Evaluation of a constructivist approach to student induction in relation to students' learning styles

Constructivist Strategies in Online Distance Education in Nursing

“…In a similar study, drawing on the use of constructivist education models used in medicine, architecture, engineering, and technology, Tetard and Patokorpi (2005) noticed an increase in student dedication toward their work in information systems in university-level courses. The same kinds of findings have been demonstrated in other countries as well (Edward, 2001). Regarding teacher education, the literature is replete with examples of constructivist ideology and methodology implemented in traditional basic teacher preparation programs (e.g., Brown, 1992;Brown & Campione, 1994;Mintrop, 2001).…”

“…But is it truly a "danger" or simply a different approach to learning? Heppell and Ramondt (as cited in Edward, 2001) contended that: learners still need to do things, to have a sense of audience for and feedback on what they are doing, to feel progress, to be provoked and guided in their learning and to celebrate their own capabilities whilst acknowledging those of others. (p. 433) Both they and Savin-Baden (2000) warned us against the possibility of educational technology contributing to the isolation of learners, which is a violation of the underlying theories of the constructivist approach.…”

Magnetism Teaching Sequences Based on an Inductive Approach for First-Year Thai University Science Students

“…Broadly speaking, the constructivist view of learning considers learning as a process of knowledge construction undertaken by an individual so that knowledge cannot be simply transmitted to a student. This theory highlights the importance of identifying what students already know before teaching (Chang, 2005;Edward, 2001;Kearney, 2004;Lester, Stone & Stelling, 1999;Windschitl, 2002). Cognitive conflict techniques to challenge student misconceptions and make students aware of their own thinking are thought to be useful pedagogical strategies in this case.…”

Activity Based Teaching and Learning through Mentoring in Punjab Province of Pakistan: An Analysis

“…Activity Based Learning and Learning is an approach in which students actively participate in learning based their experiences rather than sit as passive listeners. Learning activities are based on real life practices which help the students to transform understanding in personal knowledge which is further applied in different situations (Edward, 2001;Harfield, Davies, Hede, Panko Kenley, 2007)). Marilyn and Higgins (1977) define Activity Based Learning and Learning a process in which student is actively involved in doing or in seeing something done and it frequently involves the use of manipulative materials.…”