Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

Enhancing Instructional Programming and Student Achievement with Curriculum-Based Measurement

Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration

While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom...

An Instructional Design Model for Constructivist Learning

The emergent requirements for effective e-learning calls for a paradigm shift for instructional design. Constructivist theory and semiotics offer a sound underpinning to enable such revolutionary change by employing the concepts of Learning Objects. E-learning guidelines adopted by the industry have led successfully to the development of training materials. Inadequacy and deficiency of those me...

Constructivist Instructional Design In Distance Education

Studies on instructional design models are explored in terms of journal of publication, In B. Wilson (Ed.), Constructivist Learning Environments (pp. Advanced methods in distance education: Applications and practices for educators. In addition, we will return to the traditionalist versus constructivist debate over what MDDE 604, Instructional Design in Distance Education or the equivalent. The ...

The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-concept, and Learning Strategies

Knowledge is not attained but constructed (von Glasersfeld, 1989). This statement came from a new challenge to the concept of traditional knowledge. Today, we are facing the challenge from an educational paradigm shift in public education in Korea. Parents and the general public have criticized the public schools and classroom environments, arguing that they are not ready to meet learner's need...