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Executive students come to class with cognitive schemas that reflect their domain expertise. When these schemas are entrenched, they can impede creative idea generation, multi perspectival problem-solving, and adaptation to organizational change. With its emphasis on surfacing schemas, design thinking (DT) within executive education represents a potentially powerful way to address the apparent trade-off between expertise and flexibility. We studied three DT executive education courses to answer how, if at all, executive students' schemas change during DT education. Drawing on constructivist learning theory, including the learning modes of assimilation, tuning, and restructuring, we found that tuning in particular fostered flexibility in expertise. Our study contributes to the DT literature, executive education, and the expertise versus flexibility debate, and provides advice on how management educators might revise how they teach DT and similar topics. [ABSTRACT FROM AUTHOR]

This paper demonstrates that recurrent difficulties students encounter in learning subject-matter knowledge can be traced, in part, to assumptions about how students best learn knowledge that significantly shape instructional approaches. First, I review the significant influence of empiricist epistemological assumptions on education, covering student-centred pedagogical principles and instructional methods applied in progressive, constructivist, and conventional education. Empiricist epistemological assumptions presume that students learn best by relying primarily on and directly building upon their existing knowledge, experiences, and reasoning, particularly those familiar from everyday life. These assumptions have shaped pedagogical principles and methods such as relying on students' preinstructional knowledge and reasoning, concrete experiences, direct observations, or concrete visual images for learning. Next, I review evidence that empiricist-informed instructional applications often induce learning difficulties, such as erroneous inferences stemming from students' preinstructional knowledge, difficulty understanding content that diverges from students' prior knowledge, and confusion between concrete supports and abstract concepts. By tracing these difficulties to empiricist epistemological assumptions, this paper employs a genealogical epistemological analysis, which tracks the influence of epistemological assumptions on education across several levels, from pedagogical principles to instructional methods, down to students' learning. This analysis (a) explains the roots of certain learning difficulties and aids in anticipating them, (b) challenges pedagogical approaches by questioning their epistemological foundations, and (c) examines how the influence of problematic assumptions is connected to alignment with internationally promoted educational purposes. The influence of epistemological assumptions on education is significant yet understudied. Thus, the genealogical epistemological analysis proves crucial to critically analyze education. [ABSTRACT FROM AUTHOR]

Background: The benefits of positive psychology interventions (PPIs) have become increasingly popular. While there is an emerging evidence base on the effectiveness of applying positive psychology in curriculum as preventive, early mental health intervention for higher education students, little is known about the content and pedagogy in these promising courses. Objective: This article describes (a) the rationale for and development of a positive psychology course embedded into the curriculum that aims to foster posttraumatic growth, psychological flexibility, and socio-emotional competencies for higher education students; and (b) a mixed-method non-randomised pre-post study to evaluate the effectiveness of the positive psychology course in achieving positive participant outcomes. Methods: Higher education students from different disciplines will be enrolled to a general education course, "Positive Psychology and Personal Growth", where they will learn progressive topics and complete summative assessments related to key areas in positive psychology. In addition to lectures, participants will engage in constructivist-based experiential activities that are guided by research on PPIs, life-design interventions and constructivist learning principles. The primary outcome is posttraumatic growth, and the secondary outcomes are psychological flexibility, and socio-emotional competencies. Expected results: We hypothesised that after the curriculum-embedded PPI, participants will have significantly higher levels of posttraumatic growth, psychological flexibility, and socio-emotional competencies. Results derived from the questionnaire survey will be supported by corroborating evidence identified from qualitative analysis of participants' summative assessments and follow-up semi-structured interviews on their perceptions of the present course. Discussion: The current study will fill in a gap in existing intervention research and practise in curriculum-embedded PPIs and promote research transparency and pedagogical advancement. The intervention provides guidance and recommendations for educators to consider embedding positive psychology into the formal curriculum as cost-effective, low-intensity, structured, and sustainable educational interventions for higher education students. [ABSTRACT FROM AUTHOR]

In Indian society, caste is assigned to us before birth. Caste positions individuals in a social, economic, and political hierarchy. This study explores the meaning of caste discrimination from the perspectives of individuals who experience it in their everyday lives. Many studies have focused on the causes and consequences of caste discrimination and the nature of caste discrimination in different settings. Still, very few have dealt with the "meaning" of caste discrimination and how that meaning-making occurs in the context of present-day academia. This paper adopts an ecological systems approach to explore individuals' interactions with different social settings. Grounded in the epistemological standpoint of social constructionism, the study explored the meaning of caste discrimination through semi-structured interviews and focus group discussions conducted with 22 students who belonged to reserved categories. Constructivist grounded theory was used for analysis to understand the process of meaning formation along with the meaning of caste discrimination. We found that students conceive caste discrimination as the maintenance of the social hierarchy, imposition of rigid identity, and invalidation of caste discriminatory practices. This conception of the meaning was influenced by multiple factors, such as interactions with peers, local cultural ideologies, and treatment received in the academia by teaching and non-teaching staff. The study's findings indicate the need for an integrative indigenous theory of caste discrimination to ensure equitable higher education. [ABSTRACT FROM AUTHOR]

