1), where the second clause provides grounds for the sentiment encoded in the first

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

    NASA Astrophysics Data System (ADS)

    Numedahl, Paul Joseph

    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.

  19. Intrinsic Contextuality as the Crux of Consciousness

    E-print Network

    Diederik Aerts; Jan Broekaert; Liane Gabora

    2013-10-29

    A stream of conscious experience is extremely contextual; it is impacted by sensory stimuli, drives and emotions, and the web of associations that link, directly or indirectly, the subject of experience to other elements of the individual's worldview. The contextuality of one's conscious experience both enhances and constrains the contextuality of one's behavior. Since we cannot know first-hand the conscious experience of another, it is by way of behavioral contextuality that we make judgements about whether or not, and to what extent, a system is conscious. Thus we believe that a deep understanding of contextuality is vital to the study of consciousness. Methods have been developed for handling contextuality in the microworld of quantum particles. Our goal has been to investigate the extent to which these methods can be used to analyze contextuality in conscious experience. This work is the fledgling efforts of a recently-initiated interdisciplinary collaboration.

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

    ERIC Educational Resources Information Center

    Maor, Dorit

    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…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

    Jones, Loretta L.; And Others

    1997-01-01

    Discusses the collaborative approach of the Rocky Mountain Teacher Education Collaborative to helping preservice teachers develop pedagogical content knowledge. Describes a course in the teaching of chemistry that was believed to be key in the development of pedagogical content knowledge. Highlights assessment and reactions to the course. (JRH)

  3. "Friending" Vygotsky: A Social Constructivist Pedagogy of Knowledge Building through Classroom Social Media Use

    ERIC Educational Resources Information Center

    Churcher, Kalen M. A.; Downs, Edward; Tewksbury, Doug

    2014-01-01

    Social media and web 2.0 technologies are an attractive supplement to the higher education experience and are embraced as a way to foster intra-and extracurricular knowledge generation among a class community. However, these collaborative media require a rethinking of the theoretical framework through which we engage student communities of…

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

    ERIC Educational Resources Information Center

    Brooks, Jacqueline Grennon

    2011-01-01

    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…

  5. Distraction of symbolic behavior in regular classrooms.

    PubMed

    Billinger, Stefan

    2012-01-01

    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. PMID:23189068

  6. The flipped classroom: now or never?

    PubMed

    Hawks, Sharon J

    2014-08-01

    Pedagogical changes and new models of delivering educational content should be considered in the effort to address the recommendations of the 2007 Institute of Medicine report and Benner's recommendations on the radical transformation of nursing. Transition to the nurse anesthesia practice doctorate addresses the importance of these recommendations, but educational models and specific strategies on how to implement changes in educational models and systems are still emerging. The flipped classroom (FC) is generating a considerable amount of buzz in academic circles. The FC is a pedagogical model that employs asynchronous video lectures, reading assignments, practice problems, and other digital, technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom. This FC represents a unique combination of constructivist ideology and behaviorist principles, which can be used to address the gap between didactic education and clinical practice performance. This article reviews recent evidence supporting use of the FC in health profession education and suggests ways to implement the FC in nurse anesthesia educational programs. PMID:25167605

  7. The effects of constructivist teaching approaches on middle school students' algebraic understanding 

    E-print Network

    Ross, Amanda Ann

    2009-06-02

    as 16 algebra video lessons from an NSF-IERI funded project, were examined to determine occurrences of indicators of representations, constructivist approaches, and engagement, as well as student understanding. A mixed methods design was utilized...

  8. A Conceptual Model of Relationships among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches

    ERIC Educational Resources Information Center

    Ozkal, Kudret; Tekkaya, Ceren; Cakiroglu, Jale; Sungur, Semra

    2009-01-01

    This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment…

  9. The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

    ERIC Educational Resources Information Center

    Dede, Chris

    1995-01-01

    Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)

  10. The Learning Virus: An Affective, Constructivist Movement Shaped by Ultrasociality in the Age of Social Media

    ERIC Educational Resources Information Center

    Ershler, Jeff; Stabile, Chris

    2015-01-01

    Redefining the discourse toward a "better fit" cultural framework of beliefs, thought, language, and action through ultrasociality, a constructivist meme can help nurture an epistemological break (or rupture) from the traditional objectivist paradigm in education.

  11. Quantifying Ecosystem Controls and Their Contextual Interactions

    E-print Network

    Wang, Deane

    and the factor interactions on annual calcium, magnesium, and potassium export from field mesocosms over 4 years export; contextual interac- tions; leachate; calcium; magnesium; potassium; soil; location; climate

  12. PROGRAMMABLE CONTEXTUAL ANALYSIS David J. Ittner

    E-print Network

    Baird, Henry S.

    PROGRAMMABLE CONTEXTUAL ANALYSIS David J. Ittner Henry S. Baird AT&T Bell Laboratories 600 Mountain- guistics, information retrieval, string matching, numerical optimization, nat- ural language processing

  13. Smart Classroom

    ERIC Educational Resources Information Center

    Kelly, Rhea, Ed.

    2006-01-01

    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…

  14. Classroom Notes

    ERIC Educational Resources Information Center

    International Journal of Mathematical Education in Science and Technology, 2007

    2007-01-01

    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…

  15. Classroom Behavior

    ERIC Educational Resources Information Center

    Segal, Carmit

    2008-01-01

    This paper investigates the determinants and malleability of noncognitive skills. Using data on boys from the National Education Longitudinal Survey, I focus on youth behavior in the classroom as a measure of noncognitive skills. I find that student behavior during adolescence is persistent. The variation in behavior can be attributed to…

  16. Classroom Psychology.

    ERIC Educational Resources Information Center

    Fishtein, Ruth

    A school psychologist speaks of ways in which classroom teachers can use their training and experience to select the most effective options to help their students make the best use of their school experience. The first section of the book presents a brief analysis of eight major types of problem children (the hyperactive child, the aggressively…

  17. Contextual effects in difference judgments.

    PubMed

    Schifferstein, H N

    1995-01-01

    Manipulating stimulus spacing, stimulus frequency, or stimulus range usually affects intensity judgments. In six experiments, I investigated the locus of analogues of these contextual effects in a "difference" estimation task. When all stimuli elicited the same taste quality, stimulus distribution affected the scale values only when water was included in the stimulus set (Experiments 1-3). When the subjective ranges of two taste qualities were manipulated, different scale values were obtained for the separate qualities in the two conditions (Experiment 4). Manipulation of the expected response distribution did not affect the scale values or the responses (Experiments 5-6). It is concluded that shifts in stimulus distributions or stimulus ranges result in shifts in subjective scale values. The contextual effects can be interpreted as relative shifts of a number of gustatory continua, with water lying on a separate continuum. Proposed is a model for context-dependent judgments, consisting of four stages: stimulus classification, stimulus placement, continuum placement, and continuum projection. PMID:7885808

  18. Contextual Cueing Effects across the Lifespan

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  19. A Combinatorial Approach to Nonlocality and Contextuality

    NASA Astrophysics Data System (ADS)

    Acín, Antonio; Fritz, Tobias; Leverrier, Anthony; Sainz, Ana Belén

    2015-03-01

    So far, most of the literature on (quantum) contextuality and the Kochen-Specker theorem seems either to concern particular examples of contextuality, or be considered as quantum logic. Here, we develop a general formalism for contextuality scenarios based on the combinatorics of hypergraphs, which significantly refines a similar recent approach by Cabello, Severini and Winter (CSW). In contrast to CSW, we explicitly include the normalization of probabilities, which gives us a much finer control over the various sets of probabilistic models like classical, quantum and generalized probabilistic. In particular, our framework specializes to (quantum) nonlocality in the case of Bell scenarios, which arise very naturally from a certain product of contextuality scenarios due to Foulis and Randall. In the spirit of CSW, we find close relationships to several graph invariants. The recently proposed Local Orthogonality principle turns out to be a special case of a general principle for contextuality scenarios related to the Shannon capacity of graphs. Our results imply that it is strictly dominated by a low level of the Navascués-Pironio-Acín hierarchy of semidefinite programs, which we also apply to contextuality scenarios. We derive a wealth of results in our framework, many of these relating to quantum and supraquantum contextuality and nonlocality, and state numerous open problems. For example, we show that the set of quantum models on a contextuality scenario can in general not be characterized in terms of a graph invariant. In terms of graph theory, our main result is this: there exist two graphs and with the properties

  20. Mobile Contextual Display Systems Florian Alt1

    E-print Network

    - plays hence enabling novel forms of advertising and information dissemination. This includes mainly a person moves into one of the defined areas, the tool automatically selects a previously created;3 Prototype System for Contextual Advertising In order to explore the potential of contextual advertising we

  1. A comparison of the effects of social constructivist and traditional approaches to teaching on students' attitude and achievement in high school chemistry

    NASA Astrophysics Data System (ADS)

    Latchman, Pooran

    2000-10-01

    Current views of the nature of knowledge and of learning suggest that instructional approaches in science education pay closer attention to how students learn rather than on teaching. This study examined the use of approaches to teaching science based on two contrasting perspectives in learning, social constructivist and traditional, and the effects they have on students' attitudes and achievement. Four categories of attitudes were measured using the Upper Secondary Attitude Questionnaire: Attitude towards school, towards the importance of science, towards science as a career, and towards science as a subject in school. Achievement was measured by average class grades and also with a researcher/teacher constructed 30-item test that involved three sub-scales of items based on knowledge, and applications involving near-transfer and far-transfer of concepts. The sample consisted of 202 students in nine intact classrooms in chemistry at a large high school in Miami, Florida, and involved two teachers. Results were analyzed using a two-way analysis of covariance (ANCOVA) with a pretest in attitude as the covariate for attitudes and prior achievement as the covariate for achievement. A comparison of the adjusted mean scores was made between the two groups and between females and males. With constructivist-based teaching, students showed more favorable attitude towards science as a subject, obtained significantly higher scores in class achievement, total achievement and achievement on the knowledge sub-scale of the knowledge and application test. Students in the traditional group showed more favorable attitude towards school. Females showed significantly more positive attitude towards the importance of science and obtained significantly higher scores in class achievement. No significant interaction effects were obtained for method of instruction by gender. This study lends some support to the view that constructivist-based approaches to teaching science is a viable alternative to traditional modes of teaching. It is suggested that in science education, more consideration be given to those aspects of classroom teaching that foster closer coordination between social influences and individual learning.

  2. Multilevel and Diverse Classrooms

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  3. Classroom Management Study through

    E-print Network

    Douches, David S.

    Classroom Management Study through Michigan State Extension What is the Incredible Years Teacher Classroom Management (IYTCM) Program? This program is an evidence-based interven4on focused on improving teachers' skills in using classroom management

  4. Introductory geology for elementary education majors utilizing a constructivist approach

    USGS Publications Warehouse

    Brown, L.M.; Kelso, P.R.; Rexroad, C.B.

    2001-01-01

    "Field Excursions in Earth Science" is designed as a non-prerequisite field-based course for elementary education majors. Classic Canadian Shield and Michigan Basin outcrops and Quaternary features are used to teach those Earth science objectives considered most important for K-8 teachers by the Michigan State Board of Education and by others. We integrated these objectives into five conceptual pathways rather than presenting them as discrete pieces of information. A variety of teaching techniques based on constructivist educational theory are employed, so that pre-service teachers experience active-learning strategies in the context of how science is practiced. Our learning strategies address the cognitive and affective domains and utilize personal experiences in conjunction with pre- and post-experience organizers to allow students to develop individual meanings. We place emphasis on observations and concepts and we encourage students to explain their understanding of concepts verbally and in a variety of written formats. Activities address spatial concepts and map reading; mineral, rock, and fossil identification; formation of rocks; surficial processes and landform development; structural deformation and plate tectonics; and environmental issues. Students keep field notes and have daily projects. They address the pedagogical structure of the course in a daily diary.

  5. Can Virtual Museums Motivate Students? Toward a Constructivist Learning Approach

    NASA Astrophysics Data System (ADS)

    Katz, James E.; Halpern, Daniel

    2015-04-01

    This study aims to assess the effectiveness of immersive environments that have been implemented by museums to attract new visitors. Based on the frameworks introduced by telepresence and media richness theories, and following a constructivist-based learning approach, we argue that the greater the similarity of an online museum experience is to its physical counterpart, the more positive will be the observer's perception of the collection. We reason that the similarity would lead online visitors to develop greater cognitive involvement which in turn will produce more positive attitudes toward the collection. In support of this argument, we present the results of a comparative study in which 565 participants were exposed randomly to four different exhibitions: two-dimensional collections of art and aircraft museums and three-dimensional tours of similar museums. Results indicate that whereas 3D tours have a strong effect on users' intentions to visit the real museum, cognitive involvement and sense of presence mediate the association between these variables. In terms of managerial implications, our study shows that if educational professionals want to stimulate their students to visit museums, 3D tours appear to be more effective for engaging learners through a realistic-looking environment. By offering richer perceptual cues and multimodal feedback (e.g., users can view 3D objects from multiple viewpoints or zoom in/out the objects), the study suggests that participants may increase their reasoning process and become more interested in cultural content.

  6. The Classroom Animal: Crickets.

    ERIC Educational Resources Information Center

    Kramer, David C.

    1985-01-01

    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)

  7. The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers’ Competence in Classroom Interactions

    PubMed Central

    Downer, Jason T.; Booren, Leslie M.; Lima, Olivia K.; Luckner, Amy E.; Pianta, Robert C.

    2012-01-01

    This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children’s interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability, normal distributions and adequate range, construct validity, and criterion-related validity. These initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children’s classroom behaviors. Future directions for research with the inCLASS are discussed. PMID:23175598

  8. A Protocol for Evaluating Contextual Design Principles

    PubMed Central

    Stamps, Arthur

    2014-01-01

    This paper explains how scientific data can be incorporated into urban design decisions, such as evaluating contextual design principles. The recommended protocols are based on the Cochrane Reviews that have been widely used in medical research. The major concepts of a Cochrane Review are explained, as well as the underlying mathematics. The underlying math is meta-analysis. Data are reported for three applications and seven contextual design policies. It is suggested that use of the Cochrane protocols will be of great assistance to planners by providing scientific data that can be used to evaluate the efficacies of contextual design policies prior to implementing those policies. PMID:25431448

  9. Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors

    ERIC Educational Resources Information Center

    McCaughtry, Nate; Fahlman, Mariane; Martin, Jeffrey J.; Shen, Bo

    2011-01-01

    Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program…

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

    ERIC Educational Resources Information Center

    Shapiro, Arthur; Koren, Andrej

    2012-01-01

    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…

  11. The Correlation of Students' Views on Constructivist Teaching Environment and Teachers' Student Control Ideologies

    ERIC Educational Resources Information Center

    Beyhan, Omer

    2013-01-01

    The purpose of this study is to examine the correlation between elementary teachers' student control ideology and students' views on constructivist learning environment. In this study, the correlation between the views of teachers working in elementary schools on student control ideology and students' views on constructivist

  12. The Implementation of a Social Constructivist Approach in Primary Science Education in Confucian Heritage Culture: The Case of Vietnam

    ERIC Educational Resources Information Center

    H?ng, Ngô Vu Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

    2015-01-01

    Social constructivism has been increasingly studied and implemented in science school education. Nevertheless, there is a lack of holistic studies on the implementation of social constructivist approach in primary science education in Confucian heritage culture. This study aims to determine to what extent a social constructivist approach is…

  13. Contextual Vocabulary Acquisition as Computational Philosophy

    E-print Network

    Rapaport, William J.

    Contextual Vocabulary Acquisition as Computational Philosophy and as Philosophical Computation of Philosophy, Department of Linguistics, and Center for Cognitive Science rapaport@cse.buffalo.edu http withstand certain objections. 1 Computational Philosophy and Philosophical Computation Computer science

  14. Experimenting in a constructivist high school physics laboratory

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael

    Although laboratory activities have long been recognized for their potential to facilitate the learning of science concepts and skills, this potential has yet to be realized. To remediate this problem, researchers have called for constructivist learning environments in which students can pursue open inquiry and frame their own research problems. The present study was designed to describe and understand students' experimenting and problem solving in such an environment. An interpretive research methodology was adopted for the construction of meaning from the data. The data sources included videotapes, their transcripts, student laboratory reports and reflections, interviews with the students, and the teacher's course outline and reflective notes. Forty-six students from three sections of an introductory physics course taught at a private school for boys participated in the study. This article shows the students' remarkable ability and willingness to generate research questions and to design and develop apparatus for data collection. In their effort to frame research questions, students often used narrative explanations to explore and think about the phenomena to be studied. In some cases, blind alleys, students framed research questions and planned experiments that did not lead to the expected results. We observed a remarkable flexibility to deal with problems that arose during the implementation of their plans in the context of the inquiry. These problems, as well as their solutions and the necessary decision-making processes, were characterized by their situated nature. Finally, students pursued meaningful learning during the interpretation of data and graphs to arrive at reasonable answers of their research questions. We concluded that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of their own interest and in which they can develop complex problem-solving skills.

  15. Conflict between Learners' Beliefs and Actions: Speaking in the Classroom

    ERIC Educational Resources Information Center

    Yoshida, Reiko

    2013-01-01

    Based on sociocultural and contextual perspectives, this study examines how Japanese language learners perceive a conflict between their beliefs and actions when speaking the target language in the classroom context, and how these learners change their beliefs or actions to overcome the conflict. Data were collected during a second-year level…

  16. From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management

    ERIC Educational Resources Information Center

    Casey, Zachary A.; Lozenski, Brian D.; McManimon, Shannon K.

    2013-01-01

    In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Lee, Kang-Young

    2012-01-01

    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…

  19. A Tale of Two Cultures: The Omani-Indian Encounter in the Literature Classroom

    ERIC Educational Resources Information Center

    Heble, Ayesha; Mehta, Sandhya Rao

    2013-01-01

    The inclusion of cultural and contextual approaches in the study of literature has long been accepted as imperative in the literature classroom, fostering, as it does, the sensitization of students to diverse worldviews. This article aims to explore the way in which literature could affect students' preconceived notions of communities and…

  20. Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings

    ERIC Educational Resources Information Center

    Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W.; Asmus, Jennifer M.

