Downloads & Free Reading Options - Results

Educational research and practice have proven that there are many benefits for applying learning theories' recommendations through teaching and learning of different subjects in all school levels. Based on interrelationships among learning theories of contextualism, connectivism, constructivism, and cognitivism, the researcher proposed an instructional model under the title of 4Cs model: contextualizing, connecting, constructing, and cognitivizing to take the learner through a mental trip from observing and examining real materials to long-term memory. However, the main purpose of this study was to identify the effect of using the proposed model on acquiring some scientific concepts, life skills, and multiple intelligences of middle school female students. To investigate this main purpose, three research statistical hypotheses were set regarding the three dependent variables. The study population was the second grade female students in middle school in Mid-Egypt. A random sample (72 students) was chosen and divided into two groups: an experimental group (37) and a control group (35).Three research instruments; achievement test, life skills scale, and multiple intelligences test were developed and controlled in respect to validity and reliability. After conducting the research experiment using the quasi-experimental design, administering instruments, and analyzing data, the results explored that there is an impact for the 4Cs model on acquiring scientific concepts, life skills, and multiple intelligence of middle school female students.

Educational research and practice have proven that there are many benefits for applying learning theories' recommendations through teaching and learning of different subjects in all school levels. Based on interrelationships among learning theories of contextualism, connectivism, constructivism, and cognitivism, the researcher proposed an instructional model under the title of 4Cs model: contextualizing, connecting, constructing, and cognitivizing to take the learner through a mental trip from observing and examining real materials to long-term memory. However, the main purpose of this study was to identify the effect of using the proposed model on acquiring some scientific concepts, life skills, and multiple intelligences of middle school female students. To investigate this main purpose, three research statistical hypotheses were set regarding the three dependent variables. The study population was the second grade female students in middle school in Mid-Egypt. A random sample (72 students) was chosen and divided into two groups: an experimental group (37) and a control group (35).Three research instruments; achievement test, life skills scale, and multiple intelligences test were developed and controlled in respect to validity and reliability. After conducting the research experiment using the quasi-experimental design, administering instruments, and analyzing data, the results explored that there is an impact for the 4Cs model on acquiring scientific concepts, life skills, and multiple intelligence of middle school female students.

This research study examines the nature of socio-cognitive influences on general chemistry students' learning and success. In this study, "learning" means gaining critical thinking skills and "success" means good academic grades. From a social constructivist and postmodern perspective, learning and success are considered functions of enculturation and empowerment and are measured through a variety of quantitative and qualitative means. The epistemological basis for the study includes principles such as access to knowledge, pedagogical content knowledge, postmodernism, social constructivism, and critical thinking. A discussion of epistemological racism, institutionalized racism, and the context of gender is also included as background to the study. Contains 66 references. (DDR)

The aim of this study is to examine the development of science concept in Turkey. It is seen that the historical process of science concept in Turkey has developed within two stages. The first setting is the later stages of the Ottoman State and the Republican Era, at which time positivism was prevalent as noted in the objectives of the national science curriculum. The second stage includes the period starting from 2004 to the present when the effects of postmodern epistemology started to partially be seen with the initiation of the new elementary curriculum based on a "constructivist approach". Positivism entered into the Ottomans during the 19th century and it affected especially the school programs. During this process, at first the positivist/modernist paradigms and later on the postmodernist paradigms affected the curricula scientifically and epistemologically. This study was based on document analysis approach. The documents used in this study were selected to represent the science curriculum of 1913, 1924, 1926, 1930 and 2004 programs. The document analysis revealed that the remained effects of positivism is observed until 2004 program. Even though, there is no deviation from the basic paradigm regarding scientific understanding until the 2004 program, the 2004 program reflects a fundamental break from the traditional approach to constructivism.

Educators expect students to question, explain, hypothesize, and devise tests to determine validity concerning science and its applications. The traditional approach of presenting individual courses concentrating on single disciplines and ignoring linkages to other disciplines is abysmal. If we expect students to understand how science is related to the humanities, it is important to provide the links and bring the disciplines together in a coherent interdisciplinary course using Science, Technology, and Society together in a constructivist methodology. Science, Technology, and Society and constructivism recognize that science does not operate in a vacuum nor does student learning. Knowledge is continuing being assembled by learners and science learning must be taught in the scope of the human experience and understanding.

Educators expect students to question, explain, hypothesize, and devise tests to determine validity concerning science and its applications. The traditional approach of presenting individual courses concentrating on single disciplines and ignoring linkages to other disciplines is abysmal. If we expect students to understand how science is related to the humanities, it is important to provide the links and bring the disciplines together in a coherent interdisciplinary course using Science, Technology, and Society together in a constructivist methodology. Science, Technology, and Society and constructivism recognize that science does not operate in a vacuum nor does student learning. Knowledge is continuing being assembled by learners and science learning must be taught in the scope of the human experience and understanding.

The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and social). In particular the discussion will focus on four varieties of constructivism: philosophical, cybernetic, educational, and sociological constructivism.

The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and social). In particular the discussion will focus on four varieties of constructivism: philosophical, cybernetic, educational, and sociological constructivism.

