Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Search Results
Publications Found:
1314
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f????��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f????��������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F�������������������������������������������������������������������������������������������������������E
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F????������������������������������������������������������������������������������?��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Abbott M. L. & Fouts J. T. (2003) Constructivist teaching and student achievement: The results of a school level classroom observation study in Washington. Technical Report #5. Washington School Research Center, Lynnwood WA. https://cepa.info/4658
Abbott M. L.
&
Fouts J. T.
(
2003
)
Constructivis
t teaching and student achievement: The results of a school level classroom observation study in Washington
.
Technical Report #5. Washington School Research Center, Lynnwood WA.
Fulltext at https://cepa.info/4658
Copy Citation
This study built on a 2001–02 classroom observation study of Washington K-12 and technical schools that identified the extent of
constructivis
t teaching activity. Results from classroom observations found that strong
constructivis
t teaching was observable in 17 percent of the classroom lessons. The other 83 percent of the lessons observed may have contained some elements of
constructivis
t teaching, but up to one-half had very little or no elements of
constructivis
t teaching present. More
constructivis
t teaching appeared to occur in alternative schools and integrated subject matter classes. There appeared to be no differences among elementary, middle/junior, and high schools in the degree to which
constructivis
t practices were used. This study explored the relationship of this practice to student achievement, examining the percent of variance in student achievement accounted for by
constructivis
t teaching beyond that contributed by low-income. Data came from the original observation study and from school-level standardized test scores of 4th, 7th, and 10th graders. Results found large correlations between study variables (a negative correlation between school-level family income and student achievement, large positive correlations between
constructivis
t teaching and student achievement, and a negative correlation between
constructivis
t teaching and school-level family income).
Abdoli Sejzi A. & bin Aris B. (2012) Constructivist approach in virtual universities. Procedia – Social and Behavioral Sciences 56: 426–431. https://cepa.info/5865
Abdoli Sejzi A.
&
bin Aris B.
(
2012
)
Constructivis
t approach in virtual universities
.
Procedia – Social and Behavioral Sciences
56: 426–431.
Fulltext at https://cepa.info/5865
Copy Citation
This paper proposed the application of the
constructivis
t approach in virtual university where learners can learn based on their learning style, information and skills to succeed in life and also in their job.
Constructivis
t learning and the strategies in
constructivis
t learning can foster in-depth learning and practical application. Integration of communication and information technologies into curricula offers significant potentials for designing new learning environments, and advancing research and development in learning theories. Based on the main aspects of the
constructivis
t approach, traditional universities and classroom cannot provide the conditions for learners to construct the knowledge for themselves, for this reason virtual university with the communication and information technologies (ICT) can implement
constructivis
t strategies in the process of teaching and learning. In virtual university,
constructivis
m promotes the learner’s skills to solve real-life problems and practical problems.
Key words:
virtual university
,
constructivist learning
,
constructivist approach in virtual university.
Abriszewski K. (2017) Are philosophers’ actions realist or constructivist. In: Kanzian C., Kletzl S., Mitterer J. & Neges K. (eds.) Realism – relativism – constructivism. De Gruyter, Berlin: 3–15. https://cepa.info/4199
Abriszewski K.
(
2017
)
Are philosophers’ actions realist or
constructivis
t
.
In: Kanzian C., Kletzl S., Mitterer J. & Neges K. (eds.)
Realism – relativism –
constructivis
m
. De Gruyter, Berlin: 3–15.
Fulltext at https://cepa.info/4199
Copy Citation
In my article, I propose to discuss
constructivis
m and realism in terms of actions instead of doing that in a usual way, in terms of theories, philosophers or general positions. To enable this, I offer two conceptual tools. First, I use modified model of four types of knowledge introduced by Andrzej Zybertowicz. It approaches any knowledge-building process as a cultural game, and recognizes reproduction, discovery, redefinition, and design of a new game. Second, I use Stanislaw Lem’s model of three types of geniuses. I illustrate my approach briefly using examples from Plato, Spinoza and Berkeley.
Key words:
Constructivism
,
realism
,
cultural theory
,
actions
,
knowledge.
Ackermann E. K. (2001) Piaget’s constructivism, Papert’s constructionism: What’s the difference? Future of Learning Group Publication 5(3): 438.
Ackermann E. K.
(
2001
)
Piaget’s
constructivis
m, Papert’s constructionism: What’s the difference?
.
Future of Learning Group Publication
5(3): 438.
Copy Citation
Ackermann E. K. (2010) Constructivism(s): Shared roots, crossed paths, multiple legacies. In: Clayson J. & Kalas I. (eds.) Constructionist approaches to creative learning, thinking and education: Lessons for the 21st century. Proceedings of Constructionism 2010. Comenius University, Bratislava: 1–9. https://cepa.info/6082
Ackermann E. K.
(
2010
)
Constructivis
m(s): Shared roots, crossed paths, multiple legacies
.
In: Clayson J. & Kalas I. (eds.)
Constructionist approaches to creative learning, thinking and education: Lessons for the 21st century. Proceedings of Constructionism 2010
. Comenius University, Bratislava: 1–9.
