Browsing by Subject "Constructivism"
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Item Construction for constructivism : constructivist learning theory's potential impact on physical learning environments for colleges and universities(2013-05) Gregory, Daniel John; Resta, Paul E.Learning space design can have a significant impact on student learning. When viewed through a lens of constructivist learning models, physical learning spaces can be designed intentionally to reflect an unprecedented level of student access to information and today’s students’ need to learn through the construction of knowledge through relationships both with other students and instructors. This paper seeks to explore the principles of constructivist learning theories and how they might impact physical learning space design. Further, it looks at instructor development within this context and how learning spaces may be used to have the greatest impact on college student learning.Item Cultivating a meaningful experience : art education for adults with disabilities at a community-based art center(2012-05) Schulz, Danielle Alexandra; Bolin, Paul Erik, 1954-; Bain, ChristinaThe purpose of this study was to investigate instructional components that foster meaningful learning for adults with disabilities in a community-based art center. Through narrative analysis and case study methodology, the researcher examined the programmatic content of a single community-based art center--the Arc of the Arts Studio and Gallery (AOA) in Austin, Texas--from 2009 to 2011. Utilizing authentic instruction and constructivism as educational frameworks (Anderson & Milbrandt, 2005; Newmann & Wehlage, 1993), the investigator proposed instructional changes to the AOA program that encouraged student-centered learning through discipline-based inquiry, maintaining real-world connections, and the active construction of knowledge. The researcher instituted a structured, arts-based curriculum based upon these educational concepts that infused lessons with illustrative materials, sequential learning, and public promotion of participants' finished art products in order to stimulate creativity and meaningful learning within the art center. This study scrutinized historical literature documenting art and general education for the disability community in order to examine the influence each historical orientation to disability had on art instruction for this population. Coupled with analysis of the programmatic structure of similar art centers around the country, this information facilitated a more full and rich understanding of how and why art education for people with disabilities is currently organized. The process of creating and implementing a structured art curriculum into the AOA studio addressed the ways in which meaningful learning may take place for adults with disabilities at community-based locations, and emphasized the need for further research into the quality, experience, and location of art education for the wide spectrum of people with disabilities.Item Cultivating community : socially responsible pedagogy in the devising process(2015-05) Thomas, Emily Aguilar; Schroeder-Arce, Roxanne; Dawson, Kathryn; González-López, GloriaAccording to the U.S. Department of Justice, statistics show that young people are experiencing sexual violence at the hands of adults and often do not tell anyone about their experiences ("Reporting of Sexual Violence Incidents"). Weaving research and practice in sexual violence and Applied Theatre, this case study explores the process of building community among participants while learning through and about these key content areas. Through a devising process that worked toward creating an original Applied Theatre program for young audiences, the researcher interrogates how enacting socially responsible pedagogy informed the process and nurtured a learning community. Enacting a critically-engaged pedagogy, this document invites artists, practitioners and pedagogues to consider how a feminist pedagogy might shape a socially-engaged art-making process and incite participants to take constructive action in their communities.Item Designing tools and interventions for a more engaging formative feedback process(2014-05) Kraus, Alexis Rose; Catterall, KateTo teach effectively, teachers rely on feedback from their students. But students often dislike conventional forms of feedback such as taking tests or answering questions in front of their peers. For my MFA thesis project, I have designed tools that k-12 educators can use to elicit formative feedback, even from quiet and reserved students and those who do not feel their feedback is of value. My overarching intent with these lowstakes, low-tech, inexpensive tools is to improve teaching and learning. By giving teachers tools that generate useful feedback in a way that is low-stakes for the students, all students are given a voice. Through this design process, I also developed some generalizable principles about the way in which good formative feedback can be elicited in learning environments.Item P.T. Barnum presents : the greatest classroom on earth! : historical inquiry into the role of education in Barnum's American Museum(2009-08) Murray, Lisa Rochelle; Bolin, Paul Erik, 1954-; Mayer, MelindaThis study of P.T. Barnum’s American Museum challenges readers to examine Barnum in a new light. An argument is made that P.T. Barnum was a successful museum educator whose philosophies and actions align with three modern museum education discourses: free-choice learning, constructivism, and edutainment. These findings challenge the commonly-held belief that Barnum was simply a showman, best known for his work in the circus and for a quote that has been mis-attributed to him that, “there’s a sucker born every minute.” The research undertaken for this investigation focuses on museums and education in the nineteenth century. This study presents a brief history of the emergence of museums in America, spanning the years 1782–1841. Six museum proprietors are discussed in accordance with their beliefs in three educational philosophies: popular education, useful education and didactic education. A focus is then made towards P.T. Barnum and his American Museum. A brief biography of Barnum prior to his career as a museum proprietor is included. The holdings and organization of the American Museum is described, revealing some of the influence it had on nineteenth-century culture. The thesis concludes by illustrating how Barnum’s American Museum exemplified three forms of education: free-choice learning, constructivism, and edutainment. In it I argue that Barnum was an effective museum educator and his legacy should reflect this important feature of his character.Item Selecting computer mindtools: Usability of a web tool for constructivist learning – a qualitative