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The Covid-19 pandemic had a profound effect on the use of constructivism in learning. As schools and learning institutions around the world were forced to transition to online classrooms, teachers had to find new ways to reach their students and engage them in an educational environment. This study was conducted to synthesize the various researches about the impact of a pandemic on the constructivism theory of learning. This paper used the general principle of constructivism to conduct the synthesis review. The findings indicated that there was disruption in student engagement but collaboration among students was maintained. Also, the process of lesson contextualization was interrupted as classes were moved to online platforms. Teachers have used various tools to check the integrity of the students’ outputs and literature suggest that outputs have been upright and reliable. The support of the parents to the learning of the students was perceived to be enhanced. Hence, the constructivism approach was taken to a new level and was truly reshaped by the pandemic.

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The paper of Barber, Donnelly & Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead” addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general. Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se. In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms. In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006). We need a fresh approach and new skills to survive the revolution ahead. We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.

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Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to respond to student diversity effectively. While these arguments are valuable and needed, many have not considered the interconnectedness of these approaches, often used in silos. This conceptual paper unpacks some of these arguments using the social constructivism theory of learning as the epistemic lens to examine and interpret what STEM teacher knowledge should encompass in the 21st-century diversified classroom. After thoroughly evaluating the core elements of three commonly used teacher constructs, this paper presents an integrative, holistic teacher knowledge—culturally responsive pedagogical knowledge (CRPK) framework that considers the necessary qualities that teachers must possess that are functional, content-focused, and pedagogically inclusive. The proposed CRPK construct would be a valuable programmatic tool for teacher preparation, curriculum development, and classroom praxis. [ABSTRACT FROM AUTHOR]

The paper discusses, from a social constructivist theoretical perspective, the manner in which Romania's African Strategy, Romania-Africa: APartnership for Future through Peace, Development and Education, envisions civil society's role. The paper tries to identity the political, theoretical and ideological underpinnings of the document's view of civil society, by analyzing not only its content, but its position within the wider context of Romania's foreign policy. The ambiguous or rather limited role that civil society is expected to play is explained as a result of the two rather conflicting views of international politics which the document tries, albeit unsuccessfully to reconcile: an understanding of international politics, focused on the distribution of power and centered on the privileged role states play in international politics, stemming from a historical sense of vulnerability exacerbated by the War in Ukraine, which cannot be reconciled with a view of international relations focused on the role of international institutions and Romania's historical support for decolonization. In addition to the interaction between these perspectives, both views, however, prescribe a subordinate role for civil society. [ABSTRACT FROM AUTHOR]

Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control group has been used at the study. Two classes of G11 grade students were randomly assigned to experimental and control groups. Participants in Experimental group were asked to create several concept-maps with use of C-map software on Geology topics and students in control group were asked to do the same with conventional (Paper & Pen) method of concept mapping. After performing pre-test, students in both groups were asked to create concept map diagrams for 6 sessions (2 hours length), and then immediately the first post-test and after three weeks the second post-test were performed to assess their immediate and long-term learning on geology concepts and topics. Three teacher-made tests each contain 25 questions were used to assess students’ learning. The cronbach alpha reliability coefficient was 0.79. Analysis of covariance and t-test were performed to analyze the data. Results revealed that the mean scores of both students’ immediate and long-term learning in experimental group were significantly higher than the control group. Considering Eta square coefficient indicates that implementing computer-assisted concept mapping in geology education can account for 33 percent of students’ immediate and 49 percent of their longterm learning. It can be concluded that computer-assisted mapping can improve students’ learning.

