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Exploring the Emergence and Development of Cutting Practices in Contemporary ArtLan, Catherine January 2024 (has links)
This qualitative cross-case study explores the intricate practice of cutting within contemporary art, examining the works of six artists to unravel cutting’s diverse expressions. This research identifies cutting as a dynamic form of drawing that has evolved from ancient utilitarian uses and pre-modern crafts to a contemporary art form bridging various disciplines.
The study meticulously charts the transformation of cutting from its historical roots in crafts like collages, quilts, writing, and pottery decoration to its present status as a ubiquitous tool in artistic creation.Through semi-structured interviews, visual analysis, and a comprehensive review of both digital and physical portfolios, the study explores how artists harness cutting to achieve a range of formal, conceptual, and metaphorical outcomes. The research, grounded in a constructivist worldview, contextualizes these practices within the broader contemporary art scene, drawing insights from theorists such as Thierry du Duve, David Joselit, Robert Storr, and Hito Steyerl.
This research categorizes cutting techniques into literal, physical, and non-literal, encompassing digital and metaphorical approaches, highlighting the practice’s capacity for innovation and transformation. This study reveals a unifying theme across the artists’ works: the use of cutting as an extension of drawing, facilitating endless possibilities for transformation and expression.
This dissertation posits that cutting extends beyond the confines of traditional art forms, acting as a versatile tool that empowers a spectrum of artistic expressions. By examining the historical development and diverse applications of cutting practices, the research enriches our comprehension of contemporary art. It reveals the profound and transformative potential inherent within this fundamental artistic act.
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Examining English as a second language: Textbooks from a constructivist perspectiveReineman, Juliana Theresa 01 January 2002 (has links)
The purpose of this thesis is to question the methodological practices of ESL textbooks.
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The implementation and evaluation of a constructivist intervention in secondary school Science teaching in SeychellesAnyanwu, Raymond Ndubisi 31 August 2008 (has links)
Recent studies on human cognition have presented credible
evidence that learners are not tabula rasa as previously
conceived by traditional theorists, rather they enter new
lessons with some preconceptions, most of which are resistant
to change in spite of teachers' efforts to assuage them. As
such the challenges confronting science educators and
educational psychologists are to understand the nature of
learners' preconceptions, designing and implement appropriate
instructional interventions that would enable the learners
become aware of and reconcile their conceptions that are
inconsistent with accepted views of science.
Several perspectives have been advocated on how learners'
preconceptions can be modified through instructions. While
traditional theorists subscribe to substitution of inaccurate
conceptions with accurate ones, the constructivists identify
with giving the learners autonomy to inquire and re-evaluate
their own ideas. The former has been confronted with
widespread criticism and is becoming less and less tenable.
This research identifies with the latter.
Conceptual change entails restructuring of ideas. It is a
cognitive process that involves change in attitude toward
learning. Based on the theoretical assumption that learning is
facilitated through teaching that give the learners autonomy
search to new ideas, verify them, and restructure existing
ideas, I developed a model of conceptual change from where I deduced the four sub variables of the conceptual change that
this study explored. The sub variables include formulation of
ideas, search for new ideas, review of meaning, and transfer
of knowledge. My assumption was that conceptual change can be
facilitated through instructions that engage learners in
experiences relevant to the four sub variables that I have
mentioned. This conceptual framework served as my reference
point for the designing of the Constructivist Teaching Model
that consists of four instructional phases.
Judging that I was resident and working in Seychelles as a
teacher trainer at a time I developed the Constructivist
Teaching Model, I chose to implement and evaluate it first in
Seychelles. Hence this study is titled `The implementation and
evaluation of a constructivist intervention in secondary
school science teaching in Seychelles'.
The purpose of this study is to investigate the effect of the
constructivist teaching model as an intervention to facilitate
conceptual change. Basically, there are two main aims of this
study. First, to investigate to what extent the constructivist
teaching model facilitates conceptual change. Secondly, to
investigate if the paradigms shift from the traditional method
to the constructivist method of science teaching is welcomed
in Seychelles.
This study was carried out in two phases Pretest and
Evaluation. Pretest was aimed at identifying the weaknesses of
the initial version of my model of constructivist teaching with a view to eliminate those weaknesses to further
strengthen the model. In a nutshell pretest was a step taken
to enhance the validity of the model. Evaluation on the other
hand was aimed at making a judgment whether a difference
actually exists between the learners that received
constructivist instruction and those that received traditional
lecture instruction in terms of the four sub variables of
conceptual change. To enable for this judgment necessitated an
experiment.
