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About 10,000 papers for “constructivist learning”

Constructivist Learning

Peach-Squibb, Jenny · The SAGE Encyclopedia of Out-of-School Learning · 2017

Cited by 0Open access

Constructivist Machine Learning

Schmid, Thomas · Lancaster EPrints (Lancaster University) · 2023

While neuro-inspired and symbolic artficial intelligence have for a long time been con- sidered ideal complements, approaches to hybridize these concepts often lack an unifying grand theory. The way the philosophical concept of constructivism has been adapted for eductional purposes, however, provides a fruitful source of inspiration for this purpose. To this end, we have developed a framework termed Constructivist Machine Learning, which applies constructivist learning principles and exploits metadata on the grounds of Stachowiak’s General Model Theory in order to bridge the gap between neuro-spired and symbolic approaches. In this chapter, we summarize our previous work in order to introduce the reader to the most important ideas and concepts.

Cited by 0

Constructivist Learning Design

Ngan Hoe Lee, June Lee, Zi Yang Wong et al. · 2024

To prepare students for the future, the recent Singapore secondary mathematics curriculum update encourages teachers to provide learning experiences that promote deep and connected understanding of mathematics concepts and develop important future competencies (e.g. thinking and inventiveness, resilience and adaptability, collaboration, and communication). In response, a learning design with constructivist underpinnings was put forth to complement the instruction of secondary-level mathematics. Grounded in cognitive and social constructivist principles, the Constructivist Learning Design (CLD) inverts the usual instruction followed by problem-solving sequence and gets students to first collaboratively solve a complex problem that targets a mathematics concept that they have yet to learn. The teacher then builds upon the student-generated solutions to teach the targeted concept. In this chapter, we will conduct a qualitative case study to illustrate how the CLD was used to teach a simultaneous linear equation unit targeted at the Secondary 2 level. Specifically, we will showcase a teacher’s enactment of the CLD lesson and analyse her reflections of the lessons regarding her perceived affordances and challenges of leveraging such a design. How such pedagogies could be introduced and sustained within the Singapore teaching fraternity will also be discussed.

Cited by 23

Constructivist Blended Learning Approach

Oleg Tarnopolsky · Versita Ltd. eBooks · 2012

This monograph analyzes an innovative approach to teaching English for Specific Purposes (ESP) in tertiary education. This "constructivist blended learning approach" is based on students "constructing" for themselves their own knowledge and professional communication skills in English by making extensive use of Internet sites in English, combining traditional in-class learning with in- and out-of-class learning through the Internet (blended learning). Dr. Tarnopolsky offers a thorough analysis of the principal forms of learning activities in English for this approach and suggests five principles underlying its practical implementation.

Cited by 31Open access

Constructivist Perspectives on Learning

Bick Har Lam · Hong Kong University Press eBooks · 2011

Abstract This chapter outlines a number of constructivist approaches to learning and teaching in the Chinese context, including those of Piaget, Bruner and Vygotsky, and they are discussed against the background of education reform in the twenty-first century.

Cited by 7

Collaboration and constructivist learning

Chad ONeil · Bulletin of Miscellaneous Information (Royal Gardens Kew)

Teaching Digital Rhetoric: Community, Critical Engagement, and Application As a collaborative effort… Revisiting my perspective… Also featuring "our lives change," by Tryad (www.tryad.org) Creative Commons License. http://creativecommons.org/licenses/by-sa/2.0/

Cited by 0

Deep Constructivist Reinforcement Learning

Filipo Studzinski Perotto · SPIRE - Sciences Po Institutional REpository · 2024

Deep Reinforcement Learning algorithms have achieved great success in a wide range of applications in recent years, enabling an agent to improve its behavior while interacting with an unknown environment only guided by reward signals. The rise of Deep Neural Networks provided new possibilities for function approximation, allowing to enhance scalability in high-dimensional state and action spaces while facing complex sequential decision problems. While classical constructivist approaches have been designed under the symbolic paradigm of AI, DNN and Deep RL success demonstrated that some kinds of representations can be robustly learned through statistical or data-driven methods. In this concept paper, we discuss what could be the way to develop a deep constructivist RL mechanism, able to learn significant representations of the world based on its own experience, and then to execute a motivated activity in an efficient way. That agent, immersed in multi-activity environment, evolves in a lifelong learning experience. A single underlying DNN is on the basis of the learning process, forming the initial layers, which are then diversified in multiple networks, in a tree-like structure for the final layers. The DNN architecture is not fixed, but the number of layers can be increased. The interaction between different layers, and the identification of common representation concepts inside the networks can then be regulated using a kind of assimilation-accommodation mechanism, allowing to overpass the sensorimotor representation, constructing abstract concepts. Finally, if the experience is accompanied by words, the preliminary formation of language can be identified.

Cited by 0Open access

Constructivist Teaching-Learning Environment Generator

María Gertrudis Miguel, Vanessa Montaño, Nora Elena et al. · 2016

Sistema generador de ambientes de enseñanza- aprendizaje constructivistas basados en objetos de aprendizaje (AMBAR): la Interdisciplinariedad en los ambientes de aprendizaje en línea

Cited by 0

*Teacher Attitudes IDENTIFIERS *Constructivist Learning

Richard F. Northfield, Jeff R, Edrs Price et al. · 2016

This paper describes some salient aspects of inservice education that focus on constructivist learning/conceptual change. Major issues for inservice education based on the constructivist approach are described. Tnese issues arise from viewing teachers as constructivist learners, and from the assumption that constructivism and conceptual change need to be considered in the saw: way for both teachers and students. The following assumptions are contained in the constructivist theory of learning: (1) inservice education that matters involves conceptual charge on the part of teachers; (2) when the thrust of the inservice program is towards constructivist perspectives on teaching and student learning, the change involves teachers ' conceptions of learning and teaching; (3) conceptual change in teachers is most helpfully considered in terms of whether or not new ideas are intelligible, plausible,

Cited by 0