Leadership is a topic of vast exploration, with different scholars coming up with various definitions, descriptions and characteristics of effective leadership. The main aim of this qualitative study was to investigate the experiences and perceptions of senior educational leaders working in the Department of Education in Malta. The study was investigated from a constructivist and interpretivist paradigm. The data gathered through in-depth interviews was analysed manually using a hybrid approach method. Amongst various concepts, two salient themes on leadership emerged, namely how these leaders view leadership, and the importance of healthy relationships in leadership. The findings demonstrated that the participants in the exploration have a clear notion of leadership, and they appreciate that for effective leadership, healthy relationship with the stakeholders should be an important aspect. Two important recommendations that were established from this study are organised professional development programmes in leadership, and training programmes focusing on how to build healthy collegial relationships. [ABSTRACT FROM AUTHOR]

The main aim of this research is to present an evaluation tool for the Network of Schools for Sustainability in Catalonia, which comprises 18 networks with more than 1400 schools. The secondary aim is to reflect on the construction process conducted. The tool was constructed following the tenets of constructivist evaluation by Guba and Lincoln, which is characterized by the engagement of multiple voices from a range of stakeholders, using a consecutive hermeneutic dialectical process, understood as a negotiation among participants. To ensure these processes, in the construction of the tool the fourth authenticity evaluation criteria were followed. The main outcome of the project is an evaluation tool composed of 25 criteria which are divided into 5 dimensions: Structure of the Network, Training Offering, Collaboration with External Stakeholders, Guidance of the Networks and Communication. Some transversal areas could be seen in the tool, such as the role of evaluation and the involvement of stakeholders from the school, which represent areas of special relevance for the participants in the process. [ABSTRACT FROM AUTHOR]

Drawing on experiential learning theory (ELT), this study (1) explores students' perceived benefits of experiencing different learning styles through an audit simulation (AS) assignment and (2) analyses its role in enhancing students' performance at a Middle East and North Africa (MENA) university. The study compares students' performance across two different periods, 2019 and 2022, with 46 and 48 participants, respectively, independently completing a questionnaire of six open‐ended questions paired with follow‐up feedback, the instructor's observations and the analyses of students' grades. Our study findings indicate that the AS assignment enabled students to effectively experience different learning styles at different times during the AS learning process. They visualised an authentic AS experience by critically analysing and practically evaluating AS documents while showing strong preferences for initiating new experiences. It also reveals an improvement in students' grades after the AS implementation. Our study has theoretical implications relating to cognitive and constructivist learning, learning transfer and ethics awareness, as well as practical implications in audit education, skill development, teamwork, professional development, auditors' evaluation and curriculum assessment in other disciplines than auditing. [ABSTRACT FROM AUTHOR]

Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three‐ring‐drag‐in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three‐ring‐drag‐in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces. [ABSTRACT FROM AUTHOR]