Copyright of Papeles del Psicólogo is the property of Consejo General de Colegios Oficiales de Psicologos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper defends a constructive interpretation of the Critique of Pure Reason, which is built in analogy with an experimental construction that Kant believes to characteristic of chemistry. I also argue for a way to reconcile the methodological perspective of the constructivist method with that of transcendental reflection. I therefore provide a constructive explanation for what Kant describes as being pure reason and the argument of the transcendental deduction. I propose to frame the different perspectives in such a way that the experimental construction is the ratio cognoscendi of pure reason, while pure reason is the ratio essendi of the experimental construction. O'Neill (1989, 2015) is one of the most important scholars that have argued for a constructivist reading of the Critique of pure reason (CPR). In this paper I develop and explore new aspects of this line of interpretation. One of the main criticisms raised against constructivist readings of Kant's philosophy is an alleged commitment to subjectivism or voluntarism (cf. Kleingeld & Willaschek 2019). This concern led some scholars to rename their position as constitutivist instead (Korsgaard 2009; Sensen 2013, 2017; Formosa 2011). Constitutivism, is intended to be a sort of constructivism capable of avoiding voluntarism. However, it becomes difficult, sometimes, to differentiate between the constitutivist and foundationalist positions, which are based on transcendental reflection and imply a sort of realist perspective on reason. The same preoccupation applies to the constructivist interpretation of the CPR. In order to deal with this issue, the following questions must be addressed: how can constructivism justify the necessity and universality of transcendental principles of pure reason without compromising the normative and procedural aspects of the construction? How to reconcile arguments based on the analysis of representations and faculties with a constructivist procedure? Or even, how may transcendental reflection, as a view of the possibility of a priori cognition, be rendered compatible with a constructive procedure? This paper is divided into three sections, followed by brief final remarks. The first section outlines the main characteristics of constructivism and relates them to Kant's positions about the nature of philosophy and its method. The second part argues for a type of experimental constructivism that might serve as a guiding analogy to understand the method underlying the CPR. Thirdly, I will show how the transcendental subject and pure reason are derived from this experimental construction. The conclusion briefly points out some advantages of this position. [ABSTRACT FROM AUTHOR]

Graphene is a novel material with extraordinary promise in various nano-based applications, including increases in strength, conductivity, filtration, and electrical capacity. Graphene can be synthesized and tested in a wide variety of applications in secondary or undergraduate settings. Allowing students to choose their own application and method of testing the graphene they synthesize is an engaging and authentic project based on engineering design and grounded in the tenets of constructivism. One of the many possible applications, reinforcement of paper mache by graphene, is easily adapted, uses familiar materials and methods, is cheap, and is easy to test. This student-centered project has led to increases in student content knowledge and lab skills. It increases students' confidence in designing their own solutions, analyzing data, and using scientific inquiry and engineering design. [ABSTRACT FROM AUTHOR]

The purpose of the research presented in this paper was to study the role of concrete and table representations created by students in learning how to solve an optimization problem called the transportation problem. This topic was learned in collaborative groups using table representations suggested by teachers in 2021. In 2022, the researchers decided to enrich the students' learning environment with concrete objects and urged the students to use them to present the problem to be solved. The students did it successfully and, to be able to record it in their notebooks, they constructed a table representation by themselves without any help from their teacher. After that, they managed to solve the problem by manipulating the objects. At the same time, each step in the solution was presented with changes in the table. The students were assessed before (pre-test) and after collaborative learning (test) in both academic years. The pre-test results were similar, but the test results were better in 2022. Therefore, it can be concluded that using concrete and table representations constructed by students in learning how to solve transportation problems makes collaborative learning more constructivist and more effective than when they use only table representations suggested by their teachers. [ABSTRACT FROM AUTHOR]

Purpose: In their paper titled "A Miracle of Measurement or Accidental Constructivism? How PLS Subverts the Realist Search for Truth," Cadogan and Lee (2022) cast serious doubt on PLS's suitability for scientific studies. The purpose of this commentary is to discuss the claims of Cadogan and Lee, correct some inaccuracies, and derive recommendations for researchers using structural equation models. Design/methodology/approach: This paper uses scenario analysis to show which estimators are appropriate for reflective measurement models and composite models, and formulates the statistical model that underlies PLS Mode A. It also contrasts two different perspectives: PLS as an estimator for structural equation models vs. PLS-SEM as an overarching framework with a sui generis logic. Findings: There are different variants of PLS, which include PLS, consistent PLS, PLSe1, PLSe2, proposed ordinal PLS and robust PLS, each of which serves a particular purpose. All of these are appropriate for scientific inquiry if applied properly. It is not PLS that subverts the realist search for truth, but some proponents of a framework called "PLS-SEM." These proponents redefine the term "reflective measurement," argue against the assessment of model fit and suggest that researchers could obtain "confirmation" for their model. Research limitations/implications: Researchers should be more conscious, open and respectful regarding different research paradigms. Practical implications: Researchers should select a statistical model that adequately represents their theory, not necessarily a common factor model, and formulate their model explicitly. Particularly for instrumentalists, pragmatists and constructivists, the composite model appears promising. Researchers should be concerned about their estimator's properties, not about whether it is called "PLS." Further, researchers should critically evaluate their model, not seek confirmation or blindly believe in its value. Originality/value: This paper critically appraises Cadogan and Lee (2022) and reminds researchers who wish to use structural equation modeling, particularly PLS, for their statistical analysis, of some important scientific principles. [ABSTRACT FROM AUTHOR]

