Constructivist Learning Theory and Creating Effective Learning Environments
- First Online: 30 October 2021
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- Joseph Zajda 36
Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 25))
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This chapter analyses constructivism and the use of constructivist learning theory in schools, in order to create effective learning environments for all students. It discusses various conceptual approaches to constructivist pedagogy. The key idea of constructivism is that meaningful knowledge and critical thinking are actively constructed, in a cognitive, cultural, emotional, and social sense, and that individual learning is an active process, involving engagement and participation in the classroom. This idea is most relevant to the process of creating effective learning environments in schools globally. It is argued that the effectiveness of constructivist learning and teaching is dependent on students’ characteristics, cognitive, social and emotional development, individual differences, cultural diversity, motivational atmosphere and teachers’ classroom strategies, school’s location, and the quality of teachers. The chapter offers some insights as to why and how constructivist learning theory and constructivist pedagogy could be useful in supporting other popular and effective approaches to improve learning, performance, standards and teaching. Suggestions are made on how to apply constructivist learning theory and how to develop constructivist pedagogy, with a range of effective strategies for enhancing meaningful learning and critical thinking in the classroom, and improving academic standards.
The unexamined life is not worth living (Socrates, 399 BCE).
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Zajda, J. (2021). Constructivist Learning Theory and Creating Effective Learning Environments. In: Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-71575-5_3
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Naidoo (2011), stated that research is a systematic investigation of nature and the society to validate and refine existing information and generate new knowledge. Research refers to the ...
knowledge on the meaning of each of these concepts, and more importantly to distinguish between them in a study of Research Methods, and in particular as they relate to designing a research proposal and a thesis for a higher degree. The primary aim is to help the reader develop a firm grasp of the meaning of these concepts and how they should be
lowed by a core assertion that educational research requires an understanding of the sociocultural context. Furthermore, Chapter 1 explores why educational research is important, illustrated through two topical issues. Chapter 2 discusses why philosophy is integral to educational research, while specifically exploring the concept of 'truth'.
concept maps, are used somewhat interchangeably and often in unclear ways. Reason and Rigor, by Ravitch and Riggan (2012, 2016), emerged as a response to this conceptual and definitional murkiness; it focuses on articulating what comprises a conceptual frame-work and how conceptual frameworks guide research from its inception to its comple-tion.
In educational research the term paradigm is used to describe a researcher's 'worldview' (Mackenzie & Knipe, 2006). This worldview is the perspective, or thinking, or school of thought, or set of shared beliefs, that informs the meaning or interpretation of research data. Or, as Lather (1986) explains, a research paradigm inherently ...
Vol.:(0123456789) "Research is defined as the creation of new knowledge and/or the use of exist-ing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings. This could include synthesis and analysis of previous research to the extent that it leads to new and creative outcomes.".
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1.2 Defining Research Methodology. It is an essential process of any scientific study, which serves as a framework for processing and achieving the predicted outcomes of the study. It is commonly defined as a systematic and organized process of collecting, analyzing, interpreting, and presenting information to answer specific questions or solve ...
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1.5.1 Exploratory or Formulative Research. Studies with a purpose of gaining familiarity with a phenomenon or to achieve new insights into it, often in order to formulate a more precise research problem or to develop hypotheses are known as Exploratory or Formulative research studies.
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