    2014-01-01

    Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are…

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

    ERIC Educational Resources Information Center

    Dunn, Michael W.

    2006-01-01

    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…

  2. Directed Consultation, the SEALS Model, and Teachers' Classroom Management

    ERIC Educational Resources Information Center

    Motoca, Luci M.; Farmer, Thomas W.; Hamm, Jill V.; Byun, Soo-yong; Lee, David L.; Brooks, Debbie S.; Rucker, Nkecha; Moohr, Michele M.

    2014-01-01

    Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations…

  3. Classroom Management. Brief

    ERIC Educational Resources Information Center

    National Education Association Research Department, 2006

    2006-01-01

    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…

  4. Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review

    PubMed Central

    2014-01-01

    Background Use of theory is essential for advancing the science of knowledge translation (KT) and for increasing the likelihood that KT interventions will be successful in reducing existing research-practice gaps in health care. As a sociological theory of knowledge, social constructivist theory may be useful for informing the design and evaluation of KT interventions. As such, this scoping review explored the extent to which social constructivist theory has been applied in the KT literature for healthcare professionals. Methods Searches were conducted in six databases: Ovid MEDLINE (1948 – May 16, 2011), Ovid EMBASE, CINAHL, ERIC, PsycInfo, and AMED. Inclusion criteria were: publications from all health professions, research methodologies, as well as conceptual and theoretical papers related to KT. To be included in the review, key words such as constructivism, social constructivism, or social constructivist theories had to be included within the title or abstract. Papers that discussed the use of social constructivist theories in the context of undergraduate learning in academic settings were excluded from the review. An analytical framework of quantitative (numerical) and thematic analysis was used to examine and combine study findings. Results Of the 514 articles screened, 35 papers published between 1992 and 2011 were deemed eligible and included in the review. This review indicated that use of social constructivist theory in the KT literature was limited and haphazard. The lack of justification for the use of theory continues to represent a shortcoming of the papers reviewed. Potential applications and relevance of social constructivist theory in KT in general and in the specific studies were not made explicit in most papers. For the acquisition, expression and application of knowledge in practice, there was emphasis on how the social constructivist theory supports clinicians in expressing this knowledge in their professional interactions. Conclusions This scoping review was the first to examine use of social constructivism in KT studies. While the links between social constructivism and KT have not been fully explored, the Knowledge to Action framework has strong constructivist underpinnings that can be used in moving forward within the broader KT enterprise. PMID:24885925

  5. The function of questions in Omani fourth grade inquiry-based science classrooms: A sociocultural perspective

    NASA Astrophysics Data System (ADS)

    Al-Shaibani, Madiha Ahmed

    2005-11-01

    Studies indicate that science education reforms are globally converging. Many countries are adopting the globally advocated science education reforms for the purpose of obtaining the competitive edge in science education and technology that are viewed as the driving forces of modern economies. Globally, science education reforms are emphasizing paradigm shifts in which constructivist instructional are foregrounded. Many science education curricular documents advocate teaching science through engaging students in scientific inquiry. As a result, science classrooms are becoming more student-centered where students are typically actively engaged in inquiry learning. Even though inquiry instruction has become the common approach in teaching science, the actual implementation of inquiry in classrooms indicates that there is a big gap between the intended inquiry advocated in curricula documents and the actual practices in classroom settings. One of the main features of inquiry instruction is student questions. Authentic student questions are essential for the initiating and main scientific inquiry. However, studies have also illustrated the rarity of student questions in classrooms. This dearth in student questions has been attributed to the discursive practices in classrooms. Classrooms that implement the traditional IRE discourse structure tend to have less student questions. On the other hand, reflective questioning is considered a more appropriate classroom discourse structure because it intentionally invites student questions and engages students in classroom discussions. This qualitative study addresses the issue of questioning in fourth grade inquiry-based science classrooms of the Omani Basic Education system. Methods employed in this study included: participant observation, individual interviews, focus group interviews and the collection of artifacts. Findings of this study illustrated the rarity of student questions in the classrooms. However this investigation also revealed the connection between teacher beliefs and implementation of reforms. Teachers whose beliefs were aligned with reforms came closer to implementing reform initiatives as opposed to teachers whose beliefs were not aligned with reform initiatives. The findings of this study were inconclusive when it came to linking teachers' questioning practices to teachers' understanding of inquiry methods.

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

    ERIC Educational Resources Information Center

    Sweeney, Heidi

    2010-01-01

    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…

  7. Wolff-Michael Roth's passibility: at the limits of the constructivist metaphor: a book review

    NASA Astrophysics Data System (ADS)

    Brendel, Michelle

    2014-12-01

    Wolff-Michael Roth deconstructs the preeminent role conceded to constructivism in Science Education and demonstrates how we learn and know through pain, suffering, love or passion. This review explores his book "Passibility: At the Limits of the Constructivist Metaphor" through the eyes of an outsider to the world of science education.

  8. Inspiring Creative Constructivist Play Inline with the BSCS 5E instructional model, we are

    E-print Network

    LaViola Jr., Joseph J.

    are using constructivist learning to teach physics in a heavily modified Minecraft game server. However-building indie game Minecraft. Much of the games for education phenomenon focuses on fun to motivate learning to see how they can use different aspects of Minecraft to tell a story, motivate play and create

  9. The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

  10. Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 1)

    ERIC Educational Resources Information Center

    Zane, Thomas W.

    2009-01-01

    Just as objectivist theories have provided foundations for traditional tests, constructivist theories can offer foundations for performance assessment design and development methods. The tenets and principles embedded in various learning theories provide a solid foundation that can be combined with psychometric principles to help assessment…

  11. Investigating the Relationships among Elementary School Students' Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

    ERIC Educational Resources Information Center

    Yilmaz-Tuzun, Ozgul; Topcu, Mustafa Sami

    2010-01-01

    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…

  12. Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

    ERIC Educational Resources Information Center

    Wang, Chenyu

    2011-01-01

    In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

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

    ERIC Educational Resources Information Center

    Bunch, John M.

    2009-01-01

    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…

  14. Using the Constructivist Tridimensional Design Model for Online Continuing Education for Health Care Clinical Faculty

    ERIC Educational Resources Information Center

    Seo, Kay Kyeong-Ju; Engelhard, Chalee

    2014-01-01

    This article presents a new paradigm for continuing education of Clinical Instructors (CIs): the Constructivist Tridimensional (CTD) model for the design of an online curriculum. Based on problem-based learning, self-regulated learning, and adult learning theory, the CTD model was designed to facilitate interactive, collaborative, and authentic…

  15. In Defense of the Solitary Learner: A Response to Collaborative, Constructivist Education.

    ERIC Educational Resources Information Center

    Hopper, Keith B.

    2003-01-01

    Discusses online course design in higher education and cautions against blindly accepting constructivist and collaborative learning strategies. Explains many of the problems associated with these strategies, including the use of technology; considers social change; and describes groupthink and its influence in online courses. (LRW)

  16. Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

    ERIC Educational Resources Information Center

    Rand, Jane

    2013-01-01

    This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

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

    ERIC Educational Resources Information Center

    Jena, Ananta Kumar

    2012-01-01

    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…

  18. The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

    ERIC Educational Resources Information Center

    Narli, Serkan; Baser, Nes'e

    2010-01-01

    To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics Education at…

  19. Organization Model of a Constructivist Learning Community: A Teilhardian Metaphor for Educators.

    ERIC Educational Resources Information Center

    White, Stephen R.

    2002-01-01

    Argues for learning communities as a fruitful milieu for cognitive development and knowledge construction. Provides a metaphor of a constructivist learning community organization grounded on French scientist and philosopher Pierre Teilhard de Chardin's theory of evolution. Asserts that Teilhardian thought is useful for conceptualizing a…

  20. An Interpretation of the "Self" From the Dynamical Systems Perspective: A Constructivist Approach

    E-print Network

    Tani, Jun

    the constructivist approach in the field of artificial intelligence, artificial neural networks and machine learning them with artificial systems ­i.e. building computer simulators, robot systems etc. Although Jun Tani Sony Computer Science Laboratory Inc. 3-14-13 Higashi-gotanda, Tokyo, 141 JAPAN. tani

  1. Child Development within Culturally Structured Environments. Volume 3: Comparative-Cultural and Constructivist Perspectives.

    ERIC Educational Resources Information Center

    Valsiner, Jaan, Ed.

    Using a comparative-cultural perspective, this collection of essays examines the co-constructivist nature of human development in culturally organized environments. The contributions also cover a large age span--infancy to adulthood. Chapters in part 1 cover two different directions in the study of early adult-infant interaction from a comparative…

  2. Assessing the Contribution of a Constructivist Learning Environment to Academic Self-Efficacy in Higher Education

    ERIC Educational Resources Information Center

    Alt, Dorit

    2015-01-01

    Self-efficacy for learning, which refers to students' beliefs in their capabilities to regulate their own learning, could determine students' motivation and academic achievement and, therefore, is significant in the learning process. This study examined how educational efforts based on constructivist theory were associated with the…

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

    ERIC Educational Resources Information Center

    Saurino, Penny L.; Saurino, Dan R.

    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,…

  4. The Effects of Restructuring Biology Teaching by a Constructivist Teaching Approach: An Action Research.

    ERIC Educational Resources Information Center

    Lin, Wan-Ju

    This study reports on the improvement of a teacher researcher's teaching practice by adopting a constructivist teaching approach. Four biology units on the nervous system, human circulatory system, evolution, and vertebrate classification were selected to illustrate a model of biology teaching. Data were drawn from student responses to…

  5. Students' Perceptions in Developing a Multimedia Project within a Constructivist Learning Environment: A Malaysian Experience

    ERIC Educational Resources Information Center

    Neo, Mai; Neo, Tse-Kian

    2010-01-01

    This paper presents a research study that was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia, to investigate students' perceptions in developing a multimedia project within a constructivist-based learning environment. Students worked in groups to create an interactive multimedia application using an authoring…

  6. Engaging Students in Multimedia-Mediated Constructivist Learning--Students' Perceptions

    ERIC Educational Resources Information Center

    Neo, Mai; Neo, Tse-Kian

    2009-01-01

    This study was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia and investigated students' perceptions while working on a multimedia project that was embedded within a constructivist-based learning environment. We studied the impact of using multimedia on students who have little experience with working in a…

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

    ERIC Educational Resources Information Center

    Rasmussen, Bjorn

    2010-01-01

    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…

  8. A Constructivist Approach in a Blended E-Learning Environment for Statistics

    ERIC Educational Resources Information Center

    Poelmans, Stephan; Wessa, Patrick

    2015-01-01

    In this study, we report on the students' evaluation of a self-constructed constructivist e-learning environment for statistics, the compendium platform (CP). The system was built to endorse deeper learning with the incorporation of statistical reproducibility and peer review practices. The deployment of the CP, with interactive workshops and…

  9. The Impact of Constructivist Teaching on Students' Perceptions of Teaching and Learning.

    ERIC Educational Resources Information Center

    Chang, Wheijen

    This study investigated the impact of different teaching styles on students' perceived effective learning strategies, and students' perceived learning goals for a university physics course. Participants included 55 students taught by an education researcher (the author) based on a constructivist view of learning, and 51 students taught by a…

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

    ERIC Educational Resources Information Center

    Wang, Lijuan; Ha, Amy S.

    2012-01-01

    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 was…

  11. An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments

    ERIC Educational Resources Information Center

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

    2009-01-01

    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,…

  12. Designing and Experimenting of English Instructional Material for Facilitating Constructivist Learning

    ERIC Educational Resources Information Center

    Sharma, Ritu

    2011-01-01

    Background: Constructivism has emerged as one of the greatest influences on the practice of education in the last twenty-five years. Teachers have embraced constructivist-based pedagogy with an enthusiasm that is rare in these days of quick fixes and a shopping mall approach to school improvement. For many teachers, the focus on constructing…

  13. Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective

    ERIC Educational Resources Information Center

    Faryadi, Qais

    2007-01-01

    This analysis discusses the constructivist paradigm of teaching Arabic as a foreign language in Malaysian settings. This review examines the role of interactive multimedia in enhancing the chalk and talk methods of teaching Arabic in Malaysian schools. This paper also investigates the importance of Arabic Language in Malaysia. Furthermore, the…

  14. Does Constructivist Teaching Help Students Move Their Epistemological Beliefs in Physics through Uppers Levels?

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Sengul-Turgut, Gulsen

    2008-01-01

    The examination of the development of students' epistemological beliefs is important. There is little empirical evidence for precisely how epistemological beliefs are altered. Therefore, the purpose of this study was to investigate the effects of constructivist teaching on students' epistemological beliefs in physics. One-group pretest-posttest…

  15. Facilitating Students' Conceptual Understanding of Boiling Using a Four-Step Constructivist Teaching Method

    ERIC Educational Resources Information Center

    Calik, Muammer

    2008-01-01

    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…

  16. Students' Conceptual Knowledge of Limits in Calculus: A Two-Part Constructivist Case Study

    ERIC Educational Resources Information Center

    Adams, Margaret Smolinka

    2013-01-01

    This case study investigated students' conceptual knowledge of limits in calculus by implementing semi-structured interviews. The constructivist learning principles of Piaget and Inhelder as well as theories of understanding by Skemp guided the study. In Phase I, a pilot study was conducted with 15 students from a Calculus III class. By using…

  17. Integrating Internet Protocol Television (IPTV) in Distance Education: A Constructivist Framework for Social Networking

    ERIC Educational Resources Information Center

    Yuzer, T. Volkan; Kurubacak, Gulsun

    2011-01-01

    New communication technologies and constructivist pedagogy have the great potential to build very powerful paradigm shifts that enhance Internet Protocol Television (IPTV) in distance education. Therefore, the main purpose of this chapter is to explore the new concerns, issues and potentials for the IPTV delivery of distance education to…

  18. A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes

    ERIC Educational Resources Information Center

    Semerci, Çetin; Batdi, Veli

    2015-01-01

    This study attempts to answer the question "Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?" As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses)…

  19. Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction

    E-print Network

    Lester, James C.

    of their Interaction Roxana Moreno Richard E. Mayer Psychology Department Psychology Department University-based learning environments are intended to facilitate constructivist learning through creative problem- solving, and feedback on the choices that students make in the process of designing plants. Herman's actions

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Gundogdu, Kerim

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Orland-Barak, Lily

    2005-01-01

    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…

  3. Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

    ERIC Educational Resources Information Center

    Wang, Ye Diana

    2014-01-01

    As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

  4. Rhythmic Instruction from Square One: A Constructivist Teacher and Her Metronome

    ERIC Educational Resources Information Center

    Miller, Beth Ann

    2012-01-01

    Adhering to a constructivist approach, this teacher focused on problem solving and group discussion as she initiated a study of traditional notation. She began with the metronome to make the steady beat less abstract for those students who still learn best through concrete operations. The students were challenged to match magnets of various…

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

    ERIC Educational Resources Information Center

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

    2003-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    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…

  7. Constructivist Perspectives for Developing and Implementing Lesson Plans in General Music

    ERIC Educational Resources Information Center

    Scott, Sheila J.

    2012-01-01

    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…

  8. Endangered Play, Endangered Development: A Constructivist View of the Role of Play in Development and Learning.

    ERIC Educational Resources Information Center

    Levin, Diane E.

    Piagetian and Vygotskian theories may be used as starting points to examine the role of play in development and learning from a constructivist perspective, including how children use play to deepen their understanding and skills, encounter new problems, and incorporate newly mastered skills into their play. Contemporary factors such as an emphasis…

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

    ERIC Educational Resources Information Center

    Becker, Joe

    2008-01-01

    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 abstraction,…

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

    ERIC Educational Resources Information Center

    Craig, Patricia J.; Sable, Janet R.

    2011-01-01

    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…

  11. Perceptions of Turkish Pre-Service Science Teachers Concerning Constructivist Perspectives to Teach

    ERIC Educational Resources Information Center

    Taskin-Can, Bilge

    2013-01-01

    The purpose of this study is to identify how a four-semester sequence teacher education program helps change pre-service teachers' perceptions about constructivist teaching and learning as they progress through the program. The participants of the study included a total of 194 science pre-service teachers in four different semesters of their…

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

    ERIC Educational Resources Information Center

    Yager, Robert E.

    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…

  13. Using Interactive Whiteboard Technology-Rich Constructivist Learning Environment to Minimize Gender Differences in Chemistry Achievement

    ERIC Educational Resources Information Center

    Dhindsa, Harkirat S.; Shahrizal-Emran

    2011-01-01

    In Brunei, more girls are enrolled at the institutions of higher education than boys. The aim of this study was to evaluate if a constructivist teaching approach, enriched with interactive whiteboard technology could empower males to minimize gender differences in achievement in Chemistry. Two groups of students were taught for six weeks: one…

  14. Integrating Real-Life Data Analysis in Teaching Descriptive Statistics: A Constructivist Approach

    ERIC Educational Resources Information Center

    Libman, Zipora

    2010-01-01

    This article looks at a process of integrating real-life data investigation in a course on descriptive statistics. Referring to constructivist perspectives, this article suggests a look at the potential of inculcating alternative teaching methods that encourage students to take a more active role in their own learning and participate in the…

  15. Millennial Expectations, Constructivist Theory, and Changes in a Teacher Preparation Course

    ERIC Educational Resources Information Center

    Carter, Timothy L.