This paper identifies the main flaws, dilemmas and challenges concerning the concept of civic education and teaching democracy in the Czech schooling system after 1989. Special focus is placed on the urgent need for the application of more pluralist, constructivist and procedural approaches that would enhance the traditional concepts of social science education based on facts and typologies. In this regard, methods and trends promoting the principle of civic education as a multidimensional and everyday phenomenon are applied, since such understanding of civic identity has become even more urgent in recent two years with the reflection of issues concerning the SARS-CoV-2 situation. To suggest and analyse possible means to this end, the study outlines two dominant causes of the low prestige and effectivity of civic education in the Czech Republic: first, the implicitly ideological and universalist character of the current national curriculum, which is not able to accept social values as a permanently flowing and contextually based discourse; second, the prevalence of ethnic attributes in the process of national identification which impede any relevant efforts to treat collective identity and citizenship in an open pluralist way. Nonetheless, the main focus of the paper lies in its empirical part where the fundamental pillars and particular activities from the current EU project--realised at several Czech universities and grammar schools in recent three years--are both presented and analysed. On the basis of this project analysis, the paper aims to demonstrate that together with the implementation of procedural, interpretative and constructivist understanding of social reality, even more radical questions--linked to postmodern democratic theory--such as the notion of agonist democracy, the impact of social networks, the reflection of instrumental manipulative behaviour as well as more unbiased interpretations of human liberty should be addressed in the Czech current educational discourse as well. [ABSTRACT FROM AUTHOR]

Most current definitions of blended learning refer to a blend of online and face-to-face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial-and-error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of direct instruction and learning-by-doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology. [ABSTRACT FROM AUTHOR]

With the widespread application of virtual reality (VR) in education, optimizing foreign language learning in VR has become a focal point of research. This paper introduces a comprehensive theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance foreign language learning in VR. Through a literature review, we explore the applications of VR in education, foreign language learning theories, and prior works on technology-assisted language learning. We further detail the three main components of the VR-CCL framework and validate its effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the strengths and limitations of the framework and its implications for educators and developers. [ABSTRACT FROM AUTHOR]

This paper reviews the principles identified in analytic neuroscience that could be used in the setup of an international project, "Hippocrates" (H-project), named after the author of the endocrine theory of temperaments. The H-project can aim to summarize the findings in functional neurochemistry of consistent behavioural patterns (CBPs) in health (such as temperament traits) and psychopathology (symptoms of psychiatric disorders); to have systematically structured neurochemical investigations; to have an analysis of CBPs that include all ranges of behavioural histories and to have these modules complemented by regional contrasts related to climate, diets and other bio-environmental factors. The review highlights the benefits of constructivism and illustrates the contrast between constructivism and current approaches in terms of analytic and methodological aspects. (1) "Where" the neurochemical biomarkers should be measured: the review expands the range of needed measurements to out-of-brain systems, including environmental factors, and explores the concept of Specialized Extended Phenotype. (2) "What" should be measured but is missing: the review points to the need for measurement of the "Throw & Catch" neurochemical relays; behavioural and neuronal events contributing to the consistency of the CBPs but not documented in measurements. (3) Structuring the H-project's setup: the paper briefly describes a proposed earlier neurochemical framework, Functional Ensemble of Temperament that that accommodates the neurochemical continuum between temperament and symptoms of psychiatric disorders. This framework is in line with documented "Throw & Catch" neurochemical relays and can also be used to organize data about the personal and professional history of an individual. [ABSTRACT FROM AUTHOR]

