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Monica Purcaru - One of the best experts on this subject based on the ideXlab platform.
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individual learning plan in teaching mathematics for children with sen a Constructivist Approach
Procedia - Social and Behavioral Sciences, 2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher's role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills.
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Individual Learning Plan in Teaching Mathematics for Children with SEN – A Constructivist Approach
Procedia - Social and Behavioral Sciences, 2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher's role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills.
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PSIWORLD 2014 Individual Learning Plan in Teaching Mathematics for Children with SEN - a Constructivist Approach
2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher’s role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills. © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of PSIWORLD 2014.
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boosting romanian students interest in learning mathematics through the Constructivist Approach
Procedia - Social and Behavioral Sciences, 2014Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper aims to describe the dynamics of student interest in mathematics over the levels of education, focusing on identifying the pedagogical factors involved in teaching and learning mathematics. The theoretical premises of this paper are included in national studies on curriculum reform in Romania (coordinator L. Vlasceanu-2002 CNEE-2012), in works on constructivism in education (Siebert). From direct observations and practical experience with Maths teachers, we noticed that as students advance on the steps of schooling, they do not show the same interest in Mathematics. The Constructivist Approach with emphasis on the affective dimension of learning, on the positive motivation, on solving concrete tasks, keeps “up” the students’ interest in mathematics.
Leeann Mallorie - One of the best experts on this subject based on the ideXlab platform.
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a dynamic Constructivist Approach to culture lessons learned from personality psychology
Journal of Research in Personality, 2004Co-Authors: Yingyi Hong, Leeann MallorieAbstract:Abstract The comparison of differences between cultural groups has been a dominant Approach in cross-cultural psychology. This Approach assumes behavioral influence of a relatively static, monolithic culture on members in a cultural group. This paper, however, calls for a dynamic Constructivist Approach to the study of culture. We begin by drawing a parallel between past research in cultural and personality psychology. We then highlight recent findings that attest to the value of a social-cognitive model of culture. Specifically, we discuss studies that have demonstrated how well established cross-cultural differences may appear or disappear depending on the availability, accessibility, and applicability of cultural theories. We present evidence that situational characteristics may render cultural theories more or less accessible and applicable, and propose a culture × situation interaction model for understanding inter- and intra-cultural variations.
Zehra Altinay Gazi - One of the best experts on this subject based on the ideXlab platform.
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A Step for Evaluating Constructivist Approach Integrated Online Courses.
Turkish Online Journal of Educational Technology, 2011Co-Authors: Zehra Altinay GaziAbstract:This research aims to reveal the validation of 86-items in order to develop a scale for evaluating Constructivist Approach integrated online courses in higher education practices. The main aim of this research process is to reveal a scale to further evaluate whether the online education practices in higher education have the notions of Constructivist Approach with constructed sub categories based on factor analysis. The Statistical Package for the Social Sciences (SPSS) was employed for the purpose of data entry, manipulation, and analysis. Firstly, the extended literature review and theory were considered to develop items about the online education practices. Then, the item pool was constructed in relation to the gap within the literature as it is a need to generate a scale for evaluating the online courses in higher education practices. Furthermore, items were selected from the pool and statistical analysis was done, then categories were set as Constructivist online learning process, peer learning and evaluation, collaborative learning outcome, developing skills and online course design based on the supervision of two experts in the field. The scale will serve to evaluate online courses which practice Constructivist Approach within their design and system. Factor analysis of the items showed how this scale is acceptable, valid and reliable and how this research is significant to fill the gap in the literature as it can be repeated in further studies.
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Implementing Constructivist Approach into Online Course Designs in Distance Education Institute at Eastern Mediterranean University.