    2009-01-01

    The Millennial Generation (born [asymptotically equivalent to]1982-2002) is now well represented in the university setting. This cohort has its own unique expectations that are in many ways aligned with constructivist propositions of learning. These Millennial expectations will likely necessitate changes in instructional approaches used in the…

  16. Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-Regulation and Science Achievement

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Vural, Semra Sungur

    2013-01-01

    Background: There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose: This study explored the relationships among constructivist learning environment perception…

  17. The Effect of a Constructivist Learning Environment on the Limit Concept among Mathematics Student Teachers

    ERIC Educational Resources Information Center

    Bukova-Guzel, Esra

    2007-01-01

    The purpose of this study is to design a constructivist learning environment that helps learning the limit concept. The study is a pretest-posttest quasi-experimental research. The control and the experimental groups were chosen from the students attending a calculus course. Worksheets were used to assess students' learning of the limit concept.…

  18. Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

    ERIC Educational Resources Information Center

    Demirci, Neset

    2015-01-01

    The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

  19. The Use of Facebook in an Introductory MIS Course: Social Constructivist Learning Environment

    ERIC Educational Resources Information Center

    Ractham, Peter; Kaewkitipong, Laddawan; Firpo, Daniel

    2012-01-01

    The major objective of this article is to evaluate via a Design Science Research Methodology (DSRM) the implementation of a Social Constructivist learning framework for an introductory Management Information System (MIS) course. Facebook was used as a learning artifact to build and foster a learning environment, and a series of features and…

  20. Preservice Elementary School Teachers' Conceptual Understanding of Place Value within a Constructivist Framework

    ERIC Educational Resources Information Center

    Murawska, Jaclyn Marie

    2013-01-01

    This research study examined the development of 43 preservice elementary school teachers' conceptual understanding of place value after participating in a research-based constructivist unit of instruction in place value. The preservice teachers were enrolled in one of three terms of an elementary mathematics methods course in a private…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  2. Drawing the Circle: Collaborative Mind Mapping as a Process for Developing a Constructivist Teacher Preparation Program.

    ERIC Educational Resources Information Center

    Oldfather, Penny; And Others

    1994-01-01

    Describes what research has found about the use of collaborative mind mapping to facilitate the development of constructivist preservice teacher education programs. The paper discusses explicit connections between collaborative mind mapping and constructivism, varieties of mind maps, mind mapping as an invitation to thought, and how to use mind…

  3. A Contextuality Based Quantum Key Distribution Protocol

    E-print Network

    J. E. Troupe; J. M. Farinholt

    2015-12-15

    In this article we present a new prepare and measure quantum key distribution protocol that uses an experimentally accessible measure of single qubit contextuality to warranty the security of the quantum channel. The definition of contextuality used is that due to Spekkens in which any underlying hidden variable model of the physical system is noncontextual if the probability distribution of the model's hidden variables is independent of the preparation and measurement context. Under this more general definition of noncontextuality the measurement outcomes of a single qubit can be shown to require a contextual model in order to reproduce the results of some non-projective, positive operator valued measurements (POVMs). The proposed protocol utilizes a particular set of POVMs to exhibit the degree of contextuality of the qubits exiting the QKD system's quantum channel. The contextuality measure is defined in terms of the weak values of a set of projective measurements that are implemented as POVMs using weak measurements. The resulting QKD protocol should have a key rate that is equal to or greater than BB84 since none of the sifted key is used to test for the presence of an eavesdropper. Additionally, the new protocol is shown to be immune to detector based attacks.

  4. Measuring Contextual Characteristics for Community Health

    PubMed Central

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

    2003-01-01

    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. PMID:14727793

  5. A Contextuality Based Quantum Key Distribution Protocol

    E-print Network

    J. E. Troupe; J. M. Farinholt

    2015-12-07

    In this article we present a new prepare and measure quantum key distribution protocol that uses an experimentally accessible measure of single qubit contextuality to warranty the security of the quantum channel. The definition of contextuality used is that due to Spekkens in which any underlying hidden variable model of the physical system is noncontextual if the probability distribution of the model's hidden variables is independent of the preparation and measurement context. Under this more general definition of noncontextuality the measurement outcomes of a single qubit can be shown to require a contextual model in order to reproduce the results of some non-projective, positive operator valued measurements (POVMs). The proposed protocol utilizes a particular set of POVMs to exibit the degree of contextuality of the qubits exiting the QKD system's quantum channel. The contextuality measure is defined in terms of the weak values of a set of projective measurements that are implemented as POVMs using weak measurements. The resulting QKD protocol has a key rate almost twice that of BB84 since none of the sifted key is used to test for the presence of an eavesdropper. Additionally, the new protocol is shown to be immune to detector based attacks.

  6. Epistemological Syncretism in a Biology Classroom: A Case Study

    NASA Astrophysics Data System (ADS)

    Bennett, William D.; Park, Soonhye

    2011-02-01

    In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs' beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.

  7. Geometry of contextuality from Grothendieck's coset space

    NASA Astrophysics Data System (ADS)

    Planat, Michel

    2015-07-01

    The geometry of cosets in the subgroups of the two-generator free group nicely fits, via Grothendieck's dessins d'enfants, the geometry of commutation for quantum observables. In previous work, it was established that dessins stabilize point-line geometries whose incidence structure reflects the commutation of (generalized) Pauli operators. Now we find that the nonexistence of a dessin for which the commutator precisely corresponds to the commutator of quantum observables on all lines of the geometry is a signature of quantum contextuality. This occurs first at index : in Mermin's square and at index in Mermin's pentagram, as expected. Commuting sets of -qubit observables with are found to be contextual as well as most generalized polygons. A geometrical contextuality measure is introduced.

  8. The Networked Classroom

    ERIC Educational Resources Information Center

    Roschelle, Jeremy; Penuel, William R.; Abrahamson, Louis

    2004-01-01

    Classroom network requires every student to think actively, which enhances student participation in mathematics and science. Classroom-specific networks use software designed to enhance communication between teacher and students.

  9. Inside the Primary Classroom.

    ERIC Educational Resources Information Center

    Simon, Brian

    1980-01-01

    Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

  10. La complexite de l'implantation de l'approche socio-constructiviste et de l'integration des TIC (The Complexity of Implementing the Socio-constructivist Approach and Integrating ICT).

    ERIC Educational Resources Information Center

    Viens, Jacques; Renaud, Luc

    2001-01-01

    The education programs of Quebec have a social constructivist focus characterized by project teaching, learner autonomy, cooperation, and metacognition. However, important technological and pedagogical hurdles must be overcome before these new practices can be implemented. (Author/SV)

  11. Competition in the Classroom

    ERIC Educational Resources Information Center

    Jameson, Daphne

    2007-01-01

    In this article, the author shares the strategy she adopted to even out the participation among her multicultural students during their classroom discussions. The author realized that her students had different concepts about the classroom and different philosophies about competition. For the Americans and Indians, the classroom was a site of…

  12. Classroom Use and Utilization.

    ERIC Educational Resources Information Center

    Fink, Ira

    2002-01-01

    Discusses how classrooms are distributed by size on a campus, how well they are used, and how their use changes with faculty and student needs and desires. Details how to analyze classroom space, use, and utilization, taking into account such factors as scheduling and classroom stations. (EV)

  13. Classroom Management for Ensembles.

    ERIC Educational Resources Information Center

    Bauer, William I.

    2001-01-01

    Discusses topics essential to good classroom management for ensemble music teachers. Explores the importance of planning and preparation, good teaching practice within the classroom, and using an effective discipline plan to deal with any behavior problems in the classroom. Includes a bibliography of further resources. (CMK)

  14. Communication in the Classroom.

    ERIC Educational Resources Information Center

    Johnson, Maeetta B.

    Educators have become so involved with delivering the curricula that they fail to acknowledge "how" they deliver the curricula. This paper considers the different forms of verbal and nonverbal communications in the classroom, cultural communications in the classroom, and communication enhancers for the classroom--issues which are major crossroads…

  15. Classroom Management. TESOL Classroom Practice Series

    ERIC Educational Resources Information Center

    Farrell, Thomas S. C., Ed.

    2008-01-01

    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…

  16. Classrooms 2000: Innovative Approaches to Classroom Technology.

    ERIC Educational Resources Information Center

    Schoomer, Elia

    2000-01-01

    Describes the next generation of technology classrooms based on experiences at Lehigh University (Pennsylvania). Topics include learner-centered rather than instructor-centered instruction; size; interactivity; and technology features, emphasizing flexibility and interactive technology. An appendix lists selected classroom technology Web sites and…

  17. A Review of the Test of Silent Contextual Reading Fluency

    ERIC Educational Resources Information Center

    Traylor, Tera B.; Price, Katherine W.; Meisinger, Elizabeth B.

    2011-01-01

    The Test of Silent Contextual Reading Fluency (TOSCRF; Hammill, Wiederholt, & Allen, 2006), as its name implies, is designed to measure contextualized silent reading fluency in students aged 7 to 18. Its purposes are to identify good and poor readers, to measure contextual fluency, and to monitor reading development. The TOSCRF measures how…

  18. Using Contextual Teaching and Learning in Foods and Nutrition Class

    ERIC Educational Resources Information Center

    Katz, Shana; Smith, Bettye P.

    2006-01-01

    Contextual teaching and learning is a relatively new concept in the field of education. However, the principles and practices of contextual teaching and learning have been around for centuries (Dijkstra, 1998). Contextual teaching and learning is defined as a conception of teaching and learning that helps teachers relate subject matter content to…

  19. The Contextual Interference Effect in Applied Settings

    ERIC Educational Resources Information Center

    Barreiros, Joao; Figueiredo, Teresa; Godinho, Mario

    2007-01-01

    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…

  20. Clarifying Functional Contextualism: A Reply to Commentaries

    ERIC Educational Resources Information Center

    Fox, Eric J.

    2006-01-01

    In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of…

  1. Contextual Affordances of Rural Appalachian Individuals

    ERIC Educational Resources Information Center

    Bennett, Sara Lynne Rieder

    2008-01-01

    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

  2. Specialist Review 99. Contextual inference of protein

    E-print Network

    Babu, M. Madan

    FIR ST PAG E PR O O FS Specialist Review 99. Contextual inference of protein function Aswin Sai is by identifying the function of proteins and RNAs encoded in its genome. Traditionally, computational methods used to assign protein function are based on the simple assumption that proteins with similar sequences (homologs

  3. Contextual Factors Related to Elementary Principal Turnover

    ERIC Educational Resources Information Center

    Partlow, Michelle C.

    2007-01-01

    The issue of school leadership instability and how it affects schools and student achievement has been studied. The question of how to predict turnover of the principal remains an unknown. The purpose of this research was to search for possible relationships between certain contextual variables and principal turnover and to test the independent…

  4. Contextualized Science for Teaching Science and Technology.

    ERIC Educational Resources Information Center

    Koul, Ravinder; Dana, Thomas M.

    1997-01-01

    Discusses science education in India, arguing that a contextualized curriculum is a powerful means of improvement. The paper presents results from an analysis of the treatment of the nature of science and technology in current Indian textbooks and uses India's controversial Sadar Sarovar Hydro-Electric Project as a case example. (SM)

  5. Personal Contextual Awareness through Visual Focus

    E-print Network

    Robinson, John A.

    the notion of \\personal context" : an ap- plication of a wearable computer system's contextual awareness to the task via computer vision algorithms exploiting a rst-person vantage point. The rst system acts computer user's environment and personal activity, thus building an awareness of the user's context

  6. CONTEXTUAL ALIGNMENT OF ONTOLOGIES FOR SEMANTIC

    E-print Network

    1 CONTEXTUAL ALIGNMENT OF ONTOLOGIES FOR SEMANTIC INTEROPERABILITY Aykut Firat Northeastern-12, 2004 #12;2 Overview Ontology A1 Ontology A2 Ontology C Aligned (Virtual) Combined Ontology Airfare 1 (combine) separately created ontologies (A1/A2 with C) · Accomplished by contexts and conversion function

  7. Cultural and Contextual Issues in Exemplar Research

    ERIC Educational Resources Information Center

    King, Pamela Ebstyne; Oakes Mueller, Ross A.; Furrow, James

    2013-01-01

    This chapter specifically addresses how exemplar methods are especially relevant to examining cultural and contextual issues. Cross-cultural, cultural, and indigenous psychologies are discussed in order to highlight how studying actual exemplars in their unique and complex developmental contexts has the potential to identify themes that either…

  8. Sleep-dependent consolidation of contextual learning.

    PubMed

    Spencer, Rebecca M C; Sunm, Michelle; Ivry, Richard B

    2006-05-23

    Memory consolidation is facilitated by sleep. Specifying the functional domain of sleep-dependent consolidation (SDC) is important for identifying the neural mechanisms underlying this phenomenon. Previous work indicates that SDC may be limited to conditions in which learning is explicit. In the present study, we tested the hypothesis that SDC may also occur with implicit learning when learning benefits from the formation of contextual associations, a function associated with the hippocampus. Three versions of the serial-reaction-time task (SRTT) were examined, and SDC was assessed by comparing performance after 12 hr breaks that included or did not include sleep. SDC was observed in the Explicit condition. Two implicit conditions were compared. In the Implicit Noncontextual condition, participants performed a concurrent tone-counting task with the pitch of each tone selected at random, precluding cross-dimensional associations. In the Implicit Contextual condition, participants responded to the color of the cues while the spatial location of the cues followed a correlated sequence. Whereas learning was observed in both implicit conditions, SDC was restricted to the contextual condition. Given that the formation of contextual associations is dependent on the hippocampus, we suggest that SDC is a hippocampus-mediated process. PMID:16713957

  9. What Is the Difference? Using Contextualized Problems

    ERIC Educational Resources Information Center

    Tillema, Erik S.

    2012-01-01

    Mr. Carter is about to start a two-day lesson on subtraction of integers with his sixth-grade prealgebra students. He plans to use contextualized problems that will allow his students to develop an interpretation of subtraction that involves the idea of "difference." This article outlines one way to teach students develop number line…

  10. Contextuality is About Identity of Random Variables

    E-print Network

    Ehtibar N. Dzhafarov; Janne V. Kujala

    2015-01-29

    Contextual situations are those in which seemingly "the same" random variable changes its identity depending on the conditions under which it is recorded. Such a change of identity is observed whenever the assumption that the variable is one and the same under different conditions leads to contradictions when one considers its joint distribution with other random variables (this is the essence of all Bell-type theorems). In our Contextuality-by-Default approach, instead of asking why or how the conditions force "one and the same" random variable to change "its" identity, any two random variables recorded under different conditions are considered different "automatically". They are never the same, nor are they jointly distributed, but one can always impose on them a joint distribution (probabilistic coupling). The special situations when there is a coupling in which these random variables are equal with probability 1 are considered non-contextual. Contextuality means that such couplings do not exist. We argue that the determination of the identity of random variables by conditions under which they are recorded is not a causal relationship and cannot violate laws of physics.

  11. Designing for the Active Classroom

    SciTech Connect

    Wilkerson, Andrea M.; Donohue, Amy; Davis, Robert G.

    2015-02-01

    The article discusses trends in classroom design and then transitions to a discussion of the future of the classroom and how the lighting industry needs to be preparing to meet the needs of the future classroom. The OSU Classroom building as an example throughout, first discussing how trends in classroom design were incorporated into the Classroom Building and then discussing how future lighting systems could enhance the Classroom Building, which is a clear departure from the actual lighting design and current technology.

  12. Facilitating and direct guidance in student-centered classrooms: addressing "lines or pieces" difficulty

    NASA Astrophysics Data System (ADS)

    Ding, Meixia; Li, Xiaobao

    2014-06-01

    This study explores, from both constructivist and cognitive perspectives, teacher guidance in student-centered classrooms when addressing a common learning difficulty with equivalent fractions—lines or pieces—based on number line models. Findings from three contrasting cases reveal differences in teachers' facilitating and direct guidance in terms of anticipating and responding to student difficulties, which leads to differences in students' exploration opportunity and quality. These findings demonstrate the plausibility and benefit of integrating facilitating and direct guidance in student-centered classrooms. Findings also suggest two key components of effective teacher guidance including (a) using pretraining through worked examples and (b) focusing on the relevant information and explanations of concepts. Implementations are discussed.

  13. Improvements from a flipped classroom may simply be the fruits of active learning.

    PubMed

    Jensen, Jamie L; Kummer, Tyler A; d M Godoy, Patricia D

    2015-03-01

    The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. PMID:25699543

  14. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

    PubMed Central

    Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

    2015-01-01

    The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. PMID:25699543

  15. Contextual classification on the massively parallel processor

    NASA Technical Reports Server (NTRS)

    Tilton, James C.

    1987-01-01

    Classifiers are often used to produce land cover maps from multispectral Earth observation imagery. Conventionally, these classifiers have been designed to exploit the spectral information contained in the imagery. Very few classifiers exploit the spatial information content of the imagery, and the few that do rarely exploit spatial information content in conjunction with spectral and/or temporal information. A contextual classifier that exploits spatial and spectral information in combination through a general statistical approach was studied. Early test results obtained from an implementation of the classifier on a VAX-11/780 minicomputer were encouraging, but they are of limited meaning because they were produced from small data sets. An implementation of the contextual classifier is presented on the Massively Parallel Processor (MPP) at Goddard that for the first time makes feasible the testing of the classifier on large data sets.

  16. The Christian Doppler Laboratory on Contextual Interfaces

    NASA Astrophysics Data System (ADS)

    Grill, Thomas; Reitberger, Wolfgang; Obrist, Marianna; Meschtscherjakov, Alexander; Tscheligi, Manfred

    Contextual interfaces gain more and more importance within the last years. Numerous research programs that address the term context have been established, each focusing on context from their own point of view. The Christian Doppler Laboratory on Contextual Interfaces has been founded with different goals in mind. The first goal is to elaborate on the definitions and foundations of the term context to achieve a common understanding on how to use context and the terms related to context. Further we elaborate on the relation between context and user experience to tackle the complexity of the interrelations between both areas. The second goal is to apply the findings of the basic context research with two different context laboratories, each addressing a different application area. This allows to build a robust research basis that is applied to application oriented research.

  17. State-recycling method for testing contextuality

    E-print Network

    Marek Wajs; Su-Yong Lee; Pawel Kurzynski; Dagomir Kaszlikowski

    2015-05-08

    Quantum nonlocality and contextuality are two phenomena stemming from nonclassical correlations. Whereas the former requires entanglement that is consumed in the measurement process the latter can occur for any state if one chooses a proper set of measurements. Despite this stark differences experimental tests of both phenomena were similar so far. For each run of the experiment one had to use a different copy of a physical system prepared according to the same procedure, or the system had to be brought to its initial state. Here we show that this is not necessary and that the state-independent contextuality can be manifested in a scenario in which each measurement round is done on an output state from the previous round.

