Sentences with phrase «by constructivist»

This research was informed by a constructivist epistemology, acknowledging that knowledge is situated and socially constructed [25].

They were also joined by the Constructivist sculptor Naum Gabo and by the abstract expressionist painter Patrick Heron (1920 - 99).

It is housed in one of Russia's architectural masterpieces, the former Bakhmetevsky Bus Garage, designed in 1926 by the Constructivist architect, Konstanin Melnikov.

It is defined mainly by constructivist works, Concrete Art and Op Art.

Inspired by constructivist and deconstructivist artists such as Vladimir Tatlin, Richard Serra, and Gordon Matta - Clark, Rackowe's works also pay particular homage to the artists Donald Judd and Dan Flavin.

Studying at the Art Institute, Henry became part of a revolutionary group of sculptors who were influenced by the Constructivist movement, introducing technology and engineering in the artistic realm and celebrating art for the public cause.

Inspired by constructivist approaches to art and mass production, Muñoz also continues the tradition of body and durational performance, here synchronized to the steady rhythm of a metronome.

Open seven days a week, it was initially housed in the renowned Bakhmetevsky Bus Garage in Moscow, designed by the Constructivist architect Konstantin Melnikov.

Thus, the technology learning was situated within the teachers» own classroom setting and instruction, supported by informal discourse community focused on technology integration at the school sites, and guided by constructivist approaches to teaching and learning with technologies.

Currently, various countries around the world explicitly promote an approach to instruction that is supported by constructivist theories of learning (Greeno, Collins, & Resnick, 1996; Piaget, 1952).

Numbers Count teaching and training are firmly underpinned by constructivist approaches, in this way the training supports and encourages self - guided learning.

This learning, supported by constructivist pedagogy, equips students with the knowledge and skills for an engaged post-secondary life.

Category 1: Self - directed, project - based learning is the primary focus; driven by constructivist pedagogy.

VLEs such as Moodle are characterized by constructivist approaches, their main intended use being a place to collaborate and extend discussions as oppose to hosting trackable learning objects.

The romantic view that children can basically educate themselves so long as grownups don't interfere is not taken seriously by any constructivists I know of — certainly not by Dewey, Piaget, Kohlberg, or their followers.

Not exact matches

There are, in the history of philosophy, continually renewed controversies between those who, where the theory of knowledge is concerned, are commonly called realists, and those who are sometimes called idealists, but also constructivists, between those for whom truth resides in the end in correspondence between proposition and fact, and those for whom it is something brought into being by more or less autonomous understanding.

It should be pointed out, though, that nothing in the social - constructivist position legitimates the denial of rights... Assertive gay liberationists have argued that it may be strategically wiser to concede the possibility that a few students might be influenced to become gay by having an openly gay teacher as a role model, and to say, «So what?»

But according to Greenberg's «social constructivist» view, homosexuality is a behavior produced and interpreted in different ways by different societies at different times.

Addressing a major gap in IR scholarship, the importance of identity in influencing state behaviour was first elucidated by writers within the Constructivist school of thought, most notable among whom was Alexander Wendt.

Thus, while my own take on Russia in Ukraine is somewhat more informed by «constructivist realism» and the English School International Society approach, I still believe that International Relations scholars ought to confront the best versions of arguments with which they might disagree, especially on such a pressing matter as the Russian challenge to contemporary World Order.

It is not surprising, then, that history and government textbooks, increasingly shaped by loose standards, incomplete assessments, and a generation of constructivist pedagogy, poorly serve the teacher's critical need for solid information about civil disobedience.

By contrast, dyads offer us a form of Constructivist Listening, adapted by the National Equity Project from the National Coalition for Equity in Education, which rests on a few assumptionBy contrast, dyads offer us a form of Constructivist Listening, adapted by the National Equity Project from the National Coalition for Equity in Education, which rests on a few assumptionby the National Equity Project from the National Coalition for Equity in Education, which rests on a few assumptions:

Constructivist artists were strongly inspired by technology and architecture (also criticized as only their inferior imitation, by the Russian artist Malevich, the founder of Suprematism).

