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What is Constructivist Approach

Chapter 64
Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
Model for learning based on the belief that students construct their own knowledge and understanding.
Published in Chapter:
In Links We Trust: Net-Like Strategic Reading in L2 Learning Context
Sara Costa (E. Medi Secondary School, Italy & Bologna University, Italy)
Copyright: © 2013 |Pages: 14
DOI: 10.4018/978-1-4666-2122-0.ch064
Abstract
The problem of processing texts containing a number of unknown words is relatively common in foreign language learning, especially for students on level A1-A2-B1 (Common European Framework of Reference for Languages). The disorientation raised by such texts usually turns into frustration and demotivation, as most students experience a nearly total block in the comprehension process and soon give up reading the text, while only a few of them have recourse to proper comprehension strategies. This chapter describes an experimental reading activity carried out in a class of Italian students during a German lesson in order to enhance a motivating net-like reading attitude in L2 based on a constructivist-connectionist approach to language processing. The activity was meant to make students realise in practice that they have a wide range of interconnected comprehension strategies at their own disposal, which can be effectively activated to overcome when occurring comprehension blocks.
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Chapter 17
International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom
Persons deepening their knowledge and understanding by participating in shared discourse with others. Persons construct their knowledge through the transformation of experiences, linking new knowledge with existing knowledge. The learning takes place through the activity of the learner.
Published in Chapter: International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom; From: Handbook of Research on Global Business Opportunities
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Chapter 254
Questions for the Student Evaluation of Distance Courses
An educational approach where the student has greater responsibility for building his or her own knowledge (Easton, 2003).
Published in Chapter: Questions for the Student Evaluation of Distance Courses; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 13
Strategies to Promote Pedagogical Knowledge Interplay with Technology
A learning structure that combines prior knowledge, experiences, and creativity to foster learning.
Published in Chapter: Strategies to Promote Pedagogical Knowledge Interplay with Technology; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 9
Constructivist Approach for Creating a Non-Violent School Climate
A teaching approach that emphasizes the active role of the students in the educational process and his/her ability to construct new knowledge based on experience and previously acquired knowledge.
Published in Chapter: Constructivist Approach for Creating a Non-Violent School Climate; From: Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools
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Chapter 13
Integrating Industry Research in Pedagogical Practice: A Case of Teaching Microbial Corrosion in Wet Tropics
An educational philosophy by which all new knowledge is incorporated in and builds on the existing framework.
Published in Chapter: Integrating Industry Research in Pedagogical Practice: A Case of Teaching Microbial Corrosion in Wet Tropics; From: Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education
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Chapter 3
Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs
A theory of learning developed by Piaget (1978) that focuses on people constructing knowledge through interpretations of their experiences. Social constructivism was developed by Vygotsky (1987) , which expanded ideas to social constructs where knowledge is developed through peer interactions and reflecting upon those interactions.
Published in Chapter: Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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Chapter 15
Investigating Mobile Assisted English Foreign Language Learning and Teaching in China: Issues, Attitudes and Perceptions
Also called constructivism, it is a theory of how people learn. Constructivism posits that people’s knowledge is built on their own personal experience and reflective thinking.
Published in Chapter: Investigating Mobile Assisted English Foreign Language Learning and Teaching in China: Issues, Attitudes and Perceptions; From: Handbook of Research on Foreign Language Education in the Digital Age
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Chapter 11
“Game Theory Lab”: A Gamification Laboratory for High School Students
Students learn and build knowledge for themselves through experience, each learner builds meanings individually (and socially) as he learns.
Published in Chapter: “Game Theory Lab”: A Gamification Laboratory for High School Students; From: Handbook of Research on International Approaches and Practices for Gamifying Mathematics
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Chapter 12
Implementation of Games in Primary School Social Studies Lessons
A teaching approach that emphasizes the active role of the students in the educational process and his/her ability to construct new knowledge based on experience and previously acquired knowledge.
Published in Chapter: Implementation of Games in Primary School Social Studies Lessons; From: Global Perspectives on Gameful and Playful Teaching and Learning
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Chapter 5
Instructional Design Perspectives for Information and Communication Technologies Curriculum
Creating one’s own knowledge resulting from one’s own experiences and ideas with a changing perspective of individual traits.
Published in Chapter: Instructional Design Perspectives for Information and Communication Technologies Curriculum; From: Technology Training for Educators From Past to Present
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