This study ventures into the expanding role of artificial intelligence (AI) in higher education and its potential to revolutionize the learning experience. Through a qualitative approach, we investigate how advanced AI-driven educational tools can enhance learning systems through tailored learning experiences, AI-powered adaptive tutoring platforms, immersive digital learning environments, and AI-assisted assessment and feedback systems. From a theoretical perspective, we utilize the constructivist theory of learning as a study framework to explain the role of technology in AI-facilitated personalized and collaborative knowledge construction. This study was executed in three stages. First, we present a brief overview of AI and its recent impact on the education system, including its ethical considerations and implementation hurdles. In the second stage, we propose the potential implications for learning contexts through the constructivist lens, the process of AI-supported cognitive development, and the use of AI tools for optimizing educational processes through AI and transformation in educational paradigms and study work. The findings suggest that institutions can unlock new opportunities for efficiency, accessibility, and personalized learning by adopting AI technology, but they also highlight the need to address ethical considerations and implementation hurdles. This study also contributes to future studies by examining the impact of AI on student outcomes, teacher roles, and institutional practices in education, as well as exploring ethical and equity concerns in AI-driven educational settings. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions The adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in the educational landscape, notably influenced by the COVID‐19 pandemic. Originally supplementary to traditional in‐person laboratory experiments, VLs swiftly transitioned into a primary source of hands‐on laboratory activities for educational institutions worldwide during the pandemic. As restrictions have eased, virtual, computer‐assisted learning platforms continue to be used, though now as a complement to, rather than a substitute for, hands‐on experimentation opportunities. However, their adoption presents both opportunities and challenges that require thorough investigation to maximize their effectiveness and equity.This paper aims to provide a comprehensive overview of VL resources utilized across various scientific disciplines. It evaluates their potential to enhance traditional hands‐on laboratory activities and examines the efficacy of computer‐assisted learning platforms from a constructivist learning perspective. By doing so, the study seeks to identify best practices, challenges, and strategies for the effective integration of VLs in science education.A content analysis was conducted on literature published from 2013 to 2023, focusing on VLs in educational settings. Thematic analysis was employed to categorize the findings into three primary pillars: Merits, Challenges, and Implementation Strategies. Multiple researchers participated in the analysis to ensure reliability and consistency. To further enhance reliability, regular cross‐checks and consensus meetings were held to resolve any discrepancies and maintain the integrity of the thematic categorization. A constructivist learning perspective was used to analyse the instructional implications, focusing on active learning to evaluate alignment with educational goals, adapted teaching methods, and assessments.The analysis revealed that VLs offer significant benefits, including enhanced accessibility, flexibility, and opportunities for active learning. Virtual labs provide scalable, safe opportunities for inquiry‐based science learning by replicating experiments in an accessible digital environment, enhancing understanding of scientific concepts based on research demonstrations of improved learning outcomes. However, challenges such as high initial setup costs, technological barriers, and the need for effective integration with traditional curricula were also identified. Despite these challenges, VLs have the potential to complement and enhance hands‐on laboratory experiences, provided they are implemented thoughtfully and equitably. Future research should focus on improving the efficacy, accessibility, collaboration among stakeholders, and economic feasibility of VLs to maximize their educational impact. [ABSTRACT FROM AUTHOR]

Radical constructivism (RC), introduced by Ernst von Glasersfeld, is an instrumentalist theory of knowledge that challenges the notion of knowledge as a picture or representation of a real, external world. Instead, RC, by integrating ideas from different theoretical fields - such as cybernetics, evolutionary biology, and evolutionary psychology - considers the purpose of the cognitive organism to construct knowledge not to achieve truth, but to construct perceptual and conceptual structures that help to maintain adaptation and cognitive equilibrium. However, the basic question here is, by what character these structures can achieve the purpose. By examining Glasersfeld's writings, this paper argues that the character is a "functional fit", which is based on a fundamental shift in RC, i.e. the shift from "matching" to "fitness". From this point of view, the "fit knowledge" is not due to its match with the external reality, but due to its repeated success in solving a specific problem, it is viable, and by preventing unwanted changes or perturbations, it gives order to the experiential world of the organism and helps to maintain its cognitive equilibrium. This perspective has the potential to create transformation in various fields, from education to ethics and social issues. Therefore, this paper, while examining the basic concepts of radical constructivist epistemology, also deals with its theoretical and practical applications. [ABSTRACT FROM AUTHOR]

This visual essay portrays how an artist-researcher-teacher investigates the idea of a/r/tography and constructivist teaching pedagogy while using her own artwork, Fantasy Museum, as a platform for teaching. Fantasy Museum features a series of digitally altered photographs of museum visitors viewing emptied artworks, and visitors are invited to draw their own collections inside the empty spaces, which will later be displayed together in exhibitions. An inquiry-based approach is adopted to facilitate viewers' participation. Fantasy Museum was shown in several solo and group exhibitions and classroom settings in Seoul, Korea and New York from 2014 to 2019. The project invited various participants (ages roughly between six and 40) to collaborate. This article illustrates the author's attempt to interweave her identities and practices into the project and possibly offers pedagogical implications for the readers. [ABSTRACT FROM AUTHOR]

This case study of classroom practice examined what preservice teachers learned about young children's metacognitive thinking processes and constructivist pedagogy through a classroom project. Thirty preservice teachers engaged in a semester-long metacognitive project in which they conducted four sessions with a group of young children. The project was designed to help preservice teachers to foster young children's metacognitive thinking processes and to become reflective about their roles as constructivist teachers. Their final reflections on the metacognitive project experience were analyzed through the theoretical lens of Kroll and Ammon's dimensions of constructivist teacher education. These preservice teachers demonstrated understanding of the key ideas of metacognition and constructivist teaching, including understanding the role of representation in knowledge construction process, building an autonomous learning community, articulating children's knowledge-building processes, and engaging in the cycle of reflective teaching practices. They understood the importance of children's metacognitive thinking in the construction of knowledge and how to adapt their roles as learning partners. [ABSTRACT FROM AUTHOR]

Copyright of Forum: Qualitative Social Research / Qualitative Sozialforschung is the property of Forum Qualitative Social Research 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.)