perspective(2005-08) Chen, Hui-Hui; Price, Margaret A.; Crooks, Steven M.; Maushak, Nancy; Burley, Hansel E.A number of media selection models have been introduced over the last few decades. These models were designed to assist educators and trainers in selecting the most appropriate media for an instructional situation. A common assumption undergirding these models is that instruction is based on a transmission model of learning in which an instructional medium (e.g., computer, teacher, television) delivers or transmits an instructional message to a learner. This assumption is often inadequate for educators interested in selecting media for constructivist learning environments. From a constructivist learning perspective, students do not learn "from" technology, but rather "with" technology. The concept of learning with technology focuses on the intellectual partnership between the learner and the technology. Computer technologies applied in this manner are referred as Mindtools. Learners partner with Mindtools to engage and facilitate higher order learning and critical thinking. Mindtools require students to think in meaningful ways in order to use computer application to represent what they know. Using Mindtools in schools is often more feasible than other computer applications because Mindtools are relatively inexpensive and they are often readily available. In order to help classroom teachers to make use of Mindtools in teaching, a web selection tool was proposed that intends to provide practical Mindtool lesson plans. This web tool evolved and was constructed based on the theoretic perceptions of this study and went beyond the constructivist approach of media selection models. The purpose of this study was to exam the usability of this web selection tool. It was to determine its ease of use associated with the users’ performance on required tasks and to determine of the users’ attitude (preference) toward this tool. Also, it was to understand users’ experiences with this new web tool to discover features that differentiate this new web tool from others on the Internet with which users have experience. The collected data were critical to drive the better improvement of this web tool and future research to be conducted.Item Selecting computer mindtools: usability of a web tool for constructivist learning – a qualitative perspective(Texas Tech University, 2005-08) Chen, Hui-Hui; Price, Margaret A.; Crooks, Steven M.; Maushak, Nancy; Burley, Hansel E.A number of media selection models have been introduced over the last few decades. These models were designed to assist educators and trainers in selecting the most appropriate media for an instructional situation. A common assumption undergirding these models is that instruction is based on a transmission model of learning in which an instructional medium (e.g., computer, teacher, television) delivers or transmits an instructional message to a learner. This assumption is often inadequate for educators interested in selecting media for constructivist learning environments. From a constructivist learning perspective, students do not learn "from" technology, but rather "with" technology. The concept of learning with technology focuses on the intellectual partnership between the learner and the technology. Computer technologies applied in this manner are referred as Mindtools. Learners partner with Mindtools to engage and facilitate higher order learning and critical thinking. Mindtools require students to think in meaningful ways in order to use computer application to represent what they know. Using Mindtools in schools is often more feasible than other computer applications because Mindtools are relatively inexpensive and they are often readily available. In order to help classroom teachers to make use of Mindtools in teaching, a web selection tool was proposed that intends to provide practical Mindtool lesson plans. This web tool evolved and was constructed based on the theoretic perceptions of this study and went beyond the constructivist approach of media selection models. The purpose of this study was to exam the usability of this web selection tool. It was to determine its ease of use associated with the users’ performance on required tasks and to determine of the users’ attitude (preference) toward this tool. Also, it was to understand users’ experiences with this new web tool to discover features that differentiate this new web tool from others on the Internet with which users have experience. The collected data were critical to drive the better improvement of this web tool and future research to be conducted.Item Using online primary source resources in fostering historical thinking skills : the pre-service social studies teachers’ understanding(2010-05) Liaw, Hongming; Resta, Paul E.; Salinas, Cinthia; Liu, Min; Hughes, Joan; Galloway, Patricia K.This dissertation entailed a qualitative case study on the confluence of technology and social studies in fostering a constructivist education. Through the examination of pre-service social studies teachers’ understanding of the online primary source resources (OPSR), three themes emerged. The first exposed the fragmented understanding of important pedagogical theories of constructivism and historical thinking among participants; the second suggested that OPSR was mostly valued by pre-service teachers for its provision of primary sources; and the third related to how pre-service teachers viewed the current state of technology and context as problematic for technology integration. Accordingly, four findings were revealed. First, the pre-service teachers in the study demonstrated a limited understanding of the application of foundational theories central to their field of study; second, there were instances of deeper appreciation of the potential of OPSR, indicating that pre-service teachers’ theoretical understanding is ix nascent and may deepen overtime; third, the full potential of technologies such as OPSR was not recognized; and fourth, the pre-service teachers’ perceptions of school and educational system conditions tended to negatively influence their views toward the integration of technology into their teaching practices. Implications indicate that first, foundational pedagogical theories are critical with regard to technology integration in education and as such teacher preparation programs must not assume what is taught is what is learned; second, instances of deeper understanding among pre-service teachers only appeared during the application of their theoretical understandings; third, context is critical in how OPSR would be used in classrooms and such contextual issues must not be ignored by teacher preparation programs; and fourth, teachers’ technological pedagogical content knowledge (PCK/TPCK) is critical in the integration of technology in education.