Philosophical perspectives on constructivist views of learning

Prawat, Richard S.; Floden, Robert E.

doi:10.1207/s15326985ep2901_4

Cited by 293 publications

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“…as well as with technological resources and databases. Learning is considered a process of problem solving, in which the student gathers information and actively constructs his own knowledge (Prawat & Folden, 1994;Scardamalia & Bereiter, 1991) while using "…computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order learning" (Jonnasen, 2000: 9). These tools may include electronic dictionaries and databases, spreadsheets, computerized presentations, expert systems, mi-croworlds, Internet web sites, search engines, navigation software, visualization tools, and multimedia publishing tools, as well as communication tools, such as email, discussion forums, and chat systems.…”

Section: Changes In Approaches To Teaching Hebrewmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer.The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums.The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.Keywords: L1, technology, computer, development, learning environments, teacher training Dutch. Samenvatting. [Translation Tanja Janssen] In deze bijdrage wordt een benadering beschreven van het onderwijs in het Hebreeuws als moedertaal (L1), die gebaseerd is op technologische ontwikkelingen en op de relatie tussen technologie en onderwijskunde. We steunen op welbekende modellen voor het integrereren van computertools en afstandsleren in het onderwijssysteem, waarbij we de nadruk leggen op de mogelijke bijdrage van deze leeromgevingen aan het moedertaalonderwijs. Centraal in deze bijdrage staat de combinatie van linguïstische en didactische benaderingen van het L1-onderwijs waarin zowel theoretische als functionele aspecten van taal leren en onderwijzen via de computer worden samengebracht. SHALOM & NIR-SAGIVDe aandacht is hier gericht op technologisch-gebaseerde L1 leeromgevingen waarin verschillende typen computer tools worden gecombineerd met een veelomvattend taal-leer/onderwijs systeem, ontworpen om taalvaardigheden te ondersteunen en te verbeteren. Dit systeem is cognitief georiënteerd, en gemodelleerd op een combinatie van elementen, zoals principes van constructivistisch, sociaal en actief leren. Het conceptuele kader van deze omgeving berust op principes van zowel lokale als globale connectiviteit en hierarchie. Op het lokale niveau, bijvoorbeeld, worden leermaterialen met elkaar verbonden door middel van een hypertekststructuur; op het globale niveau is ...

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Section: Changes In Approaches To Teaching Hebrewmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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“…Many educational theories are applied to clinical learning including behaviourist theories, cognitivist theories and constructivist theories [29][30][31][32][33][34][35][36][37][38]. The building blocks of this type of placement/University clinical education have its roots in the educational theory of constructivism.…”

Section: Introductionmentioning

confidence: 99%

“…Emphasis is placed on the individual developing meaning and offers a defensible basis for the creation of meaning [30,35,42]. Whilst the theory of constructivism is prevalent in traditional approaches to teaching these students there are several observable weaknesses.…”

Section: Introductionmentioning

confidence: 99%

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

Harper¹,

Eales-Reynolds²,

Markham³

2013

J Contemp Med Edu

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Innovation in clinical learning is reported as being useful in preparing health and social care students for clinical patient care, but historically these learners have relied on traditional pedagogies including didactic classroom learning and apprenticeship "practice" on live patients in a clinical environment. This paper investigates whether students find it useful to augment traditional learning methods with simulation and video (hybrid learning) as a pre-junct to learning in clinical placement. Replacing the usual initial clinical placement with a 12-week study block employing hybrid-teaching techniques reformed the traditional curriculum for Operating Department Practitioner students. An interpretative phenomenographic methodology was adopted for this study and data was collected through anonymous focus group interviews. The data support two concepts that 1) confidence and self-belief perpetuate the desire for new learning and 2) multi-professional learning develops a professional approach in terms of communication, care intervention and thinking processes. The data presented was obtained using a qualitative phenomenographic approach and the results infer specific advantages of hybrid learning to the participants to supplement traditional teaching methods by addressing theoretical limitations of learning and inequity of placement experiential learning. Limitations to this study are the absence of a control group to directly compare against apprenticeship learning methods alone and the sample group being single site, single cohort.

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“…Radical constructivism holds the belief that knowledge is a product of individual creation (Prawat & Floden, 1994). The creation is unique.…”

Section: -205)mentioning

confidence: 99%

“…Grounded in coherence theory of truth, radical constructivism posits that truth is an ideal coherence of our rationale and belief of acceptance of one another (Prawat & Floden, 1994 Coherence allows for different interpretations of common evidence among students (Henriques, 1997). Consequently, truth includes a system of beliefs that enables students to move toward a complete understanding by an integration process with various fragments.…”

Section: -205)mentioning

confidence: 99%

The relationships between student perception of constructivist learning environment, self-directed learning readiness, problem-solving skills, and teamwork skills

Lin

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Philosophical perspectives on constructivist views of learning

Cited by 293 publications

References 0 publications

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

The relationships between student perception of constructivist learning environment, self-directed learning readiness, problem-solving skills, and teamwork skills

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