Teaching medical rounds in intensive care units (ICUs) are essential for resident education. However, the ICU's high workload can hinder these rounds. We propose a new approach that is based on the constructivist theory of learning communities. This approach emphasizes active, collaborative learning through interaction. In the ICU, it encourages active learning, peer interaction, and shared responsibility among residents. Our model involves structured teaching rounds that promote active learning, collaboration, and reflection, all integrated into the ICU workflow. This new approach aims to enhance the learning experience; improve teaching round effectiveness; and, ultimately, contribute to better patient care. [ABSTRACT FROM AUTHOR]

This article examines the relationship between metacognition and data-driven learning (DDL) in second language (L2) classrooms. While the use of DDL has been shown to be beneficial for L2 learning, there is still a need to understand how it interacts with the learning process. The article suggests that metacognition, which involves thinking about thinking and self-regulated information processing, may play a role in mediating the learning impacts of DDL tools. It also discusses how metacognitive knowledge and regulation can enhance the learning process. The author proposes future research directions to further explore this relationship. [Extracted from the article]

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities. [ABSTRACT FROM AUTHOR]

This article presents a conceptual framework for integrating AI-enabled business communication in higher education. Drawing on established theories from business communication and educational technology, the framework provides comprehensive guidance for designing engaging learning experiences. It emphasizes the significance of social presence, cognitive load management, and constructivist learning principles. The framework is exemplified through various tasks, including role-playing with AI chatbots, analyzing nonverbal cues, communication simulations, interactive presentation assessments, and collaborative AI-supported projects. Practical considerations for implementation, including technological infrastructure, faculty training, ethics, curriculum integration, and assessment strategies, are discussed. Future directions and implications for business communication education are also explored. [ABSTRACT FROM AUTHOR]

Quality mathematics learning is more than just the acquisition of mastery in different topical themes; rather, it involves successful acquisition of mathematical proficiency, which espouses a number of cognitive attributes—for example, a student's critical insight of a mathematical concept (e.g., productive disposition). Despite the pivotal role of mathematical proficiency in mathematics curriculum, syllabus requirements fall short of highlighting the design of appropriate instructional approaches that could specifically facilitate the acquisition of different mathematical proficiency strands. The present conceptual analysis article discusses the design of comparative instructional approaches that are based on two well-documented learning theories: (1) learning by comparison theory, such as the active comparison of isomorphic example pairs, and (2) cognitive load theory, such as the use of worked examples to reduce the negative impact of cognitive load imposition on learning. We premise that appropriate instructional approaches, informed by the use of both learning by comparison theory and cognitive load theory, may help to facilitate successful acquisition of multifaceted proficiency strands in mathematics learning. As revealed in the latter sections of the article, our proposed theoretical contention is significant, potentially establishing grounding for future research development and to help complement constructivist learning in the acquisition of mathematical proficiency strands. [ABSTRACT FROM AUTHOR]

Objectives: Medical Assistance in Dying (MAiD) was legalized in Canada in 2016, necessitating greater education and training in MAiD for physicians and nurse practitioners. To meet this need, the Canadian MAiD Curriculum (CMC) was developed to offer a nationally accredited, comprehensive, bilingual, hybrid (synchronous and asynchronous) educational program to support and enhance the practice of MAiD in Canada. Methods: This work describes the process of developing the CMC, including its guiding principles and framework. The CMC was guided by constructivism and adult learning theory, preliminary literature review, 5 key principles based on a needs assessment survey, as well as consultation with diverse partners. Results: Seven modules were developed: (1) foundations of MAiD in Canada, (2) clinical conversations that includes MAiD, (3) how to do an MAiD assessment, (4) capacity and vulnerability, (5) providing MAiD, (6) navigating complex cases with confidence, and (7) MAiD and mental disorders. An eighth topic on clinician resilience and reflection was woven into each of the 7 modules. Conclusion: This curriculum ensures that consistent information is available to healthcare providers concerning the practice of MAiD in Canada. To ensure sustainability, the CMC will continue to be updated alongside the evolution of MAiD policy and services in Canada. [ABSTRACT FROM AUTHOR]

