A grounded theory study that examined how practitioners in a county alternative and correctional education setting identify youth with emotional and behavioral difficulties for special education services provides an exemplar for a constructivist approach to grounded theory methodology. Discussion focuses on how a constructivist orientation to grounded theory methodology informed research decisi...

SYNOPSIS INTRODUCTION Brain-based learning, a recent approach in the educational literature, is related with the structure and the relation of the functioning of the brain with learning. The pioneers of this approach (Caine & Caine, 1994) have come up with principles about brain and learning. Another recent approach, constructivism, is also concerned with teaching and learning and has brought i...

The objectivist nature of lecture-based teaching is often perceived to be unsuitable for encouraging deep learning and the acquisition of contextualised transferable skills in the field of Information Systems. On the other hand, collaborative and active e-learning and online learning are seen to be an approach capable of fostering these highly desirable outcomes from the learning process. This ...

> Context • The advent of a general artificial intelligence mechanism that learns like humans do would represent the realization of an old and major dream of science. It could be achieved by an artifact able to develop its own cognitive structures following constructivist principles. However, there is a large distance between the descriptions of the intelligence made by constructivist theories ...

This paper describes an approach to the design of performance management models in collaborative networks, from a constructivist approach. The general approach is outlined and the part concerning a multi-criteria decision support method is explained. The paper finishes with an illustration of a scenario for test and validation of the method.

This research aims to determine teachers’ opinions about guidance roles in the constructivist teaching-learning process, meanings they place on role and types of scaffolding use. Phenomenological design (phenomenology), one qualitative methods, was used study, teacher’s role/scaffolding determined as phenomenon study. The conducted with 15 teachers from different branches working Burdur academi...

Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist-informed teaching. The purpose of this p...