The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student Outcome Expectations Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and outcome expectation had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0.01). Self-efficacy had a negative effect on amotivation (p<0.01); But social constructivism and outcome expectation had no direct effect on amotivation (p>0.05). Social constructivism had a positive effect on self-efficacy and outcome expectation (p<0.01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0.01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by outcome expectation were significant (p < 0.01); But the indirect effects of social constructivism with amotivation mediated by outcome expectation were not significant (p > 0.05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles.

Allan Franklin is a contemporary physicist and philosopher who take some sort of extremist opinion about the experiments in physics and the position of social constructivism. Proposing a philosophical model، which we call ‘Pragmatist Rationality’، Franklin wants to defend of a kind of logic of scientific discovery and the possibility of crucial experiments occurring and through which He wants to rebut the contingency thesis which is a vital characteristic of social constructivism. Although he denies that he is proposing a kind of theory of rationality، such theory is evident throughout his works. In this paper we review and evaluate his claims and are going to measure its soundness compared to the contemporary social constructivism theories.

Even though Bruno Latour is called constructivist, but he severely criticizes social constructivism. He believes that social constructivism and its opposed approach, i.e. naive realism, are going on wrong way; both admit subject-object dichotomy and that’s why they can’t get rid of some tenacious philosophical problems, such as skepticism and relativism. Latour through actant-network metaphysics, considers the relations of actants in another way, he talks about them symmetrically and believes that their relation is based on ‘negotiation’. In this paper we argue firstly that though he relinquishes social constructivism and common realism, it doesn’t mean that he is not constructivist and realist anymore; Latour wants to defend a kind of realistic realism or constructivist realism which is not based on subject-object division. Second we’ll show how Latour’s approach does not become trapped in the hole of those philosophical problems.

The purpose of this study is to validate the model of environmental ethics curriculum based on social constructivism in secondary school. This is an applied research with a descriptive survey method. The statistical population of the study is all secondary school teachers in Mazandaran province with 11024 people (5692 men and 5332 women). The research sample includes 360 secondary school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. As a data collection tool, a researcher-made social constructivism questionnaire with 23 items on a five-point Likert scale was used. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data with SPSS and PLS software. The results showed that the objective components, content, teaching-learning activities, and evaluation are effective in explaining the model of environmental ethics curriculum based on social constructivism and the model had a good fit. Environmental ethics curriculum based on social constructivism allows students to be actively involved; they also focus on thinking and understanding rather than just memorizing and the model makes them perform better. Using this approach, basic learning activities can take place in the real-world context (nature) so students' constructivism is stimulated.

The aim of this study is to design and validate a model in application of virtual social networks based on the social constructivism approach in collegiate face-to-face education. For this purpose, the mixed method was applied. Qualitative study was conducted with the aim of designing blended learning and using deductive content analysis method. In quantitative study, in order to determine the validity of blended learning plan, 6 experts were surveyed through a questionnaire survey method. In qualitative analysis, after the theoretical definition of each of the main concepts of research (components of education based on social constructivism, education based on virtual social networks and blended learning) referring to the scientific texts available in the period 2000-2018 and with the purposeful sampling method, 53 scientific texts including articles, books and dissertations were selected and studied. The results of this analysis consisted of 6 components of analysis, determination of educational goals and content, determination of educational tools and media, determination of educational elements for implementation, design of interaction and evaluation along with the elements of each of these components. Then, based on the existing educational design patterns, blended learning based on virtual social networks was designed with a social constructivism approach. The results of internal validation in the second study also demonstrated that the application pattern of virtual social networks based on the approach of social constructivism in collegiate face-to-face education has a good validity and suitable quality.

Paying attention to learning theories in education plays an important role in curriculum design. The theory of social constructivism as a new theory in school environments is of interest to planners, which requires more attention to its indicators. Therefore, the aim of the current research is to identify the indicators and components of the learning culture based on the theory of social constructivism. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (148 articles) that have been presented in specialized and scientific databases since 2012 and 2013 on learning culture based on the theory of social constructivism. The sample of the research is 33 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 79%. The components and indicators of the learning culture based on social constructivism in 8 dimensions, 36 axes and 124 categories including goals, learner characteristics, teacher characteristics, teaching-learning approaches, content, environment, evaluation characteristics and The factors became effective.

This research is concerned with the concept of childhood based on the social constructionism and what it has for philosophy for children program (p4c). The philosophical method was applied. Social constructivism views childhood as a sociocultural construct, and not a natural phenomenon. According to this perspective childhood is intrinsically valuable and children are seen as social agents, experts, and thinkers. The social constructivism considers child's thinking independent of adults and of social nature. The constructed concept of childhood is based on multiple discourses of post-modernism, femanism, post-structionism, post-colonialism, and new socialogy of childhood. The fowlloing are some doctrines of social constructionism of childhood to teach children thinking:  Cultural and social contexts are important in teaching children thinking, Collective thinking is highlighted. In this regard, the emphasis is on interactive relationships, Interactive learning, friendships and children's play games. The role of informal institutions alongside the formal institution of education becomes increasingly important in the development of child thinking.

The purpose of this study is to explain the theory of social constructivism and infer the educational implications of this theory for inclusive education. The research method is deductive inference of Frankenna reconstructed model. The theory of social constructivism in the field of goals, principles and methods of education had many implications for inclusive education. Among the educational goals that were achieved are: to elevate students 'learning according to individual, social and cultural contexts, to develop students' potential abilities, in the field of principles: to pay attention to individual, social and cultural differences of knowledge Students, flourishing students' potential talents with the help of the teacher, in the field of method using self-assessment, using pre-organizers, using participatory method.

The focus of this article is on exploring what religious meaning (not the meaning of religion) is and how it functions in constructing individual and collective behaviors and actions that have been carried out by adopting social constructivism as a theoretical-methodical approach. From the point of view of social constructivism, religion is a sacred canopy (according to Berger), whose remarkable power in giving meaning to all aspects of human life in individual and collective forms, has made it one of the most immortal and effective semantic systems in human life. Thus, even in the age of post-secularism, the nature of religion as a semantic resource has been consistent, albeit with different representations, but steadily with ups and downs. Constructivists believe that religion is a purely collective and interactive semantic system that functions as the dominant semantic system that makes the world and its phenomena comprehensible, purposeful, and justifiable for believers, and even when this dominant system, individually and collectively, is in trouble, a temporary meaning derived from it acts as a provisional and sometimes permanent alternative, constructing and directing multiple identities, behaviors, and actions.

Turkey, Saudi Arabia and Qatar are three active countries in the regional developments of West Asia. Following the beginning of the Syrian crisis in 2011, Doha-Ankara relations became closer day by day but Turkey-Saudi Arabia relations due to the closeness of Turkey-Qatar relations, Ankara's support for Doha, Riyadh's and Ankara's contrasting views on the Muslim Brotherhood and regional issues turned towards tension and conflict. The role of the media is important in the closeness of relations and interests, the reduction of tensions or the emergence of differences in the perceptions of Turkey, Qatar and Saudi Arabia. The main purpose of this article is to explain the factors affecting the relations between Turkey, Qatar and Saudi Arabia (2011-2020) using the theory of social constructivism with a reflection on the role of the media. In the frame of analytical-descriptive research method the main question is how to explain the foreign policy of Turkey, Qatar and Saudi Arabia (2011-2020) based on the theory of social constructivism with a look at the role of the media. Perceiving the importance and role of the media, Turkey and Qatar, are trying to neutralize the efforts of Saudi Arabia as their ideological rival and presenting themselves as models of progress in the region.