The experiment was conducted with a total of six secondary
schools selected from the ten secondary schools on the island.
The participants included 178 learners, 6 science teachers and
8 independent persons. The learners were constituted into
three Bands; 1, 2 and 3. Each Band consisted of a Control
group and an Experimental group. Altogether six groups were
formed, with 3 Control groups and 3 Experimental groups. There
were 59 learners in Band 1, comprising of 29 learners in the
Control group and 30 learners in the Experimental group; Band
2 comprised a Control group of 25 learners and an Experimental
group of 28 learners; and Band 3 consisted of 33 learners in
each group. The learners in Band 1 were used for pretest that
lasted for five week. The learners in Bands 2 and 3 were used
in the evaluation that lasted for thirteen weeks.
The groups were non-equivalent, suggesting that randomisation
was not possible as the learners were in intact classes.
Learners in the experimental groups received constructivist
instruction while their counterparts in the control groups received traditional lecture instruction. Both groups were
exposed to the same experimental conditions except in the
methods of teaching. Data was collected through teacher
interviews, independent observation, measurement of learners'
achievement, and analysis of documents. Quantitative data was
analysed using descriptive and inferential statistics.
Qualitative data was analysed on the basis of content or
meaning of the information given by the respondents. Following
the design of this study the performance and achievements of
learners that received constructivist instruction were
compared with their counterparts who received traditional
instruction.
Guiding this study are two main assumptions. The first is the
assumption of equality of the variance, and the second is the
assumption of normality of the distribution. The results of
Levene's test of equality of variances indicated a violation
of the assumption of homogeneity of the variances of TI and CI
groups while the results of test of skewness and kurtosis give
the indication of normality of distribution of scores in both
groups.
The results of descriptive statistics analysis showed that the
learners who received constructivist instruction performed
better than the learners that received traditional instruction
in terms of formulation of ideas, search for new ideas, review
of meaning, and transfer of knowledge. The results of
inferential statistics showed that the difference in the means
of the two groups on each of the sub variables of conceptual change is significant. This evidence indicates that my model
of constructivist teaching produced an effect measuring 0.86
and a power of 0.85 based on Cohen's Blueprint, and a
reliability of 0.72 based on Cronbach's test of internal
consistency. Besides statistical evidence, analysis of the
opinions of science teachers who implemented the
Constructivist Teaching Model in their respective classes and
the independent persons who observed teaching and learning in
both the experimental and control groups showed a preference
for the constructivist approach over the traditional approach.
On the grounds of the evidence gathered through observation
and measurement this study concludes that the constructivist
approach to science teaching is more effective than
traditional lecture approach in facilitating the ability of
secondary school learners in Seychelles to reconstruct ideas.
This study also found that science educationists in Seychelles
welcome the paradigm shift from the traditional approach to
the constructivist approach. / Educational Studies / D. Educ. (Psychology of Education)
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Active learning approaches in mathematics education at universities in Oromia, EthiopiaAlemu, Birhanu Moges 11 1900 (has links)
Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to:
• examine the extent to which active learning/student-centered approaches were implemented;
• assess the attitudes of university lecturers towards active-learning;
• investigate whether appropriate training and support have been provided for the implementation of an active learning approaches
• assess the major challenges that hinder the implementation of active learning approaches and
• recommend ways that could advance the use of active learning approaches in Mathematics teaching at university.
A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings. / Psychology of Education / D. Ed. (Psychology of Education)
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Exploring media blends for constructivist learning in open and distance e-learning (ODeL) environmentsMbati, Lydia Sophia 11 1900 (has links)
There is a paramount need for online university education to effectively contribute in the development of students' ability to construct and create new knowledge. Online learning should thus go beyond the production of knowledge for knowledge's sake, but should result in relevant and meaningful learning on the part of the online learner. In addition, online learning ought to result in the application of knowledge to practice. While gains made by constructivism and observational learning are well documented, research addressing online media blends that best encourage constructivist and observational learning in open and distance and e-learning (ODeL) contexts is limited. In addition, guidelines that can be used by online learning facilitators and policy makers regarding media for constructivist and observational learning were lacking when this research was conducted. The research was deemed significant in contributing to the development of an online learning framework that could be used to guide policy formulation and practice in the area of online course implementation in ODeL institutions.