2009Co-Authors: Zehra Altinay GaziAbstract:Change and development in work settings for better working practice through projects has become essential. And, in this context, learning through working practice is constructed by participatory action research. This work-based research has a significant role to contribute innovative practice of Distance Education Institute at Eastern Mediterranean University by EUA norms. The research aimed to investigate implementing Constructivist Approach into online course designs to develop learning and skills of the online students based on teamwork inspiration within the institute. Action research Approach employed in this qualitative research in order to provide insights on how to prepare and design online courses based on Constructivist Approach. Training, indepth interviews, documentary analysis, focus group, research diary and semi-structured interviews were employed as data collection techniques to gather large amount of data from online tutors, and members of institute in relation to their collaborative efforts within the process. Furthermore, triangulated data were analyzed based on content analysis in this inductive journey. The results revealed that members and the tutors had no prior knowledge and experience on team work culture and the principles of Constructivist Approach into online course designs. In this respect, collaborative efforts and synergy power of the tutors within participatory action research resulted in better working performance for change and development research actions. This research is significant for considering change and development in working practice in relation to implementing Constructivist Approach into online course designs as it is one of the critical success factor for the quality in online practices. In addition, the research opens an academic debate which work based projects through participatory action research need to function in working practices to propose change and development for the quality improvements within higher education institutions.
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A Comprehensive Look into the Learners' Transferable Skills Related to Constructivist Approach
2008Co-Authors: Fahriye Altinay Aksal, Zehra Altinay Gazi, Aytekin IsmanAbstract:2 Abstract: The outcome of Constructivist Approach within teaching-learning process in developing learning and transferable skills of learners is questioned by putting emphasis on collaborative learning, experiential learning, developing portfolio and assessments as learning tool. The research study was taken place in Computer and Instructional Technology Teacher Education Program at Education Faculty of Higher Education Institution that was carried out by two senior instructors as researchers who taught Information Technology in Education course in two different classes. In research study; self-reports of learners, questionnaires, researchers' observations by research diaries are the relevant data collection methods that research has qualitative nature. Research findings revealed that although learners had first experience on Constructivist Approach based course by various activities such as portfolio, group works, etc.; learners had enriched learning and course helps to develop especially team work, communication and logical, critical thinking skills. Portfolio became essential activity to foster learning and skills development of learners.
Mihaela Voinea - One of the best experts on this subject based on the ideXlab platform.
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individual learning plan in teaching mathematics for children with sen a Constructivist Approach
Procedia - Social and Behavioral Sciences, 2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher's role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills.
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Individual Learning Plan in Teaching Mathematics for Children with SEN – A Constructivist Approach
Procedia - Social and Behavioral Sciences, 2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher's role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills.
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PSIWORLD 2014 Individual Learning Plan in Teaching Mathematics for Children with SEN - a Constructivist Approach
2015Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:This paper focuses on the description of the role of the individual learning plan for children with difficulties in Mathematics, plans which are used in a Constructivist Approach. In this case, the teacher’s role is very important. The teacher must blend the adequate strategies for each student with the cooperative learning strategies. As showed in the case study, students who benefit from individual learning plans in a Constructivist Approach can improve their mathematical skills. Teachers who taught Mathematics in a Constructivist Approach which embraces elements of discovery, situated learning, cooperation and use an individual learning plan obtained good results with their students and developed their social skills. © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of PSIWORLD 2014.
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boosting romanian students interest in learning mathematics through the Constructivist Approach
Procedia - Social and Behavioral Sciences, 2014Co-Authors: Mihaela Voinea, Monica PurcaruAbstract:Abstract This paper aims to describe the dynamics of student interest in mathematics over the levels of education, focusing on identifying the pedagogical factors involved in teaching and learning mathematics. The theoretical premises of this paper are included in national studies on curriculum reform in Romania (coordinator L. Vlasceanu-2002 CNEE-2012), in works on constructivism in education (Siebert). From direct observations and practical experience with Maths teachers, we noticed that as students advance on the steps of schooling, they do not show the same interest in Mathematics. The Constructivist Approach with emphasis on the affective dimension of learning, on the positive motivation, on solving concrete tasks, keeps “up” the students’ interest in mathematics.