The purpose of this article is to add to theoretical understanding of how cooperation in science and technology can contribute to achieving a nation-state's foreign policy goals, and to suggest an explanatory framework for existing practices involving Russian-South Korean cooperation in science and technology, specifically space cooperation. The basic approaches of this article are theoretical, methodological, and empirical. International cooperation is based on a realist-constructivist theoretical approach, a science diplomacy concept, and a constructed heuristic model that helps improve our understanding of the role and implications of international cooperation in inter-state relations. The heuristic model for cooperation includes a toolbox of conceptualisation, operationalisation, and effects. This model is designed to contrast, compare, and analyse examples of Russian-Korean space cooperation, and to explain its successes and failures. The proposed heuristic model will help the academic and policy-making community open up to a wider implementation of international cooperation in science and technology for inter-state relations, and can also be applied to other types of international cooperation. [ABSTRACT FROM AUTHOR]

This scoping review aims to provide a comprehensive overview of the contemporary studies regarding ethnic and national identities written in the Russian language. The study reveals major contexts and patterns of the operationalization of the concepts. The scoping review is based on the framework outlined by Arksey and O’Malley, with qualitative content analysis as its primary method. Samples from 114 papers were analyzed to find existing approaches to identity studies and conceptualization. Explicit and implicit identity definitions and identity attributes were mapped and coded. The research found that scholars tend to provide original definitions and relate identity to consciousness. Implying the idea of a person’s uniqueness, identity is often regarded as rooted in memory, hence the number of mentions of memory studies and memory politics in the reviewed articles. Another finding is that multiple and/or complex identities are widely investigated, and these identity types are given original names, mostly compound. With a great number of identity types, there is still a common understanding of identity as a constructed, dynamic phenomenon. The study concludes that identity is a common value-charged notion for Russian academic discourse, with national and ethnic identities being at the heart of the ongoing studies. The paper concentrates on identities of large groups, which is viewed as a politically sensitive issue, closely intertwined with the view of identity as a factor and resource of the development of society. Main topics are politics, history, representation, dynamics, plurality, communication, cultural factors, and territory. The analysis of the identity studies contributes to professional discourse by illuminating how concepts of ethnic and national identities are operationalized and communicated in the Russian-language academic community, thus enhancing cross-cultural understanding and facilitating more effective professional communication in related fields. Given the limitations, the findings identify the main patterns of concept usage, point to research gaps, and provide a basis for future research.

Copyright of Raumforschung und Raumordnung is the property of Oekom Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper intends to chart throughout history the foundation and transformations experienced by world fairs - starting with the first-ever international exposition in London in 1851, and continuing up until the present day, with the Dubai 2020 world exposition having been rescheduled to run from October 2021 until March 2022, in order to analyse the role of this type of largescale events. Special focus in this paper is on the Romanian participation at world fairs, starting from 1867 until today. In analysing the purpose and evolution of world exhibitions this study applies the theory of constructivism in order to explore the images that state project when t hey p articipate a t t his p articular t ype o f e vent. A t t he s ame time, the research examines world expositions as part and parcel of any state's public diplomacy strategy for its own promotion on the global stage, as it contributes to national branding. In terms of methodology, for the purpose of research, this paper relies mainly on document analysis, both from open sources and from archives, those o f t he International Exhibitions Bureau (BIE) and the Romanian Ministry of Foreign Affairs. Regarding the focus of the analysis, and in order to offer a broader overview of this topic, some of the more famous world expositions from the past were selected and, in order to counterbalance, some of the more recent ones. [ABSTRACT FROM AUTHOR]

The geopolitical axis of the 21st century is indicative of a new world order that reflects power transitions as a vehicle for accelerated conflict. However, precedent rests not with historical analysis but with global changes towards political polarizing agendas. This article refutes the proposition that power shifts, such as those which caused so much conflict in the twentieth century, will be a key driver of conflict in the twenty-first century. Accordingly, the case is put forward that the fundamental ontological, and therefore epistemological, conditions of the international system have changed so radically in the last hundred years that the kinds of outcomes witnessed in the previous century, and previous system, are extremely improbable in the current day. For a case study, this paper looks at the clash between Western and Islamic civilisation, paying close attention to the rise in Islamism generally, Islamic terror groups specifically, and the confluences - in civilisational terms - between these two phenomena. In conclusion, the paper asserts that much evidence is available to support the contention that a clash between these civilisations will be a potent driver of conflict in the immediate future. [ABSTRACT FROM AUTHOR]

