Over the last several years there has been a call to increase the quality of recreational therapy (RT) education. During this same time active learning has grown in popularity as a way to help increase student comprehension. While the vast majority of this growth has occurred in science, technology, engineering and math courses, no research has…

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the…

Constructivism has long been touted as the end-all solution for having K-12 students learn science. At the core of this didactic method is the assumption that given the chance, children will naturally be able to act and think like scientists. In this paper, I review the recent evidence from the cognitive neuroscience and neuroimaging communities…

Humour and comedy have gained increased significance in academic research in recent years. This article examines the importance of humour and comedy as valuable tools in qualitative social science research methodology. It makes the original contribution of utilizing humour and comedy theory, and critical understandings of both their macro and…

Background: Little research exists which describes how mathematics and science constructivist beliefs are developed in a dual content mathematics/science methods course, and if beliefs within one discipline inform the other. If mathematics and science beliefs inform one another, then this would enrich learning in both disciplines. Purpose: The…

While constructivism is generally valued in second language teacher education (SLTE) as it is thought to lead to deeper learning opportunities than an approach based on transmission, there are relatively few analyses of award-bearing in-service SLTE courses examining where they lie on the transmissive-constructivist continuum. Such an analysis is…

Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher-centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively.…

Student mental health has been a pervasive crisis in the United States long before the pandemic, with 1 in 5 people living with mental illness (CDC, 2024). In general, teacher education programs have failed to offer comprehensive curricula that meaningfully address students who live with mental illness. Moreover, programs that do offer a mental…

In the context of paradigmatic transformations, different approaches have periodically dominated in the field of educational sciences, as happened in other fields. There are views related to which the scientific paradigms are rising rapidly and falling slowly. The purpose of this study is to investigate why? and how? paradigms gain and lose their…

This study investigates the impact of constructivist teaching methods on achievement and misconceptions in mechanics, with a focus on gender differences. The research involved 88 first-year physics students enrolled in the physics teacher training program. Using a quasi-experimental design, students were divided into experimental (constructivist…

This article examines everyday "International Baccalaureate Educator Certificate" (IBEC) environments in Japanese higher education through a theoretical framework of whiteness. Exploring dissonances shaped by English and constructivism at two universities, I argue that communities challenge Anglo-American and Euro-American epistemologies…

In the postgraduate fire safety engineering programme, students come from diverse educational backgrounds, leading to varying levels of familiarity with the fundamental principles essential for understanding fire engineering concepts. As a result, a significant amount of new knowledge must be delivered, which often increases the cognitive load on…

This paper demonstrates that recurrent difficulties students encounter in learning subject-matter knowledge can be traced, in part, to assumptions about how students best learn knowledge that significantly shape instructional approaches. First, I review the significant influence of empiricist epistemological assumptions on education, covering…

This case study examined a Bhutanese teacher, Pema's reflective practices and their effects on her beliefs and classroom practices over a sequence of four lessons sandwiching a professional development. Three instances of reflection (before, during and after each lesson) were analysed to determine the shift in her beliefs and practices. The result…

"Self-directed learning" and "student-centred learning" are key theoretical constructs in the educational literature. However, to date, the similarities and differences between these terms have not been examined. This paper therefore provides a historical overview of both constructs, followed by an analysis of the similarities…