Fulltext at https://cepa.info/6082
Copy Citation
This paper examines the shared roots and crossed paths between Jean Piaget’s
constructivis
m, what Seymour Paper refers to as “constructionism,” and socio-cultural theories as epitomized by Lev Vygotsky. We do so in the light of more situated, pragmatic, and ecological approaches to human cognition. All these views are developmental (stressing the genesis children’s interests and abilities over time), experiential (in the sense that knowledge is rooted in sensori-motor activity) and interactionist (people are seen as constructing their knowledge by transforming the world). Yet, the views also differ, each highlighting some aspects of how children grow and learn, while leaving other questions unanswered. Piaget’s main contribution was to flesh out what is common in children’s ways of thinking at different stages of their cognitive development and, more important, how consistent, robust, and generally “adapted” their views are. The theory stresses the progressive de-contextualization of knowledge (from here-and-now to then-and-there) and identifies some of the hidden mechanisms (internal reorganizations) that drive human cognitive development. Papert, in contrast, stresses how individuals learn in context and how they use their own – and other people’s – externalizations as objects to think with, especially as their convictions break down. His approach is more situated. Papert is particularly interested the role of new media in human learning. Both Papert and Vygotsky shed light on the articulations between direct and mediated experience (from action and tool-use to enactments, language, and symbol-use). Yet Vygotsky and the Russian school have paid much closer attention to the role of caring adults and peers in a child’s initiation to her culture. They remind us that it takes a whole village to raise a child. Integrating the views helps rethink how children come to make sense of their experiences, and how they find their own places – and voices – in the world. At once world-makers, world-readers, and dwellers in the world, human infants are granted from birth with the abilities to optimize exchanges with people and things by moving in and out of contexts, by shifting perspectives, and by switching roles or standpoint. They are extraordinary learners, and much can be learned from them. Lastly, while mostly inner-driven and curious, children need caring adults, secure grounds, and engaging peers and props to thrive and grow. Tools, media, and cultural artifacts are the tangible forms through which they explore their surrounds, express their thoughts, and share the fun with others – and the traces left by those who came before (cultural heritage) become a terrain for newcomers to create their paths.
Key words:
Constructivism
,
Piaget
,
Papert
,
Vygotsky
,
situated learning
,
embodied cognition
,
ecology of mind
Adams P. (2006) Exploring social constructivism: Theories and practicalities. Education 34(3): 3–13. https://cepa.info/3958
Adams P.
(
2006
)
Exploring social
constructivis
m: Theories and practicalities
.
Education
34(3): 3–13.
Fulltext at https://cepa.info/3958
Copy Citation
In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support,
constructivis
m is often referenced as a contributor in this endeavour. However,
constructivis
m is not a single unified theory either of knowledge or pedagogy. This article identifies one version of
constructivis
t thinking, social
constructivis
m, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social
constructivis
t thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social
constructivis
t nature is to be considered.
Adams-Webber J. R. (1989) Kelly’s pragmatic constructivism. Canadian Psychology 30(2): 190–193. https://cepa.info/7563
Adams-Webber J. R.
(
1989
)
Kelly’s pragmatic
constructivis
m
.
Canadian Psychology
30(2): 190–193.
Fulltext at https://cepa.info/7563
Copy Citation
Concurs with N. M. Agnew and J. L. Brown’s views that ontological and epistemological presuppositions impose certain constraints on the pursuit of knowledge. These authors have captured the
constructivis
t thrust of G. A. Kelly’s (1955) psychology of personal constructs in their central theme.
Aiello P., D’elia F., Di Tore S. & Sibilio M. (2012) A constructivist approach to virtual reality for experiential learning. E–Learning and Digital Media 9(3): 317–324. https://cepa.info/6366
Aiello P.
,
D’elia F.
,
Di Tore S.
&
Sibilio M.
(
2012
)
A
constructivis
t approach to virtual reality for experiential learning
.
E–Learning and Digital Media
9(3): 317–324.
Fulltext at https://cepa.info/6366
Copy Citation
Consideration of a possible use of virtual reality technologies in school contexts requires gathering together the suggestions of many scientific domains aimed at understanding the features of these same tools that let them offer valid support to the teaching–learning processes in educational settings. Specifically, the present study is aimed at creating a theoretical framework for the didactic use of VR technologies in schools, highlighting the characteristics of these tools that are supported by a view of teaching that enhances sensorimotor activity in learning. The theoretical approach, through the study of the international scientific literature on this topic, offers interdisciplinary suggestions for realising teaching–learning practices that are supported by scientific principles and a concept of learning that is consistent with the processes that these tools may activate.
Airasian P. W. & Walsh M. E. (1997) Constructivist cautions. Phi Delta Kappan 78(6): 444–449. https://cepa.info/4704
Airasian P. W.
&
Walsh M. E.
(
1997
)
Constructivis
t cautions
.
Phi Delta Kappan
78(6): 444–449.
Fulltext at https://cepa.info/4704
Copy Citation
The authors point out the difference between the theory of
constructivis
m and its practical application, and they argue that the consequences of implementing
constructivis
m in the classroom will be considerably more challenging than might be anticipated from the simple slogans that advocates repeat.
Akpan J. P. & Beard L. A. (2016) Using constructivist teaching strategies to enhance academic outcomes of students with special needs. Universal Journal of Educational Research 4(2): 392–398. https://cepa.info/4701
Akpan J. P.
&
Beard L. A.
(
2016
)
Using
constructivis
t teaching strategies to enhance academic outcomes of students with special needs
.
Universal Journal of Educational Research
4(2): 392–398.
Fulltext at https://cepa.info/4701
Copy Citation
Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for
constructivis
m and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student’s needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end “Adequate Yearly Progress” – a measure that required schools to show test score gains.
Constructivis
t teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of teaching. It helps teachers to draw on new ideas as they make decisions about which teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of
constructivis
m versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.
Key words:
constructivist teaching strategies
,
student with special needs
,
academic outcomes
,
students with learning disabilities
,
positive learning
,
policy makers
,
indirect instruction
,
every student succeeds act.
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Page
1
2
...
131
132
Please provide us with your
feedback/evaluation/suggestions