  18. Managing Spatial Selections With Contextual Snapshots

    PubMed Central

    Mindek, P; Gröller, M E; Bruckner, S

    2014-01-01

    Spatial selections are a ubiquitous concept in visualization. By localizing particular features, they can be analysed and compared in different views. However, the semantics of such selections often depend on specific parameter settings and it can be difficult to reconstruct them without additional information. In this paper, we present the concept of contextual snapshots as an effective means for managing spatial selections in visualized data. The selections are automatically associated with the context in which they have been created. Contextual snapshots can also be used as the basis for interactive integrated and linked views, which enable in-place investigation and comparison of multiple visual representations of data. Our approach is implemented as a flexible toolkit with well-defined interfaces for integration into existing systems. We demonstrate the power and generality of our techniques by applying them to several distinct scenarios such as the visualization of simulation data, the analysis of historical documents and the display of anatomical data. PMID:25821284

  19. Axiomatic approach to contextuality and nonlocality

    NASA Astrophysics Data System (ADS)

    Horodecki, Karol; Grudka, Andrzej; Joshi, Pankaj; K?obus, Waldemar; ?odyga, Justyna

    2015-09-01

    We present a unified axiomatic approach to contextuality and nonlocality based on the fact that both are resource theories. In those theories, the main objects are consistent boxes, which can be transformed by certain operations to achieve certain tasks. The amount of resource is quantified by appropriate measures of the resource. Following a recent paper [J. I. de Vicente, J. Phys. A: Math. Theor. 47, 424017 (2014), 10.1088/1751-8113/47/42/424017], and recent development of abstract approach to resource theories, such as entanglement theory, we propose axioms and welcome properties for operations and measures of resources. As one of the axioms of the measure we propose the asymptotic continuity: the measure should not differ on boxes that are close to each other by more than the distance with a factor depending logarithmically on the dimension of the boxes. We prove that relative entropy of contextuality is asymptotically continuous. Considering another concept from entanglement theory (the convex roof of a measure), we prove that for some nonlocal and contextual polytopes, the relative entropy of a resource is upper bounded up to a constant factor by the cost of the resource. Finally, we prove that providing a measure X of resource does not increase under allowed class of operations such as, e.g., wirings, the maximal distillable resource which can be obtained by these operations is bounded from above by the value of X up to a constant factor. We show explicitly which axioms are used in the proofs of presented results, so that analogous results may remain true in other resource theories with analogous axioms. We also make use of the known distillation protocol of bipartite nonlocality to show how contextual resources can be distilled.

  20. Constructivist Beliefs about the Science Classroom Learning Environment: Perspectives from Teachers, Administrators, Parents, Community Members, and Students

    ERIC Educational Resources Information Center

    Haney, Jodi J.; Lumpe, Andrew T.; Czerniak, Charlene M.

    2003-01-01

    This study examines the perceptions of teachers, administrators, parents, community members, and high school students about the science learning environment. The participants were active members of a grant project aimed at creating community action teams. Varrella and Burry-Stock's (1997) Beliefs About Learning Environments (BALE) Instrument was…

  1. Gaps in college biology students' understanding of photosynthesis: Implications for human constructivist learning theory and college classroom practice

    NASA Astrophysics Data System (ADS)

    Griffard, Phyllis Baudoin

    1999-11-01

    The main research question of this study was: What gaps in biochemical understanding are revealed by a range of university introductory biology students as they work through a critically acclaimed multimedia program on photosynthesis, and what are the corresponding implications for elaboration of the Ausubel-Novak-Gowin Learning Theory (ANG, now Human Constructivism)? Twelve students, mixed for ability, gender and ethnicity, were recruited from two sections of "Bio 101." Before and after instruction in photosynthesis, in-depth clinical interviews were conducted during which participants completed a range of cognitive tasks such as sorting, concept mapping, explaining and predicting. Some tasks involved interacting with a computer simulation of photosynthesis. This study primarily employed qualitative case study and verbal analysis methods. Verbal analysis of the clinical interviews revealed numerous gaps that were categorized into typologies. The two major categories were propositional gaps and processing gaps. Propositional gaps were evident in development of participants' concepts, links and constructs. Significant among these were conceptual distance gaps and continuity of matter gaps. Gaps such as convention gaps and relative significance gaps seem to be due to naivete in the discipline. Processing gaps included gaps in graphic decoding skills and relevant cognitive habits such as self-monitoring and consulting prior knowledge. Although the gaps were easier to detect and isolate with the above-average participants, all participants showed evidence of at least some of these gaps. Since some gaps are not unexpected at all but the highest literacy levels, not all the gaps identified are to be considered deficiencies. The gaps identified support the attention given by ANG theorists to the role of prior knowledge and metacognition as well as the value of graphic organizers in knowledge construction. In addition, this study revealed numerous gaps in graphic decoding, indicating that both direct experience and explicit instruction are needed if students are to "learn how to learn with graphics," especially those graphics central to understanding a computer simulation's representations of structures, inputs, processes and outputs. It is hypothesized that gaps similar to those revealed in this study may be at the root of some alternative conceptions documented in the literature.

  2. Contrastive and contextual vowel nasalization in Ottawa

    NASA Astrophysics Data System (ADS)

    Klopfenstein, Marie

    2005-09-01

    Ottawa is a Central Algonquian language that possesses the recent innovation of contrastive vowel nasalization. Most phonetic studies done to date on contrastive vowel nasalization have investigated Indo-European languages; therefore, a study of Ottawa could prove to be a valuable addition to the literature. To this end, a percentage of nasalization (nasal airflow/oral + nasal airflow) was measured during target vowels produced by native Ottawa speakers using a Nasometer 6200-3. Nasalized vowels in the target word set were either contrastively or contextually nasalized: candidates for contextual nasalization were either regressive or perserverative in word-initial and word-final syllables. Subjects were asked to read words containing target vowels in a carrier sentence. Mean, minimum, and maximum nasalance were obtained for each target vowel across its full duration. Target vowels were compared across context (regressive or perseverative and word-initial or word-final). In addition, contexts were compared to determine whether a significant difference existed between contrastive and contextual nasalization. Results for Ottawa will be compared with results for vowels in similar contexts in other languages including Hindi, Breton, Bengali, and French.

  3. The Classroom Animal.

    ERIC Educational Resources Information Center

    Science and Children, 1986

    1986-01-01

    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)

  4. Calling All Classrooms.

    ERIC Educational Resources Information Center

    Sturgeon, Julie

    1999-01-01

    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)

  5. Contextual Sensing: Integrating Contextual Information with Human and Technical Geo-Sensor Information for Smart Cities

    PubMed Central

    Sagl, Günther; Resch, Bernd; Blaschke, Thomas

    2015-01-01

    In this article we critically discuss the challenge of integrating contextual information, in particular spatiotemporal contextual information, with human and technical sensor information, which we approach from a geospatial perspective. We start by highlighting the significance of context in general and spatiotemporal context in particular and introduce a smart city model of interactions between humans, the environment, and technology, with context at the common interface. We then focus on both the intentional and the unintentional sensing capabilities of today’s technologies and discuss current technological trends that we consider have the ability to enrich human and technical geo-sensor information with contextual detail. The different types of sensors used to collect contextual information are analyzed and sorted into three groups on the basis of names considering frequently used related terms, and characteristic contextual parameters. These three groups, namely technical in situ sensors, technical remote sensors, and human sensors are analyzed and linked to three dimensions involved in sensing (data generation, geographic phenomena, and type of sensing). In contrast to other scientific publications, we found a large number of technologies and applications using in situ and mobile technical sensors within the context of smart cities, and surprisingly limited use of remote sensing approaches. In this article we further provide a critical discussion of possible impacts and influences of both technical and human sensing approaches on society, pointing out that a larger number of sensors, increased fusion of information, and the use of standardized data formats and interfaces will not necessarily result in any improvement in the quality of life of the citizens of a smart city. This article seeks to improve our understanding of technical and human geo-sensing capabilities, and to demonstrate that the use of such sensors can facilitate the integration of different types of contextual information, thus providing an additional, namely the geo-spatial perspective on the future development of smart cities. PMID:26184221

  6. Contextual Sensing: Integrating Contextual Information with Human and Technical Geo-Sensor Information for Smart Cities.

    PubMed

    Sagl, Günther; Resch, Bernd; Blaschke, Thomas

    2015-01-01

    In this article we critically discuss the challenge of integrating contextual information, in particular spatiotemporal contextual information, with human and technical sensor information, which we approach from a geospatial perspective. We start by highlighting the significance of context in general and spatiotemporal context in particular and introduce a smart city model of interactions between humans, the environment, and technology, with context at the common interface. We then focus on both the intentional and the unintentional sensing capabilities of today's technologies and discuss current technological trends that we consider have the ability to enrich human and technical geo-sensor information with contextual detail. The different types of sensors used to collect contextual information are analyzed and sorted into three groups on the basis of names considering frequently used related terms, and characteristic contextual parameters. These three groups, namely technical in situ sensors, technical remote sensors, and human sensors are analyzed and linked to three dimensions involved in sensing (data generation, geographic phenomena, and type of sensing). In contrast to other scientific publications, we found a large number of technologies and applications using in situ and mobile technical sensors within the context of smart cities, and surprisingly limited use of remote sensing approaches. In this article we further provide a critical discussion of possible impacts and influences of both technical and human sensing approaches on society, pointing out that a larger number of sensors, increased fusion of information, and the use of standardized data formats and interfaces will not necessarily result in any improvement in the quality of life of the citizens of a smart city. This article seeks to improve our understanding of technical and human geo-sensing capabilities, and to demonstrate that the use of such sensors can facilitate the integration of different types of contextual information, thus providing an additional, namely the geo-spatial perspective on the future development of smart cities. PMID:26184221

  7. Visual Motivation in the Classroom.

    ERIC Educational Resources Information Center

    Glazzard, Peggy H.

    1978-01-01

    The article discusses the use of visual motivation (for instance, the classroom bulletin board) in classrooms of orthopedically handicapped, learning disabled, and emotionally disturbed children. (PHR)

  8. Development of a responsive and constructivist portfolio-based assessment of a writing-to-learn curriculum in introductory astronomy: A case study

    NASA Astrophysics Data System (ADS)

    French, Mary

    As the primary evaluator of a National Science Foundation grant-supported project to develop an introductory, writing-to-learn-based astronomy curriculum, my goal was to help design and test materials that would meet the learning needs of non-science majors, especially women and minorities, and promote their science literacy. My immediate problem was to create a context-sensitive assessment that engages teachers' goals and objectives while reconciling these with the diverse needs, interests, and abilities of students. To that end, I developed a responsive or stakeholder-focused constructivist assessment based upon Guba and Lincoln's fourth generation evaluation. Both responsive and constructivist, my-approach reflects recent developments in sociocognitive theories of writing and learning, especially those by Linda Flower. Flower focuses on the literate act or learning task, such as writing a summary, as the basic unit of analysis. Not the act itself but the "site" at which it occurs is of main interest. This is where the tension between the private "self" and the public "other" provides an opportunity for meaning to evolve as students explore alternate writing and learning strategies through inner acts of negotiation. Because the new astronomy curriculum centered around students keeping a learning log or process portfolio, portfolios afforded the ideal documentary evidence of the site at which students negotiate meanings and strategies. The portfolio-based assessment, therefore, centers upon having evaluators or teacher-researchers identify and interpret how students represent learning tasks to themselves and develop strategies to complete these tasks. Researchers next compare and judge their own interpretations of these behaviors according to the pre-ordinate objectives of the curriculum. Then the key stakeholders (i.e., evaluators, students, and teachers), through hermeneutic and dialectic interchanges, reconstruct or recondition these pre-ordmate evaluation criteria, transforming them from external "top-down" criteria to context-sensitive "bottom-up" ones. This reconditioning of the external criteria to a specific classroom context results in triadic consilience---a coherent, synergistic unity among the curriculum's theory, pedagogy, and assessment. With each assessment cycle, therefore, the pedagogy becomes more responsive to all the stakeholders and more grounded in its context.

  9. Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

    NASA Astrophysics Data System (ADS)

    Dobbs, Vicki

    Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

  10. Experimental demonstration of quantum contextuality on an NMR qutrit

    E-print Network

    Shruti Dogra; Kavita Dorai; Arvind

    2015-11-01

    We experimentally test quantum contextuality of a single qutrit using NMR. The contextuality inequalities based on nine observables developed by Kurzynski et. al. are first reformulated in terms of traceless observables which can be measured in an NMR experiment. These inequalities reveal the contextuality of almost all single-qutrit states. We demonstrate the violation of the inequality on four different initial states of a spin-1 deuterium nucleus oriented in a liquid crystal matrix, and follow the violation as the states evolve in time. We also describe and experimentally perform a single-shot test of contextuality for a subclass of qutrit states whose density matrix is diagonal in the energy basis.

  11. Contextual view showing northeastern eucalyptus windbreak and portion of citrus ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing northeastern eucalyptus windbreak and portion of citrus orchard. Camera facing 118" east-southeast. - Goerlitz House, 9893 Highland Avenue, Rancho Cucamonga, San Bernardino County, CA

  12. The transfer of Cfunc contextual control through equivalence relations.

    PubMed

    Perez, William F; Fidalgo, Adriana P; Kovac, Roberta; Nico, Yara C

    2015-05-01

    Derived relational responding is affected by contextual stimuli (Cfunc) that select specific stimulus functions. The present study investigated the transfer of Cfunc contextual control through equivalence relations by evaluating both (a) the maintenance of Cfunc contextual control after the expansion of a relational network, and (b) the establishment of novel contextual stimuli by the transfer of Cfunc contextual control through equivalence relations. Initially, equivalence relations were established and contingencies were arranged so that colors functioned as Cfunc stimuli controlling participants' key-pressing responses in the presence of any stimulus from a three-member equivalence network. To investigate the first research question, the three-member equivalence relations were expanded to five members and the novel members were presented with the Cfunc stimuli in the key-pressing task. To address the second goal of this study, the colors (Cfunc) were established as equivalent to certain line patterns. The transfer of contextual cue function (Cfunc) was tested replacing the colored backgrounds with line patterns in the key-pressing task. Results suggest that the Cfunc contextual control was transferred to novel stimuli that were added to the relational network. In addition, the line patterns indirectly acquired the contextual cue function (Cfunc) initially established for the colored backgrounds. The conceptual and applied implications of Cfunc contextual control are discussed. PMID:25892218

  13. Contextual view of building 733; camera facing southeast. Mare ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 733; camera facing southeast. - Mare Island Naval Shipyard, WAVES Officers Quarters, Cedar Avenue, west side between Tisdale Avenue & Eighth Street, Vallejo, Solano County, CA

  14. Tips from the Classroom.

    ERIC Educational Resources Information Center

    Benedetti, Teresa; De Gaetano, Yvonne; Weinstein-McShane, Ruth; Paez, Doris; McCarty, Laurie; Ehlers-Zavala, Fabiola; Bakken, Jeffrey P.

    1997-01-01

    This group of classroom tips discusses the benefits of peer coaching, peer group conversation about teachers' classroom experiences, using visual displays for collegial sharing, using cultural brokers in educational settings, and the role of picture books in developing literacy skills in diverse students with disabilities. (Author/CK)

  15. Classroom Assessment in Action

    ERIC Educational Resources Information Center

    Shermis, Mark D.; DiVesta, Francis J.

    2011-01-01

    "Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide…

  16. Defining Authentic Classroom Assessment

    ERIC Educational Resources Information Center

    Frey, Bruce B.; Schmitt, Vicki L.; Allen, Justin P.

    2012-01-01

    A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment. Sometimes, the realistic component…

  17. Ideas for the Classroom

    ERIC Educational Resources Information Center

    Mathematics Teaching Incorporating Micromath, 2006

    2006-01-01

    In this article, the author shares some of the activities for the classroom invented by Gill Hatch. One of those activities is the activity for older students, which is for the five-year-olds through to post-graduates. Card-sorting game, geometry games, algebra games, and loop games are also some of those activities for the classroom invented by…

  18. For the Classroom.

    ERIC Educational Resources Information Center

    Hartig, Gordon; And Others

    1978-01-01

    Four games for use in the foreign language classroom are described. The first, "A Shopping Game," by Gordon Hartig, is played on a game board in the German classroom and provides practice in producing sentences with the preposition "in," which in some instances takes the dative and in others takes the accusative. A diagram of the game board is…

  19. Sociolinguistics in the Classroom.

    ERIC Educational Resources Information Center

    Dumas, Bethany K.

    The application of sociolinguistic principles should be the concern of every professional person who has any control over what goes on inside a classroom, particularly the teacher, who has the most regular, if not the closest contact with the student. It sometimes seems, however, that in their approach to multidialects in the classroom, teachers…

  20. Responsive classroom management 

    E-print Network

    Stough, Laura

    2008-01-01

    stream_source_info Responsive classroom management.pdf.txt stream_content_type text/plain stream_size 9 Content-Encoding ISO-8859-1 stream_name Responsive classroom management.pdf.txt Content-Type text/plain; charset=ISO-8859-1 ...

  1. Evaluation in the Classroom.

    ERIC Educational Resources Information Center

    Becnel, Shirley

    Six classroom research-based instructional projects funded under Chapter 2 are described, and their outcomes are summarized. The projects each used computer hardware and software in the classroom setting. The projects and their salient points include: (1) the Science Technology Project, in which 48 teachers and 2,847 students in 18 schools used…

  2. Speaking in the Classroom

    ERIC Educational Resources Information Center

    McBain, Robert

    2011-01-01

    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…

  3. Reflective Classroom Management.

    ERIC Educational Resources Information Center

    Woody, Robert H.

