This study is focusing on synthesizing the theoretical and designing framework of constructivist gamification environment models to enhance ill-structured problem solving in learning science. The research model used is based on model development (phase 1) proposed by Richey & Klein. This research consists of two phases as follow: (1) to…

Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite…

Flipped classrooms have received more attention in recent years, primarily with a focus on their wide application in higher education settings. This article focuses on reviewing research on flipped classrooms as a potential contributor to educational reform in PK-12 settings. Review of research showed emergent themes within benefits found in…

This study aims to identify the views of preschool teachers about learning within the framework of the cognitive and sociocultural constructivist approach and reveal the practical applications of constructivist learning in the 2006 Preschool Curriculum. Participants were ten preschool teachers working at three preschools in Bolu, Turkey and data…

This article draws on Game Sense pedagogy and complex learning theory (CLT) to make suggestions for improving decision-making ability in team sports by adopting a holistic approach to coaching with a focus on decision-making "at-action". It emphasizes the complexity of decision-making and the need to focus on the game as a whole entity,…

This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in…

Background: It has been widely accepted that reflective teaching is a powerful component of effective teaching. Accordingly, educating reflective practitioners has been a major goal of teacher education. Reflective teaching refers to the act of thinking such as analyzing or assessing educational meanings, intentions, beliefs, decisions, actions,…

Just as objectivist theories have provided foundations for traditional tests, constructivist theories can offer foundations for performance assessment design and development methods. The tenets and principles embedded in various learning theories provide a solid foundation that can be combined with psychometric principles to help assessment…

A learner-centered approach is a central feature of instruction based on a constructivist learning model. However, there is some confusion regarding the requirement for behavioral activity as a prerequisite for a learner-centered environment. We offer evidence in this article that some types of behavioral activity can interfere with cognitive…

Gives an overview of learning as conceived in cognitive psychology and the constructivist view of instructional design. Presents applications of constructivist concepts to the learning environment for technology education. (SK)

Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity for most educators and trainers in the future. However, many instructors still don't understand the…

In this response to commentaries provided on their original paper, "Beyond Intelligent Tutoring Systems: Situations, Interactions, Processes and Affordances," the authors elaborate on the aims of their conceptualization, focusing on the nature of affordances and situations. (AEF)

Discussion boards have the unique capacity to support higher-order constructivist learning and the development of a learning community, This chapter provides ten conditions that support the effective use of an online discussion.

Discussion of intelligent agents and their use in computer learning environments focuses on cognitive considerations. Presents four dimension of control that should be considered in designing agent-based learning environments: learner control, from constructivist to instructivist; feedback; relationship of learner to agent; and learner confidence…

Examines the role of goals in the learning process and reviews another theoretical perspective, experienced cognition as additional justification for the constructivist revolution affecting the field of instructional design. Addresses the implications of experienced cognition for dealing with learning goals and learning environments. (Contains 32…