جستجوی مقالات مرتبط با کلیدواژه "constructivist" در نشریات گروه "علوم تربیتی"

Synergogy is an educational model derived from the constructivist approach, whose main foundation is based on group and collaborative planning. Synergogy is the most used model in teaching place-based courses because of its spatial data structure. The foundation of such courses is based on geographic content. This research, with an interpretative method based on gathering information from library-documentary sources, has investigated the synergistic method of teaching place-based courses in social science education at Farhangian University. The findings show that the synergistic model with the collaborative lever of the leader as well as the emphasis on the student's working group and the teacher's facilitation, can work effectively in memorizing and mentally visualizing spatial data. The synergy model recommends a step-by-step fashion through which the teacher acts as a facilitator with guiding, participation-oriented, knowledge-oriented, trust-building, cohesive and synergistic ability. Through the stages of grouping, definition, facilitation, synergization, validation, classification, rotation of concepts, sharing and evaluation, the student in a self-directed way, would learn the place-oriented course materials and by mental imagery, he could memorize them permanently. Synergogy model is the most effective educational model for sustainable learning of subjects on a general scale for all courses and on a special scale for spatial courses.

This research has investigated the constructivist approach to the teaching of location-based course with a descriptive-explanatory research method with an applied nature. The sample of the research was 3rd and 4th year geography students of Zanjan universities with sample size of 100 cases. The indicators used in explaining the constructivist approach are derived from Lebo's five-value theory with eight main indicators, which are characterized by the spatial-spatial diversity of the class. The method of data collection using questionnaires and data analysis mainly descriptive tests (mean, standard deviation and variance) and inferential statistics based on t-test of paired samples (dependent or correlated), multivariate linear regression, direct effect model It is a structural and trend average chart (with coefficient of determination). The results of the study show that the use of the constructivist approach compared to before its use, has a significant average difference (with a value of 0.8) in favorability. Also, the indicators of collectivism and participation have had the greatest impact on the constructivist approach of place-based courses. The constructivist approach of place-based geography courses in the classroom based on workshop tools open space (field) and combined space have the greatest effect on the constructivist approach of the aforementioned subjects.

This study seeks to develp and validate the constructivist curriculum scale in higher education. This study is considered as an exploratory mixed method research inlcduing qualitative (case study) and quantitative (descriptive-survey) phases. The reseaech population included curriculum scholars in the field of constructivism and data collection method, was semi-structured interview. By purposeful sampling approach and criterion method, eight informants were selected as the samples to be interviewd. Using thematic analysis 40 basic themes, 4 organizing themes, and a total theme for constructivist curriculum was explored. For the quantitative phase, the statistical population was curriculum experts in constructivism area that 30 experts were selected by purposeful sampling. The research instrument was the constructivist curriculum scale including 4 subscales and 40 items based on Likert scale. The result of the confirmatory factor analysis revealed factor loads of 0.67 for goal, 0.65 for content, 0.86 for teaching-learning strategies, and 0.65% for evaluation and the construct validity was confirmed. In addition, based on Cronbach's alpha coefficients of components were, 0.78, 0.74, 0.81, and 0.71. And the reliability was confirmed.

It can be considered effective if it is based on an appropriate training design. In fact, without any proper training, no training will be effective. The purpose of this study was to investigate the effect of constructive educational design based on the degree of student's progress in the course of biology. The method of this semiexperimental study was to design its pre-test-post-test with control group. The statistical population of the study included all third grade high school students in Alborz city in the academic year of 1995-94. A total of 30 people were selected through simple random sampling and assigned to control and experimental groups. Paired t-test was used to analyze the data using SPSS software. Findings of the study showed that the degree of graduation progress of students who taught biology based on a composite educational design based on constructivist principles was more than the degree of graduation students who taught biology in the conventional way. According to the results of the research on the effect of the integrated design model of constructivist principles in the course of biology, it is recommended that the training providers use the principles of constructivist educational design in the teaching and learning process of the biology course.