    2001-01-01

    Proposes that music teachers should use a reflective approach to classroom management that enables them to examine their teaching practices. Offers a collection of questions for classroom management to determine and improve teachers' perceptiveness, creativity, and ability to set a good example. (CMK)

  4. 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

    Chitanana, Lockias

    2012-01-01

    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…

  5. Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

    ERIC Educational Resources Information Center

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

    2012-01-01

    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 in…

  6. The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam

    NASA Astrophysics Data System (ADS)

    H?ng, Ngô V? Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

    2015-09-01

    Social constructivism has been increasingly studied and implemented in science school education. Nevertheless, there is a lack of holistic studies on the implementation of social constructivist approach in primary science education in Confucian heritage culture. This study aims to determine to what extent a social constructivist approach is implemented in primary science education in Confucian heritage culture and to give explanations for the implementation from a cultural perspective. Findings reveal that in Confucian heritage culture a social constructivist approach has so far not implemented well in primary science education. The implementation has been considerably influenced by Confucian heritage culture, which has characteristics divergent from and aligning with those of social constructivism. This study indicates a need for design-based research on social constructivism-based science curriculum for Confucian heritage culture.

  7. Contextualizing Community in Teacher Bible Talk

    ERIC Educational Resources Information Center

    Avni, Sharon

    2013-01-01

    This paper explores the interactions surrounding Bible teaching as a means of understanding how Jewish youth are discursively implicated within ideologies of community. Drawing on theoretical frameworks from linguistic anthropology and interactional sociolinguistics, I present a micro-analysis of a classroom lesson on the book of Leviticus to…

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

    PubMed Central

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

    2011-01-01

    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. PMID:21998652

  9. Bell Inequalities, Experimental Protocols and Contextuality

    NASA Astrophysics Data System (ADS)

    Kupczynski, Marian

    2015-07-01

    In this paper we give additional arguments in favor of the point of view that the violation of Bell, CHSH and CH inequalities is not due to a mysterious non locality of nature. We concentrate on an intimate relation between a protocol of a random experiment and a probabilistic model which is used to describe it. We discuss in a simple way differences between attributive joint probability distributions and generalized joint probability distributions of outcomes from distant experiments which depend on how the pairing of these outcomes is defined. We analyze in detail experimental protocols implied by local realistic and stochastic hidden variable models and show that they are incompatible with the protocols used in spin polarization correlation experiments. We discuss also the meaning of "free will", differences between quantum and classical filters, contextuality of Kolmogorov models, contextuality of quantum theory (QT) and show how this contextuality has to be taken into account in probabilistic models trying to explain in an intuitive way the predictions of QT. The long range imperfect correlations between the clicks of distant detectors can be explained by partially preserved correlations between the signals created by a source. These correlations can only be preserved if the clicks are produced in a local and deterministic way depending on intrinsic parameters describing signals and measuring devices in the moment of the measurement. If an act of a measurement was irreducibly random they would be destroyed. It seems to indicate that QT may be in fact emerging from some underlying more detailed theory of physical phenomena. If this was a case then there is a chance to find in time series of experimental data some fine structures not predicted by QT. This would be a major discovery because it would not only prove that QT does not provide a complete description of individual physical systems but it would prove that it is not predictably complete.

  10. Contextual advertisement placement in printed media

    NASA Astrophysics Data System (ADS)

    Liu, Sam; Joshi, Parag

    2010-02-01

    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.

  11. Examining contextual control in roulette gambling.

    PubMed

    Whiting, Seth W; Dixon, Mark R

    2015-01-01

    We examined the influence of derived rules on roulette betting. Twelve college students selected between red and black bets on a roulette wheel in a pretest, then participated in a relational training procedure that established functions of more than for the color bet least often and less than for the color bet more frequently. When playing roulette again, 11 of the 12 participants increased betting on the color with the same formal properties of the contextual cue for more than in relational training. PMID:25477290

  12. Evidence of Critical Thinking in High School Humanities Classrooms (Evidencias del Pensamiento Crítico en las Clases de Ciencias Humanas en Bachillerato)

    ERIC Educational Resources Information Center

    Alfonso, David Vargas

    2015-01-01

    Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá,…

  13. Examining Secondary School Physics Teachers' Beliefs about Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development

    ERIC Educational Resources Information Center

    Qhobela, Makomosela; Kolitsoe Moru, Eunice

    2014-01-01

    The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How…

  14. The Effects on Students' Emotional and Behavioural Difficulties of Teacher-Student Interactions, Students' Social Skills and Classroom Context

    ERIC Educational Resources Information Center

    Poulou, Maria

    2014-01-01

    Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher-student interactions,…

  15. Behavioral/Systems/Cognitive Which Way Was I Going? Contextual Retrieval Supports the

    E-print Network

    Hasselmo, Michael

    Behavioral/Systems/Cognitive Which Way Was I Going? Contextual Retrieval Supports need to retrieve contextual information to navigate well learned spatial sequences that share common hallways required the retrieval of contextual information relevant to the current navigational episode

  16. Classroom Management and the Librarian

    ERIC Educational Resources Information Center

    Blackburn, Heidi; Hays, Lauren

    2014-01-01

    As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…

  17. Contextual Poverty, Nutrition and Chronic Kidney Disease

    PubMed Central

    Gutiérrez, Orlando M.

    2014-01-01

    Nutrition plays an important role in chronic kidney disease (CKD) outcomes. One of the strongest factors that impacts nutrition is socioeconomic status as evidenced by the large body of epidemiologic data showing that income and education are directly associated with diet quality. Apart from individual-level markers of socioeconomic status such as income and education, contextual factors such as availability of and transportation to food outlets that provide healthy food options and the density of fast food restaurants within particular regions markedly impact the ability of individuals to comply with nutrition recommendations. This is particularly true for nutrition guidelines most specific to individuals with CKD such as the consumption of protein, saturated fat, sodium and phosphorus, all of which have been shown to impact CKD health and are influenced by the availability of healthy food options within individual neighborhood food environments. Because of the strong association of contextual poverty with the diet quality, any serious attempt to improve the diet of CKD patients must include a discussion of the environmental barriers that each individual faces in trying to access healthy foods and health care providers should take account of these barriers when tailoring specific recommendations. PMID:25573510

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

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

    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.

  19. Stability of Recent and Remote Contextual Fear Memory

    ERIC Educational Resources Information Center

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

    2006-01-01

    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…

  20. Contextual Stress and Health Risk Behaviors among African American Adolescents

    ERIC Educational Resources Information Center

    Copeland-Linder, Nikeea; Lambert, Sharon F.; Chen, Yi-Fu; Ialongo, Nicholas S.

    2011-01-01

    This study examined the longitudinal association between contextual stress and health risk behaviors and the role of protective factors in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling was used to create a latent variable measuring contextual stress…

  1. Contextual Specificity in the Activation of Predictive Inferences

    ERIC Educational Resources Information Center

    Lassonde, Karla A.; O'Brien, Edward J.

    2009-01-01

    There is general agreement that predictive inferences are activated when there is strong contextual support in the discourse model; however, there has been debate concerning the specificity of these inferences. In a series of 3 experiments, the specificity of context was manipulated to test the effects of contextual support on inference…

  2. Consequences of Contextual Factors on Clinical Reasoning in Resident Physicians

    ERIC Educational Resources Information Center

    McBee, Elexis; Ratcliffe, Temple; Picho, Katherine; Artino, Anthony R., Jr.; Schuwirth, Lambert; Kelly, William; Masel, Jennifer; van der Vleuten, Cees; Durning, Steven J.

    2015-01-01

    Context specificity and the impact that contextual factors have on the complex process of clinical reasoning is poorly understood. Using situated cognition as the theoretical framework, our aim was to evaluate the verbalized clinical reasoning processes of resident physicians in order to describe what impact the presence of contextual factors have…

  3. The Influence of Contextual Diversity on Eye Movements in Reading

    ERIC Educational Resources Information Center

    Plummer, Patrick; Perea, Manuel; Rayner, Keith

    2014-01-01

    Recent research has shown contextual diversity (i.e., the number of passages in which a given word appears) to be a reliable predictor of word processing difficulty. It has also been demonstrated that word-frequency has little or no effect on word recognition speed when accounting for contextual diversity in isolated word processing tasks. An…

  4. An Empirical Bayes Approach to Contextual Region Classification Svetlana Lazebnik

    E-print Network

    Lazebnik, Svetlana

    , the proposed approach uses the empirical Bayes tech- nique of statistical inversion to recover a contextualAn Empirical Bayes Approach to Contextual Region Classification Svetlana Lazebnik University m.raginsky@duke.edu Abstract This paper presents a nonparametric approach to label- ing of local

  5. Comprehending Spatial and Contextual Information in Picture-Text Instructions.

    ERIC Educational Resources Information Center

    Bieger, George R.; Glock, Marvin D.

    1986-01-01

    The effect of the location, in picture or text, of spatial, contextual, and operational information on comprehension was evaluated. Results showed that textual presentation of spatial information produced fewer errors, pictorial presentation reduced performance times, and pictorial presentation of contextual information reduced assembly times and…

  6. Adaptive Contextual Energy Parameterization for Automated Image Segmentation

    E-print Network

    Hamarneh, Ghassan

    contextual measure of image quality based on the concept of spectral flatness. 3) We incorporate our proposed prior in Bayesian methods [3] and loss versus penalty in machine learning [4]. Making progress towardAdaptive Contextual Energy Parameterization for Automated Image Segmentation Josna Rao1 , Ghassan

  7. Contextual Control of Slot-Machine Gambling: Replication and Extension

    ERIC Educational Resources Information Center

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

    2008-01-01

    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

  8. Extraction and Use of Contextual Attributes for Theory Completion

    E-print Network

    Extraction and Use of Contextual Attributes for Theory Completion: An Integration of Explanation and Use of Contextual Attributes for Theory Completion: An Integration of Explanation­Based and Similarity system's domain theory. This might include information about the domain theory itself or perhaps

  9. Contextual Multi-armed Bandits for Web Server Defense

    E-print Network

    Jung, Tobias

    and are widely used as a first line of defense against spam. They are, however, highly annoying for regular usersContextual Multi-armed Bandits for Web Server Defense Tobias Jung Sylvain Martin Damien Ernst Guy as a contextual multi-armed bandit. Our second contribution is to present CMABFAS, a new and computationally very

  10. Is there contextuality in behavioural and social systems?

    PubMed

    Dzhafarov, E N; Zhang, Ru; Kujala, Janne

    2016-01-13

    Most behavioural and social experiments aimed at revealing contextuality are confined to cyclic systems with binary outcomes. In quantum physics, this broad class of systems includes as special cases Klyachko-Can-Binicioglu-Shumovsky-type, Einstein-Podolsky-Rosen-Bell-type and Suppes-Zanotti-Leggett-Garg-type systems. The theory of contextuality known as contextuality-by-default allows one to define and measure contextuality in all such systems, even if there are context-dependent errors in measurements, or if something in the contexts directly interacts with the measurements. This makes the theory especially suitable for behavioural and social systems, where direct interactions of 'everything with everything' are ubiquitous. For cyclic systems with binary outcomes, the theory provides necessary and sufficient conditions for non-contextuality, and these conditions are known to be breached in certain quantum systems. We review several behavioural and social datasets (from polls of public opinion to visual illusions to conjoint choices to word combinations to psychophysical matching), and none of these data provides any evidence for contextuality. Our working hypothesis is that this may be a broadly applicable rule: behavioural and social systems are non-contextual, i.e. all 'contextual effects' in them result from the ubiquitous dependence of response distributions on the elements of contexts other than the ones to which the response is presumably or normatively directed. PMID:26621988

  11. Consequences of contextual factors on clinical reasoning in resident physicians.

    PubMed

    McBee, Elexis; Ratcliffe, Temple; Picho, Katherine; Artino, Anthony R; Schuwirth, Lambert; Kelly, William; Masel, Jennifer; van der Vleuten, Cees; Durning, Steven J

    2015-12-01

    Context specificity and the impact that contextual factors have on the complex process of clinical reasoning is poorly understood. Using situated cognition as the theoretical framework, our aim was to evaluate the verbalized clinical reasoning processes of resident physicians in order to describe what impact the presence of contextual factors have on their clinical reasoning. Participants viewed three video recorded clinical encounters portraying straightforward diagnoses in internal medicine with select patient contextual factors modified. After watching each video recording, participants completed a think-aloud protocol. Transcripts from the think-aloud protocols were analyzed using a constant comparative approach. After iterative coding, utterances were analyzed for emergent themes with utterances grouped into categories, themes and subthemes. Ten residents participated in the study with saturation reached during analysis. Participants universally acknowledged the presence of contextual factors in the video recordings. Four categories emerged as a consequence of the contextual factors: (1) emotional reactions (2) behavioral inferences (3) optimizing the doctor patient relationship and (4) difficulty with closure of the clinical encounter. The presence of contextual factors may impact clinical reasoning performance in resident physicians. When confronted with the presence of contextual factors in a clinical scenario, residents experienced difficulty with closure of the encounter, exhibited as diagnostic uncertainty. This finding raises important questions about the relationship between contextual factors and clinical reasoning activities and how this relationship might influence the cost effectiveness of care. This study also provides insight into how the phenomena of context specificity may be explained using situated cognition theory. PMID:25753295

  12. Cultural and Contextual Influences on Parenting in Mexican American Families

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  13. Information Integration Using Contextual Knowledge and Ontology Merging

    E-print Network

    Information Integration Using Contextual Knowledge and Ontology Merging by Aykut Firat M.S. Systems;2 #12;Information Integration Using Contextual Knowledge and Ontology Merging by Aykut Firat Submitted solving techniques in a unified framework. Furthermore, we address the merging of independently built

  14. Effects of Normal Aging on Memory for Multiple Contextual Features

    ERIC Educational Resources Information Center

    Gagnon, Sylvain; Soulard, Kathleen; Brasgold, Melissa; Kreller, Joshua

    2007-01-01

    Twenty-four younger (18-35 years) and 24 older adult participants (65 or older) were exposed to three experimental conditions involving the memorization words and their associated contextual features, with contextual feature complexity increasing from Conditions 1 to 3. In Condition 1, words presented varied only on one binary feature (color,…

  15. Flipping the Classroom

    NASA Astrophysics Data System (ADS)

    Riendeau, Diane

    2012-11-01

    A recent trend in education is the ``flipped'' or ``reversed'' classroom. In this educational model, students view videos of the lectures as their homework and class time is used for activities and solving problems that might have been assigned as homework in a traditional classroom. Although far from an expert on flipping the classroom, I can see some merit in the idea. When students watch the videos at home, they can start and restart the lecture as often as they like. The lectures are also available for review before the exam. Class time can be used for higher-order questioning, experiments, and problem solving.

  16. Flipping the Classroom

    NASA Astrophysics Data System (ADS)

    2012-11-01

    A recent trend in education is the "flipped" or "reversed" classroom. In this educational model, students view videos of the lectures as their homework and class time is used for activities and solving problems that might have been assigned as homework in a traditional classroom. Although far from an expert on flipping the classroom, I can see some merit in the idea. When students watch the videos at home, they can start and restart the lecture as often as they like. The lectures are also available for review before the exam. Class time can be used for higher-order questioning, experiments, and problem solving.

  17. Contextual stress and health risk behaviors among African American adolescents.

    PubMed

    Copeland-Linder, Nikeea; Lambert, Sharon F; Chen, Yi-Fu; Ialongo, Nicholas S

    2011-02-01

    This study examined the longitudinal association between contextual stress and health risk behaviors and the role of protective factors in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling was used to create a latent variable measuring contextual stress (community violence, neighborhood disorder, and experiences with racial discrimination). Contextual stress in 8th grade was associated with aggressive behavior and substance use 2 years later for boys. For girls, contextual stress predicted later substance use, but not aggressive behavior. High academic competence and self-worth reduced the impact of contextual stress on substance use for boys. Implications for intervention and directions for future research on health risk behaviors among African American adolescents are discussed. PMID:20213481

  18. Investigating the Relationships Among Elementary School Students' Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

    NASA Astrophysics Data System (ADS)

    Yilmaz-Tüzün, Özgül; Topcu, Mustafa Sami

    2010-03-01

    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.

  19. Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments

    ERIC Educational Resources Information Center

    Nijlen, Daniel Van; Janssen, Rianne

    2015-01-01

    In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in…

  20. Climatic Conditions in Classrooms.

    ERIC Educational Resources Information Center

    Kevan, Simon M.; Howes, John D.

    1980-01-01

    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)

  1. Death in the Classroom.

    ERIC Educational Resources Information Center

    Hoffman, Marvin

    1994-01-01

    Discusses adolescents and their experiences with death. Considers a variety of novels dealing with the issue of death that can help students cope with death in their own lives. Suggests using books about death in the classroom. (HB)

  2. For the Classroom: Scrimshaw.

    ERIC Educational Resources Information Center

    Current, 1979

    1979-01-01

    Procedures are described for practicing the art of scrimshaw in the classroom. Several materials are suggested for use. These include beef soup bones, old piano keys, nails, sandpaper, and lampblack or charcoal. (SA)

  3. The Classroom Space Project.

    ERIC Educational Resources Information Center

    Verbickas, Sarah

    2002-01-01

    Introduces the Classroom Space project aimed at revitalizing science education at Key Stages 3 and 4 by using exciting examples from Space Science and Astronomy to illustrate key science concepts. (Author/YDS)

  4. Software for the Classroom.

    ERIC Educational Resources Information Center

    Ballenger, Marcus

    1992-01-01

    Reviews three computer programs for the classroom: (1) Kid Pix, a graphics program; (2) GROUPwriter, for online conferencing for students in third grade and above; and (3) Just Grandma and Me, an interactive version of a Mercer Mayer story. (LB)

  5. The Classroom Animal.

    ERIC Educational Resources Information Center

    Kramer, David C., Ed.

    1985-01-01

    Discusses the behavior, housing, care, diet, and feeding of painted turtles. Also suggests several classroom activities and provides guidelines related to long-term captivity and human disease prevention. (DH)

  6. The Classroom Animal: Mealworms.

    ERIC Educational Resources Information Center

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  7. Toys in The Classroom

    ERIC Educational Resources Information Center

    Sarquis, Jerry L.; Sarquis, Arlyne M.

    2005-01-01

    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.

  8. Critters in the Classroom.

    ERIC Educational Resources Information Center

    Smith, Robert W.; Fleisher, Paul

    1984-01-01

    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)

  9. Culture in the Classroom

    ERIC Educational Resources Information Center

    Medin, Douglas L.; Bang, Megan

    2014-01-01

    Culture plays a large but often unnoticeable role in what we teach and how we teach children. We are a country of immense diversity, but in classrooms the dominant European-American culture has become the language of learning.