Blockchain is a newly emerging technology in the past decade that has significantly impacted various aspects. "Scientific popularization" among IT practitioners on this technology and its use cases become a pressing need. However, constructing an effective blockchain teaching approach for this purpose is a challenging task. A training framework consisting of constructivist and pragmatic approaches is proposed, aiming to provide IT practitioners with an effective Teaching and Learning (T &L) process about blockchain on both theory and application aspects. The outcomes of this study are to 1) propose an effective teaching methodology, 2) assess the effectiveness of constructivist and pragmatic approaches and 3) extract the elements facilitating blockchain T &L. Mixed quantitative and qualitative research methods were adopted, including questionnaires and knowledge quizzes. 1267 participants were involved in the training that implemented the proposed framework. Their performance and responses indicated that the framework is effective and flexible. The findings from this empirical research can serve as a reference for educators in blockchain to implement a systemic approach that facilitates the T &L process and improves the field of blockchain and education in the future. [ABSTRACT FROM AUTHOR]

The current study was set evaluate whether teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between constructivist approach and learning motivation of learners. In this study, the researcher selected the 196 public elementary school teachers in Cateel 2 District, Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that teachers’ technological pedagogical knowledge and learning motivation of learners were described as extensive, while, teachers’ constructivist approach was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among teachers’ technological pedagogical knowledge, constructivist approach, and learning motivation of learners. Evidently, heirarchical regression analysis proved that teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between teachers’ constructivist approach and learning motivation of learners. In other words, teachers’ technological pedagogical knowledge is a significant moderator on the interaction between constructivist approach and learning motivation of learners in Cateel 2 District, Davao Oriental. [ABSTRACT FROM AUTHOR]

The aim of this study is to understand how lecturers interpret pedagogical innovations when describing and thinking about their practices. In this study we analysed the project proposals of a large call for proposals in a French university and questioned the managers of funded projects about their conceptions of pedagogical innovations. Results show little theoretical guidance in designing innovations suggesting that practical objectives are the more important. Projects can be underpinned by one or more theoretical views; the most represented theorical view was constructivism. [ABSTRACT FROM AUTHOR]

This study was launched after re-analyzing teacher narratives from an earlier study; the narratives were reflections on environmental education practices. The analysis involved using a framework that relates Habits of Mind to educational theories. An unsurprising outcome was finding Habits of Mind associated with mindfulness and constructivism. An unanticipated finding was to learn how incremental learning theory explains why teachers strive to include environmental education in their lessons. Although there has been environmental research related to growth and fixed mindsets, more studies in environmental education are needed to explore how incremental learning theory plays a role in the decisions and actions of exemplary environmental educators. Therefore, to begin this exploration, a new study was conducted using the framework to analyze interviews with ten currently practicing teachers. The findings give insights into the following Habits of Mind associated with incremental beliefs: wonderment and awe, continuous learning, striving for accuracy, risk-taking, and persistence. [ABSTRACT FROM AUTHOR]

The study aimed to identify the effectiveness of a program based on the constructivist approach to teaching jurisprudence in developing health concepts for first-year secondary school students in Amran Governorate in the Republic of Yemen. To achieve the objectives of this study, the researcher prepared a list of health concepts consisting of (40) sub-concepts, distributed in (7) main fields, and built a program based on the constructivist approach to teach the subject of Islamic jurisprudence related to the development of health concepts. The researcher used the semi-experimental approach with a one-group design. The instrument of this study was a test including health concepts. The sample of the study consisted of (60) male and female students who were chosen intentionally from (3) three various schools of firs-tyear secondary school students in Amran Governorate. The study was conducted during the second semester of the 2022/2023 academic year In Amran. The study concluded the following results: There were statistically significant differences at the level of (0.001) between the average scores of the experimental group members in the pre-and post-applications of the health concepts test. The differences were in the direction of the post-application. The results also revealed the effectiveness of the program based on the constructivist approach to teaching jurisprudence to develop health concepts for first-year secondary school students in Amran City. Therefore, the study recommended benefiting from the list of health concepts that this study concluded when preparing health development programs to teach any course of the branches of Islamic education for the secondary stage. Additionally, the study recommended including the concepts of health and awareness in the Islamic education curriculum in the secondary stage and providing students with positive attitudes toward them. [ABSTRACT FROM AUTHOR]

Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget's writing in 'The Origins of Intelligence in Children' and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children's ideas and contributions through a capability-oriented lens. [ABSTRACT FROM AUTHOR]

Following calls to 'bewilder' (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a 'desire path' that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator's choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori's pedagogy, not as pioneering but as nomadic, and suggest that social desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways. [ABSTRACT FROM AUTHOR]

Copyright of Amazonia Investiga is the property of PRIMMATE 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.)

Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future. [ABSTRACT FROM AUTHOR]

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence‐based practices rooted in developmental psychology and uses community‐centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence‐backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide‐reaching implications for equitable access, school readiness and early childhood education. [ABSTRACT FROM AUTHOR]

The mathematical-related affect research agenda demands studies on the affect-cognition relationship, as well as interventions aimed at improving affective aspects of mathematical learning. The potential of technological environments for promoting cognitive changes in students has been widely informed and there is evidence of their influence in students´ attitudes towards mathematics, such as interest and enjoyment. Research on the so-called mathematical attitudes, more related to mental habits and closely tied to cognitive processes is much scarcer. In this study, we report the transformation of three such mathematical attitudes in the students: perseverance, precision-rigor, and autonomy, when introducing GeoGebra in two secondary classes. Quantitative and qualitative analyses performed on data from various sources, with the total number of students and with a representative sample, show how it is possible to capitalize on initial positive attitudes towards mathematics with technology to bring about a significant improvement in the three above-mentioned attitudes, deemed as genuine elements of mathematical work. GeoGebra affordances constructivity, navigability and interactivity made it possible for new forms of behaviour to emerge in the classroom. Namely, flexible and fluent perseverance on problem solving; increasing inclination for accuracy and realization of its importance for proper reasoning; and willingness to collaborate with peers, helping each other, as well as sharing insights and ideas, thus, gaining independence from the teacher to face non-routine tasks. [ABSTRACT FROM AUTHOR]

Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. [ABSTRACT FROM AUTHOR]

Introduction: In the rapidly evolving digital landscape, the imperative for success has increasingly spotlighted the essential need for students to develop critical thinking and reading skills as key competencies for the 21st century. This study sought to explore the potential of constructivism to enhance learners' critical thinking and reading abilities, alongside evaluating their receptiveness to this pedagogical approach. Methods: A mixed-methods research design was employed, combining a quasi-experimental framework with semi-structured interviews. The quasiexperimental component compared the effectiveness of constructivist and traditional teacher-centered methods in promoting critical thinking skills. Semistructured interviews were conducted to gauge participants' satisfaction with the constructivist approach and to gather qualitative data on their experiences. Results: The investigation yielded two principal findings. First, the constructivist approach significantly outperformed traditional teacher-centered methods in promoting critical thinking skills among students. Second, the majority of participants reported a high level of satisfaction with the constructivist method, attributing this to the approach's facilitation of deeper knowledge acquisition and increased opportunities for interaction with peers and instructors. Discussion: Theoretical implications of this study underscore the value of constructivism in fostering an engaging and interactive learning environment conducive to the development of critical analytical skills. Practically, the findings advocate for educational practitioners and institutional leaders to consider the integration of constructivist strategies in reading sessions to bolster students' critical thinking and reading competencies. Moreover, it emphasizes the necessity for educators to receive comprehensive training on the nuances of constructivist pedagogy to ensure its effective implementation. This study thus contributes to the pedagogical discourse by affirming the efficacy of constructivism in enhancing critical cognitive skills and by outlining a pathway for its successful adoption in educational settings. [ABSTRACT FROM AUTHOR]

The article addresses the importance of learning space design for self-directed learning. It shows that trainers can convey messages through the design of learning spaces and thereby promote or prevent self-directed learning. Based on approaches from co-creative and relational transactional analysis, communication and encounters are placed at the center of teaching-learning processes. The article asks what attitude is expressed through the learning space design and how this can be aligned with an OK-OK position. It shows the role in learning processes of satisfying the basic needs of stimulus, structure and strokes plays, and how these can be integrated into the teaching-learning concept through the design of the learning space. [ABSTRACT FROM AUTHOR]