Lütfi Üredi - One of the best experts on this subject based on the ideXlab platform.
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Classroom Teachers’ Self-Efficacy Beliefs on Constructivist Approach
The Anthropologist, 2015Co-Authors: Lütfi Üredi, Sait AkbaşlıAbstract:AbstractAs result of recent rapid developments, societies have entered into a process of a rapid change that has provided education as the most fundamental factor of change. The educational system in Turkey has been exposed to reforms for meeting the needs of the new human model innovations. The educational programs in Turkey have been rearranged through an understanding based on a Constructivist Approach. This research aimed to reveal whether self-efficacy beliefs related to implementing the Constructivist Approach predicted attitudes toward the Constructivist Approach. The research was carried out on a relational screening model. The research sample included a total of 812 teachers working as classroom teachers in 58 elementary schools in central districts of Mersin province. The self-efficacy beliefs of classroom teachers were measured using the “Self-Efficacy Scale Related to Implementing the Constructivist Approach” and their attitudes towards the Constructivist Approach were measured using “Construc...
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An Evaluation of the Classroom Teachers’ Attitudes Towards the Constructivist Approach According to Complexity Theory: A Case of Mersin
Chaos Complexity and Leadership 2013, 2014Co-Authors: Sait Akbaşlı, Lütfi ÜrediAbstract:The major aim in this research was to analyze the relationship between the attitudes of primary school teachers towards the Constructivist Approach and the complexity features (gender, age, the grade they teach, professional seniority, the type of school where they carry out their duties and the school where they graduated from). The research was a descriptive study based on the single screening model. In order to determine the attitudes of primary school teachers towards the Constructivist Approach, a “Constructivist Approach Attitude Scale” developed by Evrekli et al. (2009) was adopted; and in order to determine the complexity features of primary school teachers, a “Complexity Information Form for Primary School Teachers” was used. The evaluation instruments were administered to 504 primary school teachers carrying out their duties in 32 primary schools in Akdeniz, Yenisehir, Toroslar and Mezitli central districts of Mersin province. According to the research results, the variables that affected the attitude towards the Constructivist Approach and created complexity were related to the gender of primary school teachers, their age, the grade they teach, their professional seniority, the type of school where they carry out their duties and the school they graduated from. The research revealed that majority of primary school teachers had a positive attitude towards the Constructivist Approach in terms of their views and there was no significant difference between their attitudes towards the Constructivist Approach and their gender, age and the grade they teach.
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The effect of classroom teachers attitudes toward Constructivist Approach on their level of establishing a Constructivist learning environment: A case of Mersin
Educational Research Review, 2013Co-Authors: Lütfi ÜrediAbstract:This study aims to determine the attitudes of classroom teachers towards Constructivist Approach and to analyze the effect of their attitudes towards Constructivist Approach on their level of creating a Constructivist learning environment. For that purpose, relational screening model was used in the research. The research sample included 504 teachers doing their duties in 32 elementary education schools in the Province of Mersin Akdeniz, Yenisehir, Toroslar and Mezitli central districts. Attitudes of the teachers towards the Constructivist Approach were measured using “Constructivist Approach Attitude Scale” (CAAS) developed by Evrekli et al.; and their level of creating a Constructivist learning environment was measured using “Constructivist Learning Environment Scale” (CLES) developed by Tenenbaum et al. (2001) and adapted into Turkish by Fer and Cirik (2006). At the end of the research, it was determined according to the views of most classroom teachers that attitudes towards the Constructivist Approach were positive; they created Constructivist learning environment at medium level; there was also a significant difference between Constructivist learning environment scale and sub-dimensions of discussion and interviews, sharing opinions with others, reflecting and motivating for the discovery of concept, meeting the needs of the learners and creating a meaning and correlation with real life situations. It was also determined that there was no significant difference between conceptual contradictions and material and sources, leading to a sub-dimension of conclusion. Key words: Classroom teacher, attitude, Constructivist Approach, learning environment