  10. Solar Powered Classroom

    ScienceCinema

    none

    2013-06-27

    A group of fourth graders in Durham, North Carolina, are showing America the way to a clean energy future. They are installing solar panels on their classroom roof for a project that goes above and beyond a normal day in school. From researching solar panel installation, to generating funds for the project via Kickstarter, these are students who put their plans into action. Their accomplishments go beyond the classroom and stress the importance of getting people of all ages involved in renewable energy.

  11. Solar Powered Classroom

    SciTech Connect

    2013-06-13

    A group of fourth graders in Durham, North Carolina, are showing America the way to a clean energy future. They are installing solar panels on their classroom roof for a project that goes above and beyond a normal day in school. From researching solar panel installation, to generating funds for the project via Kickstarter, these are students who put their plans into action. Their accomplishments go beyond the classroom and stress the importance of getting people of all ages involved in renewable energy.

  12. Effects of teachers' assessment practices on ninth grade students' perceptions of classroom assessment environment and achievement goal orientations in Muscat science classrooms in the Sultanate of Oman

    NASA Astrophysics Data System (ADS)

    Al Kharusi, Hussain A.

    2007-12-01

    Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom assessment practices, few empirical research attempts have been made to link these practices to students' perceptions of classroom assessment environment and motivation defined in terms of achievement goal orientations. This study examined teachers' assessment practices within the framework of classroom assessment literature and achievement goal theory. More specifically, the purposes of this study were to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations and to investigate the possible effects of certain student-level and class-level characteristics on perceived classroom assessment environment and achievement goal orientations. The participants were 1,636 ninth grade students and their corresponding 83 science teachers enrolled in public schools within Muscat educational region in Oman 2 during the spring semester 2007. Two questionnaires were developed and used, one for students and one for teachers. The student's questionnaire focused on students' perceived classroom assessment environment, achievement goal orientations, and academic selfefficacy. The teacher's questionnaire focused on teachers' frequent uses of traditional assessments, alternative assessments, and classroom assessment practices recommended by experts of educational measurement and assessment. Principal components/exploratory factor analyses (PCA/EFA) were conducted to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations. Hierarchical linear modeling (HLM) analyses were employed to examine the effects of certain student-level and class-level characteristics on students' perceptions of classroom assessment environment and achievement goal orientations. Results of the PCA/EFA revealed three dimensions of perceived classroom assessment environment: learning-, harsh-, and public-oriented assessment environments; and three dimensions of achievement goal orientations: mastery, performance-approach, and performance-avoidance goals. Results of the HLM showed that class contextual features and teacher's teaching experience and assessment practices interacted significantly with student characteristics in influencing students' perceptions of classroom assessment environment and achievement goal orientations. The findings were compared with findings from previous studies related to classroom assessment environment and achievement goal orientations. Recommendations, implications, and suggestions for future research were discussed.

  13. Effects of teachers' assessment practices on ninth grade students' perceptions of classroom assessment environment and achievement goal orientations in Muscat science classrooms in the Sultanate of Oman

    NASA Astrophysics Data System (ADS)

    Al Kharusi, Hussain A.

    2007-12-01

    Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom assessment practices, few empirical research attempts have been made to link these practices to students' perceptions of classroom assessment environment and motivation defined in terms of achievement goal orientations. This study examined teachers' assessment practices within the framework of classroom assessment literature and achievement goal theory. More specifically, the purposes of this study were to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations and to investigate the possible effects of certain student-level and class-level characteristics on perceived classroom assessment environment and achievement goal orientations. The participants were 1,636 ninth grade students and their corresponding 83 science teachers enrolled in public schools within Muscat educational region in Oman during the spring semester 2007. Two questionnaires were developed and used, one for students and one for teachers. The student's questionnaire focused on students' perceived classroom assessment environment, achievement goal orientations, and academic self-efficacy. The teacher's questionnaire focused on teachers' frequent uses of traditional assessments, alternative assessments, and classroom assessment practices recommended by experts of educational measurement and assessment. Principal components/exploratory factor analyses (PCA/EFA) were conducted to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations. Hierarchical linear modeling (HLM) analyses were employed to examine the effects of certain student-level and class-level characteristics on students' perceptions of classroom assessment environment and achievement goal orientations. Results of the PCA/EFA revealed three dimensions of perceived classroom assessment environment: learning-, harsh-, and public-oriented assessment environments; and three dimensions of achievement goal orientations: mastery, performance-approach, and performance-avoidance goals. Results of the HLM showed that class contextual features and teacher's teaching experience and assessment practices interacted significantly with student characteristics in influencing students' perceptions of classroom assessment environment and achievement goal orientations. The findings were compared with findings from previous studies related to classroom assessment environment and achievement goal orientations. Recommendations, implications, and suggestions for future research were discussed.

  14. Cooperative Learning and Dyadic Interactions: Two Modes of Knowledge Construction in Socio-Constructivist Settings for Team-Sport Teaching

    ERIC Educational Resources Information Center

    Darnis, Florence; Lafont, Lucile

    2015-01-01

    Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on…

  15. Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits

    ERIC Educational Resources Information Center

    Ipek, Hava; Calik, Muammer

    2008-01-01

    Based on students' alternative conceptions of the topics "electric circuits", "electric charge flows within an electric circuit", "how the brightness of bulbs and the resistance changes in series and parallel circuits", the current study aims to present a combination of different conceptual change methods within a four-step constructivist teaching…

  16. Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism

    ERIC Educational Resources Information Center

    Karahan, Engin; Roehrig, Gillian

    2015-01-01

    Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides…

  17. On the Pregnance of Bodily Movement and Geometrical Objects: A Post-Constructivist Account of the Origin of Mathematical Knowledge

    ERIC Educational Resources Information Center

    Roth, Wolff-Michael

    2014-01-01

    Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a…

  18. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

    ERIC Educational Resources Information Center

    Kiilo, Tatjana; Kutsar, Dagmar

    2012-01-01

    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  19. Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy

    ERIC Educational Resources Information Center

    Heiland, Teresa L.

    2015-01-01

    Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance the "Parsons Etude." Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved…

  20. How ActiveMath Supports Moderate Constructivist Mathematics Teaching Erica Melis, Carsten Ullrich, George Goguadze, Paul Libbrecht

    E-print Network

    Melis, Erica

    : constructivism, ActiveMath, OMDoc, OpenMath, tools, math, web, e-learning Abstract: ActiveMath is a Web. In this article, we describe the e-Learning system ActiveMath and how its features support the pedagogical-based intelligent e-Learning system for mathematics that can support a moderate constructivist teaching: it supports

  1. The Differential Learning Achievements of Constructivist Technology-Intensive Learning Environments as Compared with Traditional Ones: A Meta-Analysis

    ERIC Educational Resources Information Center

    Rosen, Yigal; Salomon, Gavriel

    2007-01-01

    Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of…

  2. A Functionalist-Constructivist Perspective on the Ontogenesis of Grammar: The Acquisition of Two Swedish Particles/Prepositions.

    ERIC Educational Resources Information Center

    Zlatev, Jordan

    A study explored the functionalist-constructivist approach to acquisition of grammar where word classes emerge as a result of distributional differences related to function. Focus is on acquisition of two Swedish forms, "i" and "pa," which can belong to the categories of either particles or prepositions, in two Swedish children, based on…

  3. East Coast/West Coast Art Project: A Constructivist and Technological Approach to Middle Level and Higher Education Collaboration

    ERIC Educational Resources Information Center

    Johnson, Margaret H.; Kieling, Linda W.; Cooper, Susan L.

    2014-01-01

    In this article, the authors report on usage of 21st-century technology, and a collaborative project that allowed middle school art students and preservice teachers to share their artwork and receive feedback in a constructivist learning environment. Middle school students often deal with issues such as bullying, divorce, and depression; they can…

  4. A Constructivist Approach to Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Cheek Cells

    ERIC Educational Resources Information Center

    Correiro, Elizabeth E.; Griffin, Leanne R.; Hart, Peter E.

    2008-01-01

    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…

  5. An Outcome Study of Career Decision Self-Efficacy and Indecision in an Undergraduate Constructivist Career Course

    ERIC Educational Resources Information Center

    Grier-Reed, Tabitha L.; Skaar, Nicole R.

    2010-01-01

    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.…

  6. Reinterpreting the Learning Cycle from a Social Constructivist Perspective: A Qualitative Study of Teacher's Beliefs and Practices.

    ERIC Educational Resources Information Center

    Glasson, George E.; Lalik, Rosary V.

    1993-01-01

    This study investigated whether Science Curriculum Improvement Study or more recent interpretations of the learning cycle could be used by teachers to engage students in social constructivist learning. Two researchers and six science teachers implemented instruction based on the reciprocal use of language and action. Changing beliefs and practices…

  7. Developing a Dual-Level Capabilities Approach: Using Constructivist Grounded Theory and Feminist Ethnography to Enhance the Capabilities Approaches

    ERIC Educational Resources Information Center

    Hall, Kia M. Q.

    2014-01-01

    In this study, a dual-level capabilities approach to development is introduced. This approach intends to improve upon individual-focused capabilities approaches developed by Amartya Sen and Martha Nussbaum. Based upon seven months of ethnographic research in the Afro-descendant, autochthonous Garifuna community of Honduras, constructivist grounded…

  8. Opinions of Turkish Language and Literature Teachers on the Curriculum of Turkish Literature Course Based on the Constructivist Learning Theory

    ERIC Educational Resources Information Center

    Epcacan, Cahit

    2013-01-01

    The main objective of this study is to collect the opinions of Turkish Language and Literature teachers at secondary schools about the Curriculum of the Turkish Literature Course based on the constructivist learning theory. To this end, the descriptive method was employed to collect teacher opinions. Structured interview was used as a data…

  9. Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

    ERIC Educational Resources Information Center

    Balim, Ali Günay

    2013-01-01

    The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade…

  10. When the Old Is Stronger than the New: Introduction of Constructivist Methodology in a Special Education School

    ERIC Educational Resources Information Center

    Martin-del-Campo, Beatriz; Garcia, Lidia Rodriguez; Lorca, Manuela Martinez; de las Heras Minguez, Gema; del Rosario Diaz-Perea, Maria

    2010-01-01

    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…

  11. Miami and North Wales, So Far and Yet So Near: A Constructivist Account of Morphosyntactic Development in Bilingual Children

    ERIC Educational Resources Information Center

    Mueller Gathercole, Virginia C.

    2007-01-01

    This paper proposes a constructivist account of the development of morphosyntax in bilinguals, based on an examination of two populations--English-Spanish bilinguals in Miami and English-Welsh bilinguals in North Wales. Despite sociocultural and sociolinguistic differences across these groups, the development of bilinguals in the two groups…

  12. Learner Acquisition and Its Relationship with Constructivist Learner Roles in a Secondary Education Chemistry Curriculum in Québec/Canada

    ERIC Educational Resources Information Center

    Aydin, Abdullah

    2013-01-01

    This study aims to identify constructivist learner roles in acquisitions in the secondary education chemistry curriculum of the province of Québec/Canada. This research used document analysis as a qualitative research method. According to our findings; the "learner roles" in curriculum correspond with the "student roles"…

  13. Enhancing a Low-Cost Virtual Reality Application through Constructivist Approach: The Case of Spatial Training of Middle Graders

    ERIC Educational Resources Information Center

    Samsudin, Khairulanuar; Rafi, Ahmad; Mohamad Ali, Ahmad Zamzuri; Abd. Rashid, Nazre

    2014-01-01

    The aim of this study is to develop and to test a low-cost virtual reality spatial trainer in terms of its effectiveness in spatial training. The researchers adopted three features deriving from the constructivist perspective to guide the design of the trainer, namely interaction, instruction, and support. The no control pre test post test…

  14. The Theory of Planned Behaviour: Predicting Pre-Service Teachers' Teaching Behaviour towards a Constructivist Approach

    ERIC Educational Resources Information Center

    Wang, Carrie Lijuan; Ha, Amy S.

    2013-01-01

    The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six…

  15. An Extension to the Constructivist Coding Hypothesis as a Learning Model for Selective Feedback when the Base Rate Is High

    ERIC Educational Resources Information Center

    Ghaffarzadegan, Navid; Stewart, Thomas R.

    2011-01-01

    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 0.5 base rate condition. This commentary argues that…

  16. Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course

    ERIC Educational Resources Information Center

    Morrone, Anastasia Steffen; Harkness, Shelly S.; D'Ambrosio, Beatriz; Caulfield, Richard

    2004-01-01

    Elementary education students enrolled in an experimental mathematics course participated in this study. The course is taught using a social constructivist approach and is designed to improve students' mathematical problem-solving ability and deepen their understanding of mathematics. The research question for the present study is as follows: In…

  17. The Cultures of Contemporary Instructional Design Scholarship, Part Two: Developments Based on Constructivist and Critical Theory Foundations

    ERIC Educational Resources Information Center

    Willis, Jerry

    2011-01-01

    This article is the second in a series (see Willis, 2011) that looks at the current status of instructional design scholarship and theory. In this concluding article, the focus is on two cultures of ID work, one based on constructivist and interpretivist theory and the other based on critical theory and critical pedagogy. There are distinct…

  18. Contextual reasoning is NP-complete

    SciTech Connect

    Massacci, F.

    1996-12-31

    The logic of context with the ist (c, p) modality has been proposed by McCarthy as a foundation for contextual reasoning. This paper shows that propositional logic of context is NP-complete and therefore more tractable than multimodal logics or Multi Language hierarchical logics which are PSPACE-complete. This result is given in a proof-theoretical way by providing a tableau calculus, which can be used as a decision procedure for automated reasoning. The computational gap between logic of context and modal logics is analyzed and some indications for the use of either formalisms are drawn on the basis of the tradeoff between compactness of representation and tractability of reasoning.

  19. Interactive Visual Contextualization of Space Weather Data

    NASA Astrophysics Data System (ADS)

    Törnros, M.; Ynnerman, A.; Emmart, C.; Berrios, D.; Harberts, R.

    2012-12-01

    Linköping University, the American Museum of Natural History (AMNH), and the Community Coordinated Modeling Center (CCMC) at NASA Goddard Space Flight Center are collaborating on a new open source visualization software for astrovisualization. The CCMC is providing real-time and historical space weather data from the Integrated Space Weather Analysis System (iSWA), including timely modeled coronal mass ejection events simulated by the Space Weather Research Center at NASA GSFC. Linköping University is developing a new modular visualization tool with multi-channel capabilities to support planetarium exhibits, displaying the real-time space weather data contextualized using fieldlines, volumetric visualization techniques, and planetary information. This collaboration aims to engage the public about space weather and real-time events at the AMNH. We present an overview of this collaboration and demo some of the capabilities.

  20. Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power.

    PubMed

    Peets, Kätlin; Pöyhönen, Virpi; Juvonen, Jaana; Salmivalli, Christina

    2015-07-01

    This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms. Multilevel modeling analyses revealed that children were more likely to defend in response to their affective empathy in classrooms with high levels of bullying. In addition, popular students were more likely to support victims in classrooms where bullying was associated with social costs. These findings highlight the importance of considering interactions among individual and contextual influences when trying to understand which factors facilitate versus inhibit children's inclinations to defend others. PMID:25961871

  1. Implications of quantum automata for contextuality

    E-print Network

    Jibran Rashid; Abuzer Yakaryilmaz

    2014-04-10

    We construct zero-error quantum finite automata (QFAs) for promise problems which cannot be solved by bounded-error probabilistic finite automata (PFAs). Here is a summary of our results: - There is a promise problem solvable by an exact two-way QFA in exponential expected time, but not by any bounded-error sublogarithmic space probabilistic Turing machine (PTM). - There is a promise problem solvable by an exact two-way QFA in quadratic expected time, but not by any bounded-error $ o(\\log \\log n) $-space PTMs in polynomial expected time. The same problem can be solvable by a one-way Las Vegas (or exact two-way) QFA with quantum head in linear (expected) time. - There is a promise problem solvable by a Las Vegas realtime QFA, but not by any bounded-error realtime PFA. The same problem can be solvable by an exact two-way QFA in linear expected time but not by any exact two-way PFA. - There is a family of promise problems such that each promise problem can be solvable by a two-state exact realtime QFAs, but, there is no such bound on the number of states of realtime bounded-error PFAs solving the members this family. Our results imply that there exist zero-error quantum computational devices with a \\emph{single qubit} of memory that cannot be simulated by any finite memory classical computational model. This provides a computational perspective on results regarding ontological theories of quantum mechanics \\cite{Hardy04}, \\cite{Montina08}. As a consequence we find that classical automata based simulation models \\cite{Kleinmann11}, \\cite{Blasiak13} are not sufficiently powerful to simulate quantum contextuality. We conclude by highlighting the interplay between results from automata models and their application to developing a general framework for quantum contextuality.

  2. Critical classroom structures for empowering students to participate in science discourse

    NASA Astrophysics Data System (ADS)

    Belleau, Shelly N.; Otero, Valerie K.

    2013-01-01

    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.

  3. Wigner Function Negativity and Contextuality in Quantum Computation on Rebits

    NASA Astrophysics Data System (ADS)

    Delfosse, Nicolas; Allard Guerin, Philippe; Bian, Jacob; Raussendorf, Robert

    2015-04-01

    We describe a universal scheme of quantum computation by state injection on rebits (states with real density matrices). For this scheme, we establish contextuality and Wigner function negativity as computational resources, extending results of M. Howard et al. [Nature (London) 510, 351 (2014), 10.1038/nature13460] to two-level systems. For this purpose, we define a Wigner function suited to systems of n rebits and prove a corresponding discrete Hudson's theorem. We introduce contextuality witnesses for rebit states and discuss the compatibility of our result with state-independent contextuality.

  4. Wigner function negativity and contextuality in quantum computation on rebits

    E-print Network

    Nicolas Delfosse; Philippe Allard Guerin; Jacob Bian; Robert Raussendorf

    2015-05-18

    We describe a universal scheme of quantum computation by state injection on rebits (states with real density matrices). For this scheme, we establish contextuality and Wigner function negativity as computational resources, extending results of [M. Howard et al., Nature 510, 351--355 (2014)] to two-level systems. For this purpose, we define a Wigner function suited to systems of $n$ rebits, and prove a corresponding discrete Hudson's theorem. We introduce contextuality witnesses for rebit states, and discuss the compatibility of our result with state-independent contextuality.