Though rooted in neo-Piagetian research, constructivism is an avenue of research that departed from the neo-Piagetian mainstream 20 years ago and has continued on a distinct path of development. For constructivists, learning is not knowledge written on, or transplanted to, a person's mind as if the mind were a blank slate waiting to be written on or an empty gallery waiting to be filled. Teaching, furthermore, is mediating. A constructivist teacher works at the interface of curriculum and student to bring them together in a way that is meaningful for the learner. Constructivists use the metaphor of construction because it aptly summarizes the view that individuals build knowledge. Carrying the metaphor to its logical conclusion, construction implies a foundation upon which, or a context in which the individual builds knowledge. Contextual constructivism is thus about understanding the fundamental, culturally based beliefs that both students and teachers bring to class, and how these beliefs are supported by culture. Contextual constructivists not only raise new research questions, they also call for a new research paradigm. The focus on contextualization means that qualitative, especially ethnographic techniques are to be preferred. (Over 75 references are included.) (Author)

In this paper, the author considers the role of teaching values in science education as part of a move from teacher-centred pedagogy to student-centred pedagogy. Taking a constructivist-inspired position, he argues that, as part of their study of the use of scientific knowledge by society, students need to be given opportunities to make value judgements. A practice of teaching and learning that is centred on the unique individual needs of each student is outlined as a manner in which this vision for the future can be achieved.

Beneath educational pedagogies lie philosophical assumptions about the nature of learning, knowledge, truth and morality. These different philosophies form the foundations of a variety of instructional programs in all academic disciplines. This paper addresses constructivism, a recent attempt to provide a philosophical pedagogy which affects classroom instruction, teacher training, curricululm development, and educational research. It specifically looks at constructivist theory as it relates to mathematics and science education. In so doing, the paper examines: (1) epistemology in the classroom; (2) epistemology in education research; (3) epistemology in mathematics and science (faith and skepticism); (4) Piaget's constructivist epistemology; and (5) implications for education. A bibliography is included. (TW)

Over the past several years, an increasing number of educators have come to believe that teaching should acknowledge the transactional nature of knowledge and suggest that a shift be made to focus on social practice, meaning, and patterns. This style of teaching proposes that it is important to permit students to construct knowledge meaningfully in an appropriate social context. The purpose of this paper is to provide some examples of teaching practices that are compatible with this constructivist view of learning in a social and collaborative context. Discussed are basic beliefs and central metaphors of teaching, sources of case materials, teaching events, and reflections from a semiotic perspective. Heuristic diagrams are provided. (CW)

This field guide provides four essential criteria for constructivism as well as a guide for using these criteria to identify and assess the level of constructivism being used in an educational experience. The criteria include: 1) prior knowledge, 2) cognitive dissonance, 3) application with feedback, and 4) metacognition. This guide provides timely, valuable information and "best practices" for science educators, especially faculty in higher education. (Contains 1 table.)

There are no throw away children. Each child is an individual who deserves to experience personal achievement. History has demonstrated the dangers of a survival of the fittest philosophy. A civilized society is one that includes all its citizens, the weak as well as the strong. Students are placed at-risk when their silent cries for help are ignored. Teachers must go the extra mile and beyond the normal boundaries to maximize the potential of their students. Mentoring students involves building nurturing relationships as well as guiding students toward self-sufficiency and self-management. The goal of mentoring is to eventually produce responsible and independent individuals who are able to advocate for them. Education systems must go beyond the products or outcomes of schooling and include knowledge and skills essential for socialization, citizenship, and human development. Mentoring realizes this obligation by involving the whole child in the search of islands of competence. It involves all the essential dimensions of the human condition: the intellectual, the physical, the aesthetic, the spiritual, the emotional, and the social. (Contains 25 references.) (MVL)

After a brief introduction to cognitive psychology, this paper provides a set of principles from cognitive psychology, information processing theory, and constructivist psychology; outlines examples of the existence and often longtime, conscious use of contemporary cognitive psychology assumptions and conceptions in the social and behavioral science disciplines; states practical applications of selected constructs and assumptions for learning and instruction in the social science disciplines and in social studies classrooms; and describes, briefly, why a failure to comprehend, accept, and use these conceptions and principles may interfere with student attainment of the desired outcomes of social studies education--as well as interfere with student success in attaining and using these perspectives of "knowing" and "inquiry" advocated by social scientists. Presently, social studies educators have no viable alternative to accepting a cognitive psychology perspective relative to thinking, learning, functioning, and acting as human beings in the world. There currently is no viable alternative to notions concerning human thinking, learning, and acting generated from the cognitive psychological perspectives. Contains over 100 references. (LAP)

After a brief introduction to cognitive psychology, this paper provides a set of principles from cognitive psychology, information processing theory, and constructivist psychology; outlines examples of the existence and often longtime, conscious use of contemporary cognitive psychology assumptions and conceptions in the social and behavioral science disciplines; states practical applications of selected constructs and assumptions for learning and instruction in the social science disciplines and in social studies classrooms; and describes, briefly, why a failure to comprehend, accept, and use these conceptions and principles may interfere with student attainment of the desired outcomes of social studies education--as well as interfere with student success in attaining and using these perspectives of "knowing" and "inquiry" advocated by social scientists. Presently, social studies educators have no viable alternative to accepting a cognitive psychology perspective relative to thinking, learning, functioning, and acting as human beings in the world. There currently is no viable alternative to notions concerning human thinking, learning, and acting generated from the cognitive psychological perspectives. Contains over 100 references. (LAP)

After a brief introduction to cognitive psychology, this paper provides a set of principles from cognitive psychology, information processing theory, and constructivist psychology; outlines examples of the existence and often longtime, conscious use of contemporary cognitive psychology assumptions and conceptions in the social and behavioral science disciplines; states practical applications of selected constructs and assumptions for learning and instruction in the social science disciplines and in social studies classrooms; and describes, briefly, why a failure to comprehend, accept, and use these conceptions and principles may interfere with student attainment of the desired outcomes of social studies education--as well as interfere with student success in attaining and using these perspectives of "knowing" and "inquiry" advocated by social scientists. Presently, social studies educators have no viable alternative to accepting a cognitive psychology perspective relative to thinking, learning, functioning, and acting as human beings in the world. There currently is no viable alternative to notions concerning human thinking, learning, and acting generated from the cognitive psychological perspectives. Contains over 100 references. (LAP)