The paper discusses, from a social constructivist theoretical perspective, the manner in which Romania’s African Strategy, Romania–Africa: A Partnership for Future through Peace, Development and Education, envisions civil society’s role. The paper tries to identity the political, theoretical and ideological underpinnings of the document’s view of civil society, by analyzing not only its content, but its position within the wider context of Romania’s foreign policy. The ambiguous or rather limited role that civil society is expected to play is explained as a result of the two rather conflicting views of international politics which the document tries, albeit unsuccessfully to reconcile: an understanding of international politics, focused on the distribution of power and centered on the privileged role states play in international politics, stemming from a historical sense of vulnerability exacerbated by the War in Ukraine, which cannot be reconciled with a view of international relations focused on the role of international institutions and Romania’s historical support for decolonization. In addition to the interaction between these perspectives, both views, however, prescribe a subordinate role for civil society.

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dearq is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the problem of category has traditionally been addressed by various scholars since Aristotle, Luhmann's epistemology has kept this matter in a suspended state, occasionally prioritizing some concepts (presumably categories) over others. However, for the sake of a consistent analysis of the semantics and societal self‐descriptions, it is better to have categorical constructs as focal points of systemic analysis manifested. Drawing upon resources of Luhmann's systems theory and Durkheim's sociology, this paper aims at elaborating the concept of category as an essential element of autopoietic analytical optics. It is shown that categories possess the following attributes: the highest degree of generalization and condensation, necessity, universality despite semantic variability, historicity and evolutionary characteristics. Amid a range of distinctions, system/environment, dis‐/similar, un‐/equal and distinction itself are considered to be categorical. These serve to carry out a primordial marking of 'unmarked space' and prepare the essential foundation for connectivity and other distinction generation. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital media platforms are becoming increasingly subject to the sway of geopolitics, as seen during the Russian invasion of Ukraine and the US-China trade war. How are platforms becoming geopoliticized? What perspectives shall we use to make sense of the process? This theoretical paper reformulates conceptual apparatuses of liberalism, realism, and constructivism, each represented by a metaphor: the cobweb, billiard balls, and ant societies, respectively. The approaches are introduced, critiqued, and compared to understand platform geopoliticization more historically and imaginatively on global as well as regional and local scales. The discussions propel platform studies to be grounded and multi-layered, concerning not only the apex of politico-economic power but also grassroots and communal praxis, for example, metis. While the pendulum is swinging from transnational capital to nation-states, it is insufficient to restrict our thinking to (neo)realism vis-à-vis (neo)liberalism. A moderate version of constructivism--the "ant societies" model--hence needs articulation, which holds important conceptual and methodological implications. [ABSTRACT FROM AUTHOR]

Russia's aggression against Ukraine is perceived by many as simply an adventuristic endeavor of Vladimir Putin and the result of his desire to maintain his personal power in Russia itself and extend his influence beyond its borders. Proponents of such views try to explain Vladimir Putin's appeal to Russian chauvinism and its ideologues as purely situational and populist, and present the current regime in Russia as opportunistic and lacking a clear ideology and ideological goals. This paper however argues that Vladimir Putin's policy towards Ukraine, including the war unleashed against it, stems from his doctrinal views, which have been unequivocally outlined by him over the years in various speeches and articles, but ignored by the world due to a flippant attitude towards them. These views have not only a historical dimension, but also an ethnological one, as they are based on a certain and very specific understanding of Russian and Ukrainian ethnicities, which is an arbitrary combination of primordialist and constructivist arguments. Along with the presentation of these views themselves, the article demonstrates the discrepancy between the propaganda myths resulting from them and the actual facts about Russian and Ukrainian political and ethnic history. [ABSTRACT FROM AUTHOR]