In the Republic of Croatia, all education-related documents, reforms, and changes at all levels of education rest on a constructivist approach to learning and teaching. The initial teacher education system should take responsibility for introducing new methodological scenarios, didactic design of spaces, and equipment that are compatible with contemporary learning theories and support multiple learning styles. This paper aimed to identify and compare the perceptions of teacher education students in the Republic of Croatia regarding the teaching of Science. Students' perceptions in the academic year 2022/23 were compared to the academic year 2011/12 when the research was first conducted. This paper included teacher education students in their 2nd (N=366) and 5th year (N=386) of study from three Croatian universities. Students' perception of teaching was assessed through drawings, the analysis of which indicates the students' self-perception as teachers during the teaching of Science and reveals their preconceptions about teaching and learning. The results show that 2nd-year students are more likely to perceive themselves in teacher-centered environment. Furthermore, 2022/23 generation students are more likely to perceive themselves in teacher-centered environment when compared to students 11 years ago. For 5th-year students, there is no statistically significant difference in the perception of teaching between the 2011/12 generation and the 2022/23 generation. However, when the results are categorized on the continuum of teaching theory, it is evident that 24% more of them perceive themselves to be in teacher-centered classes in 2022/23 and 20% less in student-centered environment as opposed to 11 years ago. Therefore, it is recommended to modernize higher education teaching with new didactic solutions, strategies, and technologies that will help students change their perceptions of teaching and learning, and subsequently implement it once they start working. [ABSTRACT FROM AUTHOR]

Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

The Western‐style internationalisation of Russian universities, which guided the evolution of the country's higher education sector for over three decades, has been challenged by Western sanctions following the 2022 Russian 'Special military operation in Ukraine'. The authors show through the prism of constructivist theory how the norm on the internationalisation of higher education characterised by the strive for Westernised world‐class universities was adopted and then came to unravel in Russia. A qualitative case study based on 42 expert interviews and an analysis of political discourse and legal documents reveals how the key features of the internationalisation of Russian universities are being challenged. The authors contribute to the expert literature the notion of 'norm reversal', defined as the process whereby an institutionalised and internalised international norm is 'cancelled' in a specific country. The paper shows that the reversal in Russian higher education, which was initially 'circumstantial' is becoming 'intentional', with legal documents being drawn up to accelerate and claim ownership of it. [ABSTRACT FROM AUTHOR]

This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called 'eKidZ – Teach Your Parents Well' which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14–16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project 'k.i.d.Z.21 – Competent into the Future' on their parents, using the complete research process. Simultaneously, scientists implemented and tested the DBR setting to validate student research findings and to evaluate the quality of the educational setting. In this fully integrated DBR, using multiple methods (quantitative and qualitative), educational and scientific perspectives are brought together to evaluate students' findings and draw conclusions regarding their learning effects. These research results demonstrate that not only did students generate valid and reliable research, but – when changing perspectives – teenagers also contribute to the discussion about closing the gaps in science education and practice. By examining young people's research on Climate Change Education and recognising their contribution in scientific discourse, this paper offers a host of new insights. Teenagers take on the role of researchers and perform reliable and valid research results on intergenerational learning and multiplier effects in Climate Change Education, by completing all phases of research-based learning. Design-based research is an effective method to combine science and education and thus delivering novel insights into science education and practice. High-quality Climate Change Education fosters constructive cooperation among all participants with inter – and intragenerational learning and multiplier effects. Constructivism, transdisciplinarity and research-based learning form the basis for effective design-based research and Climate Change Education. [ABSTRACT FROM AUTHOR]

The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for action, process, object, and schema. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an action or activity in learners' cognitive settings, independent of learners' environment, triggered by cognitive coherence, then it is transformed to process, where learner now waits for internalization of the earlier activity, preparatory to the occurrence of learning. At object level, learner now considers what has been learnt earlier to have been fully internalized into mathematical object(s). Lastly, at schema level, the object learnt is assumed to have been embedded in the learners' schema-a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers' perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals. [ABSTRACT FROM AUTHOR]

This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students' mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants' attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students' post-attitude scores on behalf of the experimental group. [ABSTRACT FROM AUTHOR]

Moving beyond the direct support all alone by a human teacher or an Artificial Intelligence (AI) system, optimizing the complementary strengths of the two has aroused great expectations and educational innovation potential. Yet, the conceptual guidance of how best to structure and implement teacher-AI collaboration (TAC) while ensuring teachers' instructional roles to support students learning remains limited. This study, therefore, aims what (1) curriculum, (2) teacher-AI interaction, (3) learning environment would be required as well as how TAC would evolve by reflecting teachers' views. Through in-depth interviews with 20 Chinese leading teachers in AI in Education (AIED), the study found that teachers aimed to improve students' subject-matter knowledge and build their capacity as the desired goals for TAC and these can be carried out by data-driven problem-based learning and case-based reasoning in tandem with growth-focused and reflective assessment. While teachers highlighted that developing teachers' data literacy and collegiality with AI are essential, they expected AI to be equipped with Technological Pedagogical and Content Knowledge (TPACK) knowledge and conflict resolution skills. In addition, teachers expressed that Internet of Things (IoT)-based classrooms, systematic AIED curriculum, school-based continuing professional development, research-practice-policy partnerships as well as creating a continuous learning and AI-ready culture are significant. Furthermore, teachers envision TAC would develop into three stages: (1) teachers as passive AI recipients, (2) teachers as active AI users (3) teachers-AI as constructive partners. These findings build a more holistic and in-depth understanding of the AIED and offer implications for the educational AI design and teachers' education. [ABSTRACT FROM AUTHOR]