Using an explorative qualitative approach, this study explored online media blends for constructivist and observational learning. The study comprised three phases. The first phase was a meta-ethnography study whose objective was to synthesise previous research theses in order to gain an understanding of lecturers' and students' experiences of online media, constructivism and observational learning. The second phase consisted of a phenomenological study conducted at the University of South Africa, to explore lecturers' experiences of online media in the facilitation of constructivism and observational learning. The final phase of the research was the development of a framework based on constructivism and observational learning to guide online teaching and learning.
The findings of this research study revealed that lecturers did not use media blends to a large extent in their interaction with students. The study indicated that some cognitive processes need
to be exercised on the part of the facilitators when online learning is offered. It is concluded that during the curriculum planning phase, lecturers should decide on methods and media to arouse the students' attention during online courses. This also implies a more reasonable lecturer student ratio because large numbers of students per lecturer is not feasible in online learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schoolsMoyo, Innocent 05 1900 (has links)
Constructivist teaching strategies are undeniably accepted as effective in achieving the desired
educational goals of constructing knowledge through active and creative inquiry. Inasmuch as
teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves
in a situation where they are forced not to use them. This study investigated the factors that impacted
on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools.
Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel
mixed methods design was employed in the study to produce both quantitative and qualitative data.
The data were therefore analysed both quantitatively and qualitatively. It was found that the
participating mathematics teachers had an understanding of constructivist theories of teaching and that
they perceived their classroom environments to be constructivist in character. The study also found
that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and
competencies to handle a curriculum that they felt was handed down to them without their full
involvement at all the stages of its development. Learners’ family backgrounds were also identified as
a major social factor that impacted negatively against selection of constructivist strategies. Based on
these findings, recommendations were made on how constructivist views can be realised in the
teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)
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Seeing Crucibles: Legitimizing Spiritual Development in the Middle Grades Through Critical HistoriographyLingley, Audrey 04 June 2013 (has links)
Advocates of middle grades reform in the United States argue that curriculum and instruction, as well as leadership, organization, and community relationships, should be informed by knowledge of the developmental characteristics of 10 to 15 year-olds within physical, social, emotional, psychological, cognitive, and moral domains. Noticeably absent from their conception of human development are spiritual developmental characteristics of young adolescents.
This interdisciplinary research was a critical constructivist (Kincheloe, 2008) inquiry of the following question: What is the educational relevance of spiritual development in middle grades education? To study this question, critical historiographical research methods (Villaverde, Kincheloe, & Helyar, 2006) were used to interrogate the academic discourses of three fields related to the research question: (a) the middle grades concept; (b) spirituality as a developmental domain; and (c) holistic education. Foundational texts from these fields served as sources of data. I present the result of the data analyses as narratives on the paradigms that influenced the (hi)stories of these three academic fields. These narratives were analyzed for common epistemological and ontological perspectives.
Amongst the paradigms of the three fields, three meta-paradigms are shared: Ecological Epistemology, Holistic Ontology, and Positivist Ontology. In addition, a discursive interrelationship within each field, a dynamic of paradox, was found between the three meta-paradigms. These results offer encouragement for the relevance of spiritual development as part of the middle grades concept, as they suggest that integration of knowledge of adolescent spiritual development is theoretically supported by commitments to caring relationships in schools and constructivist learning theory. The results also suggest a paradigm revolution (Kuhn, 1996) that might allow for a new discourse of possibility (Giroux, 1981) for spirituality in education. This dissertation research could serve as a basis for further research that focuses on how to integrate knowledge of adolescent spiritual development in public schools in the United States.
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Exploring Teachers’ Constructivist Beliefs Using Talis 2013: Approaches to Training and DevelopmentAngnakoon, Putthachat 08 1900 (has links)
The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and teacher professional development. Additionally, an understanding of how the constructivist beliefs associate with the level of self-efficacy and professional activities will assist curriculum developers in higher educational institutions in the development of quality teacher preparation programs for the future teaching workforce.
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Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily ActivitiesTaylor, Cynthia Lynn 01 January 2011 (has links)
Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
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Acquiring internet communication concepts through computer supported collaborative learningShum, Ming-fai, Sammy., 沈明輝. January 2004 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education
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