  5. The effects of a four-semester pre-service secondary teacher education program on the perceptions and practices of pre-service science teachers concerning constructivist perspectives to teaching

    NASA Astrophysics Data System (ADS)

    Masene, Robert Sinvula

    This is an exploratory study that examines: (a) changes in pre-service teachers philosophical and pedagogical conceptions concerning teaching and learning, (b) changes in pre-service teachers' perceptions concerning the instruction they received in their methods courses, and (c) the relationships among pre-service teachers pedagogical and philosophical conceptions, perceptions about the methods course instruction and their own instructional practices, and their actual instructional practices as revealed on videotapes over a four-semester sequence. A sample of thirty-six pre-service teachers (18 males and 18 females) from the Iowa-SSTEP four-semester sequence volunteered to participate in the study. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (a) Teachers Pedagogical and Philosophical Interview (TPPI), (b) Constructivist Learning Environment Survey (CLES), and (c) videotape portfolio evaluated with the Expert Science Teaching Evaluation Model (ESTEEM). Major results include the following: (1) As pre-service teachers enrolled in a four-semester sequence progressed through the teacher education program, their conceptions concerning teaching and learning became significantly and increasingly more student-centered in terms of what students need to do to enhance their understanding of science concepts and processes as well as in their espoused philosophies of teaching and learning. (2) Pre-service teachers integrated their newly acquired student-centered conceptions from their methods courses, with their previous teacher-centered conceptions to develop mixed conceptions about teaching and learning. (3) Pre-service teachers' espoused conceptions and their perceptions about classroom practices rarely align observed teaching practices in their classroom. (4) Pre-service teacher cohort level in the Iowa-SSTEP sequence proved to have a positive and significant effect on pre-service teachers' constructivist practices of teaching and learning. Their student-centered practices increased as they ascended the hierarchy of the Iowa-SSTEP four-semester sequence. (5) Though reported conceptions, perceptions, and practices were increasingly student-centered as pre-service teachers progressed through the teacher education program, they were characterized as both teacher-centered and student-centered indicating that they retained some teacher-centered beliefs.

  6. Teachers' Practical Knowledge about Classroom Management in Multicultural Classrooms

    ERIC Educational Resources Information Center

    van Tartwijk, Jan; den Brok, Perry; Veldman, Ietje; Wubbels, Theo

    2009-01-01

    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…

  7. Classroom Management: Setting Up the Classroom for Learning

    ERIC Educational Resources Information Center

    Sterling, Donna R.

    2009-01-01

    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…

  8. Expert Secondary Inclusive Classroom Management 

    E-print Network

    Montague, Marcia

    2011-02-22

    The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive...

  9. Teacher Survival in the Classroom

    ERIC Educational Resources Information Center

    Wells, Reese

    1978-01-01

    Discusses the problem of discipline in the classroom, classroom violence, and how students and teachers can protect themselves from attack or harm. Also provides 5 tips for the teacher who is the victim of an assault. (Author/RK)

  10. Sherlock Holmes in the Classroom.

    ERIC Educational Resources Information Center

    Faia, Jean E.

    1988-01-01

    Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

  11. The Dirt on Outdoor Classrooms.

    ERIC Educational Resources Information Center

    Rich, Steve

    2000-01-01

    Explains the planning procedure for outdoor classrooms and introduces an integrated unit on monarch butterflies called the Monarch Watch program. Makes recommendations to solve financial problems of outdoor classrooms. (YDS)

  12. Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism

    NASA Astrophysics Data System (ADS)

    Karahan, Engin; Roehrig, Gillian

    2015-02-01

    Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues" (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students' environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students' environmental awareness and perceived need for activism. The findings of the study indicated that students' environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.

  13. Skepticism, truth as coherence, and constructivist epistemology: grounds for resolving the discord between science and religion?

    NASA Astrophysics Data System (ADS)

    Staver, John R.

    2010-03-01

    Science and religion exhibit multiple relationships as ways of knowing. These connections have been characterized as cousinly, mutually respectful, non-overlapping, competitive, proximate-ultimate, dominant-subordinate, and opposing-conflicting. Some of these ties create stress, and tension between science and religion represents a significant chapter in humans' cultural heritage before and since the Enlightenment. Truth, knowledge, and their relation are central to science and religion as ways of knowing, as social institutions, and to their interaction. In religion, truth is revealed through God's word. In science, truth is sought after via empirical methods. Discord can be viewed as a competition for social legitimization between two social institutions whose goals are explaining the world and how it works. Under this view, the root of the discord is truth as correspondence. In this concept of truth, knowledge corresponds to the facts of reality, and conflict is inevitable for many because humans want to ask which one—science or religion—gets the facts correct. But, the root paradox, also known as the problem of the criterion, suggests that seeking to know nature as it is represents a fruitless endeavor. The discord can be set on new ground and resolved by taking a moderately skeptical line of thought, one which employs truth as coherence and a moderate form of constructivist epistemology. Quantum mechanics and evolution as scientific theories and scientific research on human consciousness and vision provide support for this line of argument. Within a constructivist perspective, scientists would relinquish only the pursuit of knowing reality as it is. Scientists would retain everything else. Believers who hold that religion explains reality would come to understand that God never revealed His truth of nature; rather, He revealed His truth in how we are to conduct our lives.

  14. 5. East portal of Tunnel 5, contextual view to the ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    5. East portal of Tunnel 5, contextual view to the northeast from the west end of Cruzette Siding, 210mm lens. - Southern Pacific Railroad Natron Cutoff, Tunnel 5, Milepost 545.2, McCredie Springs, Lane County, OR

  15. Contextual view of building UD, showing quarters U in foreground; ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building U-D, showing quarters U in foreground; camera facing northwest. - Mare Island Naval Shipyard, Quarters U Servants Quarters, Cedar Avenue, behind Quarters U, west side between Tenth Street & Walnut Avenue, Vallejo, Solano County, CA

  16. Contextual view building 50 on right with building 52 on ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view building 50 on right with building 52 on left; camera facing northwest. - Mare Island Naval Shipyard, Rubber Shop, California Avenue, west side across from Dry Dock 1 near Ninth Street, Vallejo, Solano County, CA

  17. Contextual view showing building 50 east elevation, with building 46 ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing building 50 east elevation, with building 46 on right; camera facing southwest. - Mare Island Naval Shipyard, Rubber Shop, California Avenue, west side across from Dry Dock 1 near Ninth Street, Vallejo, Solano County, CA

  18. Contextual models for object detection using boosted random fields

    E-print Network

    Torralba, Antonio

    2004-06-25

    We seek to both detect and segment objects in images. To exploit both local image data as well as contextual information, we introduce Boosted Random Fields (BRFs), which uses Boosting to learn the graph structure and local ...

  19. Contextual view of building 505 showing west elevation from marsh; ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 505 showing west elevation from marsh; camera facing east. - Mare Island Naval Shipyard, Defense Electronics Equipment Operating Center, I Street, terminus west of Cedar Avenue, Vallejo, Solano County, CA

  20. Contextual view of building 505 Cedar avenue, showing south and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 505 Cedar avenue, showing south and east elevations; camera facing northwest. - Mare Island Naval Shipyard, Defense Electronics Equipment Operating Center, I Street, terminus west of Cedar Avenue, Vallejo, Solano County, CA

  1. Contextual view to southwest of Our Corner Saloon building. Scandia ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to southwest of Our Corner Saloon building. Scandia Hotel (HABS-CA-) at center, H.H. Buhne Warehouse at right (90mm lens) - Our Corner Saloon, 301 First Street, Eureka, Humboldt County, CA

  2. 1. Contextual view of bridge in setting, from downstream, view ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. Contextual view of bridge in setting, from downstream, view to southwest along Port Kenyon Road. South end of bridge at left. - Salt River Bridge, Spanning Salt River at Dillon Road, Ferndale, Humboldt County, CA

  3. 2. Contextual view of bridge in setting, from north end ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    2. Contextual view of bridge in setting, from north end of bridge, view to north along Dillon Road. Former Valley Flower Creamery at right center. - Salt River Bridge, Spanning Salt River at Dillon Road, Ferndale, Humboldt County, CA

  4. Contextual view of Building 250 along C Street, view facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Building 250 along C Street, view facing southwest - U.S. Marine Corps Base Hawaii, Kaneohe Bay, Warehouse 250, Aviation Storehouse, C Street between Fifth & Sixth Streets, Kaneohe, Honolulu County, HI

  5. 11. CONTEXTUAL VIEW OF REHABILITATED BRIDGE, LOOKING WEST FROM GRAVEL ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    11. CONTEXTUAL VIEW OF REHABILITATED BRIDGE, LOOKING WEST FROM GRAVEL BAR ON EAST BANK OF GRAYS RIVER, May 1991 - Grays River Covered Bridge, Worrel Road spanning Grays River, Grays River, Wahkiakum County, WA

  6. 12. CONTEXTUAL VIEW OF REHABILITATED BRIDGE, LOOKING SOUTHWEST FROM EAST ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    12. CONTEXTUAL VIEW OF REHABILITATED BRIDGE, LOOKING SOUTHWEST FROM EAST SIDE OF GRAYS RIVER, May 1991 - Grays River Covered Bridge, Worrel Road spanning Grays River, Grays River, Wahkiakum County, WA

  7. 6. CONTEXTUAL VIEW NORTHNORTHWEST OF (LEFT TO RIGHT) FEATURES 1, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    6. CONTEXTUAL VIEW NORTH-NORTHWEST OF (LEFT TO RIGHT) FEATURES 1, 5, 4, AND 3 WITHIN MILL COMPLEX. - Juniata Mill Complex, 22.5 miles Southwest of Hawthorne, between Aurora Crater & Aurora Peak, Hawthorne, Mineral County, NV

  8. 10. CONTEXTUAL VIEW WEST OF FEATURE 14 IN FOREGROUND, WITH ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    10. CONTEXTUAL VIEW WEST OF FEATURE 14 IN FOREGROUND, WITH FEATURES 7, 6, 8, AND 2 IN BACKGROUND. - Juniata Mill Complex, 22.5 miles Southwest of Hawthorne, between Aurora Crater & Aurora Peak, Hawthorne, Mineral County, NV

  9. 7. CONTEXTUAL VIEW NORTHEAST TOWARDS FEATURES 6 (LEFT) AND 7 ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    7. CONTEXTUAL VIEW NORTHEAST TOWARDS FEATURES 6 (LEFT) AND 7 (RIGHT) WITHIN MILL COMPLEX. - Juniata Mill Complex, 22.5 miles Southwest of Hawthorne, between Aurora Crater & Aurora Peak, Hawthorne, Mineral County, NV

  10. 9. CONTEXTUAL VIEW SOUTHSOUTHEAST TOWARDS SPRING SITE. SPRING LEFT CORNER. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    9. CONTEXTUAL VIEW SOUTH-SOUTHEAST TOWARDS SPRING SITE. SPRING LEFT CORNER. - Juniata Mill Complex, 22.5 miles Southwest of Hawthorne, between Aurora Crater & Aurora Peak, Hawthorne, Mineral County, NV

  11. Contextual view of Johnson Ranch. Structures viewed from left to ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Johnson Ranch. Structures viewed from left to right; shop, barn 2 silo, residence, garage and residence 1, view to west. - Nunes Dairy, 9854 Bruceville Road, Elk Grove, Sacramento County, CA

  12. Contextual view of Johnson Ranch. Workers residence 2 is on ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Johnson Ranch. Workers residence 2 is on left side of photograph and the brick silo is visible behind barn 2; view to northwest from Bruceville Road. - Nunes Dairy, 9854 Bruceville Road, Elk Grove, Sacramento County, CA

  13. Contextual view of Building 477 along Reeves Road, view facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Building 477 along Reeves Road, view facing east - U.S. Marine Corps Base Hawaii, Kaneohe Bay, Golf Course Equipment & Repair Shop, Reeves & Moffett Roads, Kaneohe, Honolulu County, HI

  14. 7. Contextual view to eastnortheast showing downstream (west) side of ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    7. Contextual view to east-northeast showing downstream (west) side of bridge in setting, depicting dense riparian nature of area. - Stanislaus River Bridge, Atchison, Topeka & Santa Fe Railway at Stanislaus River, Riverbank, Stanislaus County, CA

  15. View northeast, oblique contextual view of hoboken rail yard in ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    View northeast, oblique contextual view of hoboken rail yard in immediate background, Manhattan Skyline in distance. - Delaware, Lackawanna & Western Railroad Freight & Rail Yard, Long Slip Canal, New Jersey Transit Hoboken Rail Yard, Hoboken, Hudson County, NJ

  16. 7. Contextual view of Fairbanks Company, looking north along Division ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    7. Contextual view of Fairbanks Company, looking north along Division Street, showing relationship of factory to surrounding buildings and railroad - Fairbanks Company, 202 Division Street, Rome, Floyd County, GA

  17. 6. Contextual view of Fairbanks Company, looking south along Division ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    6. Contextual view of Fairbanks Company, looking south along Division Street, showing relationship of factory to surrounding area, 213, 215, & 217 Division Street appear on right side of street - Fairbanks Company, 202 Division Street, Rome, Floyd County, GA

  18. Contextual view showing building 253 in foreground; camera facing southeast. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing building 253 in foreground; camera facing southeast. - Mare Island Naval Shipyard, Supply Building, Walnut Avenue, southeast corner of Walnut Avenue & Fifth Street, Vallejo, Solano County, CA

  19. CONTEXTUAL VIEW OF BUILDING 459 LOOKING ALONG WALNUT AVENUE; CAMERA ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    CONTEXTUAL VIEW OF BUILDING 459 LOOKING ALONG WALNUT AVENUE; CAMERA FACING SOUTH - Mare Island Naval Shipyard, Bachelor Enlisted Quarters & Offices, Walnut Avenue, east side between D Street & C Street, Vallejo, Solano County, CA

  20. CONTEXTUAL VIEW OF BUILDING 459 LOOKING ALONG WALNUT AVENUE, SHOWING ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    CONTEXTUAL VIEW OF BUILDING 459 LOOKING ALONG WALNUT AVENUE, SHOWING WEST ELEVATION. CAMERA FACING SOUTH - Mare Island Naval Shipyard, Bachelor Enlisted Quarters & Offices, Walnut Avenue, east side between D Street & C Street, Vallejo, Solano County, CA

  1. Contextual view of building 253 looking down Walnut Avenue, showing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 253 looking down Walnut Avenue, showing south elevation at right; camera facing north. - Mare Island Naval Shipyard, Supply Building, Walnut Avenue, southeast corner of Walnut Avenue & Fifth Street, Vallejo, Solano County, CA

  2. Contextual view of building 47 looking across Walnut Avenue, showing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 47 looking across Walnut Avenue, showing south elevation; camera facing northwest. - Mare Island Naval Shipyard, Old Administrative Offices, Eighth Street, north side between Railroad Avenue & Walnut Avenue, Vallejo, Solano County, CA

  3. Contextual view of building 47 looking across Walnut Avenue, with ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 47 looking across Walnut Avenue, with building 521 in foreground; camera facing northeast. - Mare Island Naval Shipyard, Old Administrative Offices, Eighth Street, north side between Railroad Avenue & Walnut Avenue, Vallejo, Solano County, CA

  4. Memory Consolidation for Contextual and Auditory Fear Conditioning Is

    E-print Network

    Schafe, Glenn

    Memory Consolidation for Contextual and Auditory Fear Conditioning Is Dependent on Protein University New York, New York 10003 USA Abstract Fear conditioning has received extensive experimental attention. However, little is known about the molecular mechanisms that underlie fear memory consolidation

  5. Contextual view of ILWU Hall, facing southsouthwest, with ocean bank ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of ILWU Hall, facing south-southwest, with ocean bank visible in the background - International Longshoremen's & Warehousemen's Union Hall, Naval Civil Engineering Laboratory, Port Hueneme Road, Port Hueneme, Ventura County, CA

  6. Contextual view of ILWU Hall, facing east, with the city ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of ILWU Hall, facing east, with the city of Port Hueneme visible in the background - International Longshoremen's & Warehousemen's Union Hall, Naval Civil Engineering Laboratory, Port Hueneme Road, Port Hueneme, Ventura County, CA

  7. Contextual view of ILWU Hall, facing northwest with commercial port ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of ILWU Hall, facing northwest with commercial port buildings visible in the background - International Longshoremen's & Warehousemen's Union Hall, Naval Civil Engineering Laboratory, Port Hueneme Road, Port Hueneme, Ventura County, CA

  8. Contextual view of building no. 541, looking southwest. Structure no. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building no. 541, looking southwest. Structure no. 1051 in left foreground and structure no. 1045 in right foreground. - Naval Base Philadelphia-Philadelphia Naval Shipyard, Structural Assembly Shop, League Island, Philadelphia, Philadelphia County, PA

  9. Non-contextual chocolate ball versus value indefinite quantum cryptography

    E-print Network

    Svozil, Karl

    Non-contextual chocolate ball versus value indefinite quantum cryptography Karl Svozil Institute chocolate balls representing local hidden variables, others protected by value indefiniteness cannot on chocolate ball configurations utilizable for cryptography which cannot be realized by quantum systems

  10. Contextual view showing northwest corner of building 46, looking down ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing northwest corner of building 46, looking down California Avenue; camera facing southwest. - Mare Island Naval Shipyard, Smithery, California Avenue, west side at California Avenue & Eighth Street, Vallejo, Solano County, CA

  11. Contextual view looking down California Avenue, showing south and east ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view looking down California Avenue, showing south and east elevations; camera facing northwest. - Mare Island Naval Shipyard, Central Power Plant, California Avenue, norhtwest corner of California Avenue & Seventh Street, Vallejo, Solano County, CA