For full disclosure, the theory and practice described in the pack reflects the author's democratic pedagogy, underpinned by socio - constructivist theories of learning (Vygotsky, 1978) and self - determination theories of motivation (Ryan, 2009).

The open letter was also published as a full - page ad in the Washington Post, paid for by the Packard Humanities Institute, long a critic of constructivist education.

Constructivist teachers focus on enriching students» perspective on the content by facilitating rich experiences.

It's not going to come about just by teaching the old stuff in a more, quote «constructivist» way.

It's a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student.

Their learning styles are characterized by social constructivist and experiential learning.

He winds up faulting constructivists not for their ideas, with which he is generally sympathetic, but for their lack of radical fervor, as «their work is marked by a flirtation with but never full commitment to» the cause of revolution.

By the time the NCTE / IRA standards were published in 1996, there was widespread concern about the direction that constructivist and sociocultural views of teaching and learning were taking curriculum, instruction, and assessment in all subject areas including reading.

A strict constructivist would have children figure it out by playing with sticks and other so - called manipulatives.

The use of metaphor was intended to exemplify a constructivist approach by encouraging preservice teachers to build on their own prior knowledge when attempting to plan constructivist lessons.

Seventy - five percent of students taught with this approach successfully applied constructivist lerning theory by completing a constructivist lesson on their own.

Rather than using technology as Kim and Sharp and others have done by modeling and demonstrating constructivist lessons first and then having preservice education students attempt to plan lessons by emulating the approach later, the present approach promoted constructivist lesson planning while students were in the process of planning the lesson.

All the way, the instructor circulated the classroom activating prior knowledge and stimulating the constructivist approach by asking how their planned approach might activate their future students» prior knowledge.

For the most part, they look more deeply at literacy than either policy or measurement researchers by examining specific aspects of literacy instruction (e.g., writing process, qualities of writing, alignment of assessment with constructivist curriculum frameworks in literacy, specificity of state standards) and by situating much of their work in classrooms or in direct interactions with teachers.

While this analysis concluded that approximately 75 % of students using this approach successfully completed a constructivist lesson, the focus provided by the additional tasks outlined above may increase the percentage of preservice teachers successfully planning constructivist lessons.

It was apparent that this lesson and others like it exemplified the essence of the metaphor of getting students from Point A to Point B, used authentic resources found on the World Wide Web via the Interactive Lesson Planner, followed the video clip models of constructivist teaching found on the Interactive Lesson Planner, and reflected thinking shaped by instructional scaffolding provided during the planning process.

Approximately 25 % of the lessons created and presented by the students were not constructivist in the approach.

It was hypothesized that by providing preservice teachers with scaffolding and coaching during the planning process, their thought process would be better guided to produce constructivist lessons.

Just as one may build a travel plan by considering how to get from the origin to the destination, so too when teaching in a constructivist mode, one must encourage the student to build upon their prior knowledge («Point A») in order to get them to reach the learning objectives («Point B»).

Specifically, Mintrop (2001), for example, found that of the 15 students participating in a 3 - year effort to learn how to successfully implement an «ambitious constructivist model,» none were able to fully implement the constructivist approach as it was «envisioned by the pedagogy» (p. 208).

Students learning about issues in education by incorporating their reflections on school in a constructivist learning experience centering on the committee's work.

McIntyre et al. (1996) stated that constructivist teacher education programs should create field experiences that facilitate the growth of teacher candidates through experiences, reflection, and self - examination rather than a positivist program that requires the teacher candidates to assume practices mandated by those in authority.

In this situation, the planned lesson models a constructivist learning approach in which the students» understanding is constructed by the activities they complete through the project.

For some educators, constructivist learning theory justifies discovery learning driven by student interests; for others, it merely describes what happens whenever a learner's brain takes in information, even «passively» through a lecture.

Discussion of constructivist learning theory in relation to literacy is followed by an overview of the foundation experiences young children need for oral and written language acquisition.

As in many districts, elementary students were exposed to a constructivist math program, then transitioned to a middle school curriculum dominated by textbook and workbook assignments, and then to a course - based approach in high school.

JoBeth Allen and a group of classroom teachers (2002) wrote of how they used photography to make their students» lives a central part of a constructivist and culturally relevant curriculum, an approach advocated by Ladson - Billings (1994).