Circulatory system is a challenging subject for middle school students to learn and understand conceptual relationships. To address these challenges, this study developed plugged (computational thinking activities using computer) and unplugged (computational thinking activities without using computer) teaching modules that integrated computational thinking components into the circulatory system topic. The aim of the study was to investigate the impact of these teaching modules on the conceptual learning and computational thinking skills of 6th grade students. A quasi-experimental design was employed with experimental group 1 using plugged instructional modules, experimental group 2 using unplugged instructional modules and the control group following an inquiry-based constructivist approach aligned with the Turkish science curriculum. These interventions were implemented over a period of 16 lesson hours (4 weeks) for all three groups. The researchers used the Circulatory System Conceptual Learning and Computational Thinking Skills Scale (CSCL-CTSS) as a data collection tool. The results of the study indicated that both experimental group 1 (n = 30) and experimental group 2 (n = 30) showed significantly higher success in circulatory system conceptual learning and computational thinking skills compared to the control group (n = 30). Therefore, this experimental study provides a concrete example of integrating computational thinking into science teaching and presents innovative educational approaches that can enhance the learning of challenging science concepts. Furthermore, it compares the effectiveness of these innovative educational approaches (plugged and unplugged implementations) in developing conceptual learning and computational thinking skills. [ABSTRACT FROM AUTHOR]

Various aspects of human existence are changing, and these changes are having a significant effect on the current and future labor market. Some occupations are estimated to be at high risk of disappearing over the next several decades, others are at medium risk, while some are at low risk. At the same time, new trades are emerging. In order to successfully cope in an era where changes occur so frequently and so rapidly, and to be a part of the current and future labor market, we need to utilize a certain set of skills and competencies that is often referred to as "21st century skills". This opinion paper argues that homeschooling is an education path that takes into account the extensive rapid changes in the 21st century as well as in the labor market and strives to give children the skills and competencies to cope with them successfully. [ABSTRACT FROM AUTHOR]

The significance of practical experience and visualization in the fluid power discipline, highly tied to students' success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an instructional tool on the learning and engagement of 48 mechanical engineering technology (MET) students registered in the MET: 230 Fluid Power course at Purdue University. An interactive VR module on hydraulic grippers was developed utilizing the constructivist learning theory for MET: 230 labs, enabling MET students to explore light- and heavy-duty gripper designs and operation through assembly, disassembly, and testing in a virtual construction environment. A survey consisting of a Likert scale and short-answer questions was designed based on the study's objective to evaluate the students' engagement and perceived attitude toward the module. Statistical and natural language processing (NLP) analyses were conducted on the students' responses. The statistical analysis results revealed that 97% of the students expressed increased excitement, over 90% reported higher engagement, and 87% found the VR lab realistic and practical. The NLP analysis highlighted positive themes such as "engagement", "valuable experience", "hands-on learning", and "understanding", with over 80% of students endorsing these sentiments. These findings will contribute to future efforts aimed at improving fluid power learning through immersive digital reality technologies, while also exploring alternative approaches for individuals encountering challenges with such technologies. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia 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.)

The main objective of this study is to examine and compare the educational achievements between problem-based learning and discovery learning approaches in the field of accounting. Understanding the concept is an important part of the process of learning and solving problems, both in the learning process itself and in day-to-day environments. Research using a quantitative method with an experimental approach is a true experimental design. The model of the experiment is the pretest-posttest control group design. According to earlier studies have shown that student's learn better through discovery learning (DL). It is evident that both methods contribute to the improvement of student outcomes. Being active, thinking critically, and increasing learner achievement are essential factors in the process of learning. In this study, it was discovered that the learning outcomes of problem-based learning models and discovery learning have notable disparities, with problem-based learning producing better learning outcomes. The conclusions from the study offer suggestions or input that can be conveyed and considered for future research. Schools should consider applying a problem-based learning (PBL) model. Students using PBL are required to find their own answers to problems by using their own thinking abilities to form a concept about the material being studied, so during learning activities, students will use their thinking abilities to the maximum. [ABSTRACT FROM AUTHOR]