  12. Contextual view showing new wing and north portion of building ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing new wing and north portion of building 46, looking down California Avenue; camera facing northwest. - Mare Island Naval Shipyard, Smithery, California Avenue, west side at California Avenue & Eighth Street, Vallejo, Solano County, CA

  13. 3. CONTEXTUAL VIEW TO EAST (INTERIOR, FROM CONTROL BALCONY): WEST ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    3. CONTEXTUAL VIEW TO EAST (INTERIOR, FROM CONTROL BALCONY): WEST SIDE OF UNIT 4 (CENTER, LIGHTED) - Washington Water Power Company Monroe Street Plant, Units 4 & 5, South Bank Spokane River, below Monroe Street Bridge, Spokane, Spokane County, WA

  14. 4. CONTEXTUAL VIEW TO NORTHEAST: UNIT 4, WITH BELTDRIVEN BACKUP ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. CONTEXTUAL VIEW TO NORTHEAST: UNIT 4, WITH BELT-DRIVEN BACKUP SYSTEM ADJACENT TO GENERATOR - Washington Water Power Company Monroe Street Plant, Units 4 & 5, South Bank Spokane River, below Monroe Street Bridge, Spokane, Spokane County, WA

  15. Contextual photograph of quarters no. 2 and tower, looking southeasterly ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual photograph of quarters no. 2 and tower, looking southeasterly from entrance road. - Sacramento National Wildlife Refuge, Headquarters Complex, Quarters No. 2, 752 County Road 99W, Willows, Glenn County, CA

  16. Contextual view of quarters no. 2 quarters no. 1, and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of quarters no. 2 quarters no. 1, and water tower, looking southwest. - Sacramento National Wildlife Refuge, Headquarters Complex, Quarters No. 2, 752 County Road 99W, Willows, Glenn County, CA

  17. Contextual overview; view to north from Interstate Highway 5 viaduct ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual overview; view to north from Interstate Highway 5 viaduct (I-5 replaced Altamont Pass Road); Carroll Road at right; 66mm lens - Carroll Overhead Bridge, Altamont Pass Road, Livermore, Alameda County, CA

  18. 2. Contextual view of bridge in setting, from northwest end ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    2. Contextual view of bridge in setting, from northwest end of bridge, view to south-southeast with Rawson Road in foreground. - Red Bank Creek Bridge, Spanning Red Bank Creek at Rawson Road, Red Bluff, Tehama County, CA

  19. Intrinsic and contextual features in object recognition Derrick Schlangen $

    E-print Network

    Barenholtz, Elan

    Intrinsic and contextual features in object recognition Derrick Schlangen $ Psychology Department, Florida Atlantic University, Boca Raton, FL, USA Elan Barenholtz # $ Psychology Department, Florida's intrinsic visual features, such as color and shape. To address this, we performed four experiments using

  20. Contextual view of Quarters 1 and 2, with landscape elements ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Quarters 1 and 2, with landscape elements visible, camera facing southwest - Naval Training Station, Senior Officers' Quarters District, Naval Station Treasure Island, Yerba Buena Island, San Francisco, San Francisco County, CA

  1. Contextual view of building 733 along Cedar Avenue; camera facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building 733 along Cedar Avenue; camera facing southwest. - Mare Island Naval Shipyard, WAVES Officers Quarters, Cedar Avenue, west side between Tisdale Avenue & Eighth Street, Vallejo, Solano County, CA

  2. Contextual view of building showing relation to building 91 at ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of building showing relation to building 91 at right; camera facing southwest. - Mare Island Naval Shipyard, Mechanics Shop, Waterfront Avenue, west side between A Street & Third Street, Vallejo, Solano County, CA

  3. 1. West side of bridge. Overall contextual view (looking) eastsoutheast ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. West side of bridge. Overall contextual view (looking) east-southeast or upstream. (Deer Creek flows east to west). 90mm lens. - Gault Bridge, Spanning Deer Creek at South Pine Street, Nevada City, Nevada County, CA

  4. Contextual view to northnorthwest of Burton Park Club House and ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view to north-northwest of Burton Park Club House and Amphitheater (90 mm lens). - Burton Park, Club House & Amphitheater, Adjacent ot south end of Chestnut Avenue, San Carlos, San Mateo County, CA

  5. New Algorithms for Contextual Georgia Institute of Technology

    E-print Network

    Reyzin, Lev

    with Supervised Learning Guarantees (AISTATS 2011) S M. Dudik, D. Hsu, S. Kale, N. Karampatziakis, J. Langford, L. Reyzin, T. Zhang Efficient Optimal Learning for Contextual Bandits (UAI 2011) S S. Kale, L. Reyzin, R

  6. 2. Contextual view of EPA Farm showing milliongallon reservoir, facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    2. Contextual view of EPA Farm showing million-gallon reservoir, facing east-southeast. - Nevada Test Site, Environmental Protection Agency Farm, Area 15, Yucca Flat, 10-2 Road near Circle Road, Mercury, Nye County, NV

  7. 4. Contextual view of EPA Farm showing radwaste tank, facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. Contextual view of EPA Farm showing rad-waste tank, facing south-southeast. - Nevada Test Site, Environmental Protection Agency Farm, Area 15, Yucca Flat, 10-2 Road near Circle Road, Mercury, Nye County, NV

  8. 6. Contextual view of EPA Farm showing cattle shelter, facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    6. Contextual view of EPA Farm showing cattle shelter, facing southeast. - Nevada Test Site, Environmental Protection Agency Farm, Area 15, Yucca Flat, 10-2 Road near Circle Road, Mercury, Nye County, NV

  9. 5. Contextual view of EPA Farm showing holding pens, facing ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    5. Contextual view of EPA Farm showing holding pens, facing west-southwest. - Nevada Test Site, Environmental Protection Agency Farm, Area 15, Yucca Flat, 10-2 Road near Circle Road, Mercury, Nye County, NV

  10. Contextual view showing drainage culvert in foreground boarding east side ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view showing drainage culvert in foreground boarding east side of knoll with eucalyptus windbreak. Camera facing 278" southwest. - Goerlitz House, 9893 Highland Avenue, Rancho Cucamonga, San Bernardino County, CA

  11. Contextual view of Goerlitz Property, showing eucalyptus trees along west ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view of Goerlitz Property, showing eucalyptus trees along west side of driveway; parking lot and utility pole in foreground. Camera facing 38" northeast - Goerlitz House, 9893 Highland Avenue, Rancho Cucamonga, San Bernardino County, CA

  12. Contextual Plan Circa 1972 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1972 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  13. Contextual Plan Circa 1938 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1938 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  14. Contextual Plan Circa 1960 The Smokey Hollow Community, Informal ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual Plan Circa 1960 - The Smokey Hollow Community, Informal boundaries by street name: North to South: East Jefferson Street to East Van Buren Street. West to East: South Gadsden Street to Marvin Street., Tallahassee, Leon County, FL

  15. Contextual view including south (rear) of building 925, exercise in ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Contextual view including south (rear) of building 925, exercise in foreground, and modern buildings in background. Facing northwest. - Travis Air Force Base, Building No. 925, W Street, Fairfield, Solano County, CA

  16. Terminological Acquaintance: the Importance of Contextual Information in Terminology

    E-print Network

    Maynard, Diana

    Terminological Acquaintance: the Importance of Contextual Information in Terminology Diana Maynard to termino- logical entities. Terminological contexts, how- ever, are vast information sources waiting ontology developmen- t. 1 Introduction Research in terminology has tended to focus largely on statistical

  17. GALAXY Classroom: Television for Tomorrow.

    ERIC Educational Resources Information Center

    Graumann, Peter

    1994-01-01

    An interactive learning service for elementary grades, "GALAXY Classroom," offers enrichment opportunities to classrooms. Students communicate via fax in response to questions posed in satellite transmitted segments. The primary market for "GALAXY Classroom" is the at-risk student. Sidebars describe costs and current offerings. (SLW)

  18. Inverting the Linear Algebra Classroom

    ERIC Educational Resources Information Center

    Talbert, Robert

    2014-01-01

    The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class…

  19. The Keys to Classroom Management.

    ERIC Educational Resources Information Center

    Nutter, Kelly

    2000-01-01

    States that teacher attitude, organization, and communication are three elements that enable music teachers to manage their classrooms successfully. Discusses each management component and addresses the issue of helping future teachers develop their classroom management skills. Includes a bibliography of resources for classroom management. (CMK)

  20. Sound Advice on Classroom Acoustics.

    ERIC Educational Resources Information Center

    Sturgeon, Julie

    2003-01-01

    Discusses the importance of acoustic standards in classroom design, presenting an interview with the Acoustical Society of America's (ASA's) standards manager which focuses on reasons for the new ASA standards, the standards document (which was written for K-12 classroom but applies to college classrooms), the need to avoid echo and be able to…

  1. Is there contextuality in behavioral and social systems?

    E-print Network

    Ehtibar Dzhafarov; Ru Zhang; Janne Kujala

    2015-08-23

    Most behavioral and social experiments aimed at revealing contextuality are confined to cyclic systems with binary outcomes. In quantum physics, this broad class of systems includes as special cases Klyachko-Can-Binicioglu-Shumovsky-type, Einstein-Podolsky-Rosen-Bell-type, and Suppes-Zanotti-Leggett-Garg-type systems. The theory of contextuality known as Contextuality-by-Default allows one to define and measure contextuality in all such system, even if there are context-dependent errors in measurements, or if something in the contexts directly interacts with the measurements. This makes the theory especially suitable for behavioral and social systems, where direct interactions of "everything with everything" are ubiquitous. For cyclic systems with binary outcomes the theory provides necessary and sufficient conditions for noncontextuality, and these conditions are known to be breached in certain quantum systems. We review several behavioral and social data sets (from polls of public opinion to visual illusions to conjoint choices to word combinations to psychophysical matching), and none of these data provides any evidence for contextuality. Our working hypothesis is that this may be a broadly applicable rule: behavioral and social systems are noncontextual, i.e., all "contextual effects" in them result from the ubiquitous dependence of response distributions on the elements of contexts other than the ones to which the response is presumably or normatively directed.

  2. Individual Joblessness, Contextual Unemployment, and Mortality Risk

    PubMed Central

    Tapia Granados, José A.; House, James S.; Ionides, Edward L.; Burgard, Sarah; Schoeni, Robert S.

    2014-01-01

    Longitudinal studies at the level of individuals find that employees who lose their jobs are at increased risk of death. However, analyses of aggregate data find that as unemployment rates increase during recessions, population mortality actually declines. We addressed this paradox by using data from the US Department of Labor and annual survey data (1979–1997) from a nationally representative longitudinal study of individuals—the Panel Study of Income Dynamics. Using proportional hazards (Cox) regression, we analyzed how the hazard of death depended on 1) individual joblessness and 2) state unemployment rates, as indicators of contextual economic conditions. We found that 1) compared with the employed, for the unemployed the hazard of death was increased by an amount equivalent to 10 extra years of age, and 2) each percentage-point increase in the state unemployment rate reduced the mortality hazard in all individuals by an amount equivalent to a reduction of 1 year of age. Our results provide evidence that 1) joblessness strongly and significantly raises the risk of death among those suffering it, and 2) periods of higher unemployment rates, that is, recessions, are associated with a moderate but significant reduction in the risk of death among the entire population. PMID:24993734

  3. Measurement contextuality is implied by macroscopic realism

    SciTech Connect

    Chen Zeqian; Montina, A.

    2011-04-15

    Ontological theories of quantum mechanics provide a realistic description of single systems by means of well-defined quantities conditioning the measurement outcomes. In order to be complete, they should also fulfill the minimal condition of macroscopic realism. Under the assumption of outcome determinism and for Hilbert space dimension greater than 2, they were all proved to be contextual for projective measurements. In recent years a generalized concept of noncontextuality was introduced that applies also to the case of outcome indeterminism and unsharp measurements. It was pointed out that the Beltrametti-Bugajski model is an example of measurement noncontextual indeterminist theory. Here we provide a simple proof that this model is the only one with such a feature for projective measurements and Hilbert space dimension greater than 2. In other words, there is no extension of quantum theory providing more accurate predictions of outcomes and simultaneously preserving the minimal labeling of events through projective operators. As a corollary, noncontextuality for projective measurements implies noncontextuality for unsharp measurements. By noting that the condition of macroscopic realism requires an extension of quantum theory, unless a breaking of unitarity is invoked, we arrive at the conclusion that the only way to solve the measurement problem in the framework of an ontological theory is by relaxing the hypothesis of measurement noncontextuality in its generalized sense.

  4. Implementing the Synchronous Classroom

    ERIC Educational Resources Information Center

    Furman, Jan A.

    2010-01-01

    This commentary describes an action research project conducted by selected staff at the Northern Valley Regional High School District in New Jersey. The project focused on the idea of developing a synchronous classroom to provide world language learning opportunities to students. Relevant research is provided as are ideas regarding logistics and…

  5. "Frankenstein" in the Classroom.

    ERIC Educational Resources Information Center

    Veidemanis, Gladys V.

    1986-01-01

    Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

  6. Classroom Contexts for Creativity

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.; Kaufman, James C.

    2014-01-01

    Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors--determining, in…

  7. Tips from the Classroom.

    ERIC Educational Resources Information Center

    TESOL Journal, 1993

    1993-01-01

    Four short articles are combined: "Adding Discourse-Level Practice to Sentence-Level Exercises" (Eric S. Nelson); "Presenting Picture Books in the ESL Classroom" (Lijun Shen); "Role Playing in a Large Class" (Ellen Rosen); and "Calvin and Hobbes and Other Icons of Americana" (Daniel J. Conrad). (Contains seven references.) (LB)

  8. Cockroaches in the Classroom

    ERIC Educational Resources Information Center

    Wagler, Ron; Moseley, Christine

    2005-01-01

    The Madagascar hissing cockroach (MHC) provides an excellent avenue to introduce students to the joys of inquiry-centered learning. MHC's are relatively tame, produce little odor, do not bite, and are easy to handle and breed. Because of these characteristics, they are ideal for classroom activities, science projects, and as pets. They also help…

  9. Inquiry in the Classroom

    ERIC Educational Resources Information Center

    Stohl, Christina

    2010-01-01

    (Purpose) As schools scramble to restructure in the hope of thwarting failure, administrators often appropriate money for outside experts who counsel on professional development as well as outside magic-pill programs for student achievement. High-stakes testing remains the arbiter. Perhaps the use of the best practice of inquiry, or classroom

  10. Fluency in the Classroom

    ERIC Educational Resources Information Center

    Kuhn, Melanie R., Ed.; Schwanenflugel, Paula J., Ed.

    2007-01-01

    This book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains…

  11. Classroom on Wheels.

    ERIC Educational Resources Information Center

    Murfreesboro City Schools, TN.

    Designed for 3- and 4-year-old disadvantaged children and their parents, a mobile unit consisting of a renovated school bus turned classroom is described which travels to three areas daily for a 2-hour period. The program for children is designed primarily for developmental skills--visual, sensory, auditory, and cognitive. Activities emphasize…

  12. Classroom Idea-Sparkers

    ERIC Educational Resources Information Center

    Kieff, Judith

    2007-01-01

    This article presents four Idea-Sparkers that were submitted by Jason McKinney, a graduate student at Southern Mississippi University and a 1st-grade teacher at Pisgah Elementary in Hattiesburg, Mississippi. First is entitled, "Raceway in the Classroom." This activity can help increase children's fluency and ability to identify numerous sight…

  13. The Classroom Traffic Jam

    ERIC Educational Resources Information Center

    Edwards, Arthur W.

    1977-01-01

    The importance of energy conservation is developed in this simulation. Children draw an automobile and then are asked to drive it through the classroom roadways. When a traffic jam results, students offer ways to eliminate it. The importance of mass transportation and car pools is stressed by the teacher. (MA)

  14. In the Classroom.

    ERIC Educational Resources Information Center

    1997

    Fourteen conference papers on classroom techniques for second language teaching are presented, including: "Cooperative Learning at the Post-Secondary Level in Japan" (Steve McGuire, Patricia Thornton, David Kluge); "Shared Inquiry Fosters Critical Thinking Skills in EFL Students" (Carol Browning, Jerold Halvorsen, Denise Ahlquist); "Story Grammar:…

  15. Your Outdoor Classroom

    ERIC Educational Resources Information Center

    Hinman, Laurie

    2005-01-01

    Physical education is still taught in outdoor settings in many warmer climates of the United States. Even when indoor facilities are available, physical education may be moved outside because of other curricular needs or facility issues. How can physical educators make the outdoor setting seem more like an indoor classroom? Outdoor teaching…

  16. Flipping the Classroom Revisited

    NASA Astrophysics Data System (ADS)

    2013-02-01

    I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.

  17. Photography in Pink Classrooms

    ERIC Educational Resources Information Center

    Ashburn, Liz

    2007-01-01

    The teaching of photography provides many opportunities to attack the assumption of universal heterosexuality, which is central to our society, in order to provide space for other sexualities such as gay, lesbian, bisexual and transgender. This article is based on many years of lecturing in art schools and focuses on the classroom teaching of…

  18. Positive Classroom Ecology.

    ERIC Educational Resources Information Center

    Conoley, Jane Close

    1988-01-01

    Educational environments that reduce the likelihood of acting out and promote positive cognitive, social, and emotional development are useful not only to behavior disordered youngsters, but to all students. Forces that facilitate and inhibit the establishment of positive classroom ecologies are outlined, and components of effective instruction…

  19. The Environmental Classroom.

    ERIC Educational Resources Information Center

    Hawkins, Donald E.; Vinton, Dennis A.

    Two modern crises--in education and ecology--can both be alleviated by adopting an "environmental classroom"; that is, by moving from the traditional schoolroom to closer contact with the world outside. The first part of the volume examines traditional approaches to education and them moves step by step to innovative ones, such as using the urban…

  20. Windows into Art Classrooms.

    ERIC Educational Resources Information Center

    Grauer, Kit, Ed.

    1995-01-01

    An editorial by Kit Grauer introduces this collection of articles which establish that there is no such thing as a simple definition of art education even within one culture, and that people's views can be reflected by art educators across the world. The first article, "A Window on Three Singapore Art Classrooms" (Jane Chia; John Matthews; Paul…