Showing papers on "Social constructivism published in 2021"
TL;DR: In this paper, a structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended learning modes in teaching learning transactions, particularly during and in post-Covid-19 situations.
Abstract:
Purpose During any crisis situation like a pandemic, war or natural disaster, online/blended
learning could meet the academic needs of the learners in a bigger way. The use of
information and communication technology (ICT)-based technologies has converted the
entire teaching pedagogy to a learner centred pedagogy, following which the skills
of using technology are to be seen as the most essential qualifications on the part
of both the teachers/educators and learners. Therefore, the purpose of this paper
is to understand the perceptions of the teachers and learners regarding the use of
online/blended learning modes in teaching learning transactions. Another purpose of
the paper being to find out the prospects and challenges of providing online/blended
learning in a country like India, particularly during and in post-Covid-19 situations.
Design/methodology/approach The academic analytics approach was used for the study. A structured questionnaire
was designed in Google Forms covering the perceptions of the teachers and learners
in different Indian universities and colleges regarding online/blended services and
analysis was done using Google Analytics. Further, analysis of the data received had
been done by using simple statistical tool like percentage.
Findings Blended learning could be the solution for providing education in the context of the
21st century India. However, unlike in case of the conventional education, open education
has widened the scope of learning adhering to the motto – “Bring your own device”
to learn. The extensive use of open educational resources, massive open online courses,
social media and meeting apps during the Covid-19 lockdown, has opened up the minds
of the knowledge-hungry people, further enabling them to receive the necessary educational
inputs, training and skills even during the current pandemic situation. This is going
to have a big impact in the ways of educational transactions in the days to come.
Research limitations/implications The discussions in the paper are limited to a study of representative states of India,
and it is a general study only. The sample size was limited to only 120 as the response
rate was significantly low compared to the number of addressees to whom the questionnaire
was sent.
Practical implications This study will help in understanding the present state of online/blended learning
in a country like India. The use of online learning was no doubt intensified by the
sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing
a roadmap, at the policy level, regarding the beneficial use of online/blended teaching
learning models both by the teachers and learners during any future crisis-like situations
in a country like India.
Social implications Through this paper, a new social constructivism has been visualised to know the acceptability
of online/blended learning opportunities on the part of the teachers and learners
across India. If that social constructivism can actually be realised through the benefits
of online learning, India might emerge as one of the important leaders of education
in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing
in disguise.
Originality/value It is important to examine the perceptions of both teachers and learners on the use
of online learning in their regular curriculum transactions most particularly when
the whole world is facing the brunt of the Covid-19 pandemic, which has adversely
affected millions of learners across the world. The paper is original because it explores
the current state of online/blended learning in a developing country like India to
provide a practical and realistic vision of a new way of learning in the post-Covid-19
situations.
76 citations
TL;DR: Coiro et al. as mentioned in this paper explored the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen.
Abstract: In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy. PLEASE CITE AS FOLLOWS: Coiro, J. (2020, Feb. 20). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly. Online first version available at https://doi.org/10.1002/rrq.302
67 citations
TL;DR: In this paper, a transferable model for online learning based on the principles of social constructivism is proposed, aiming to facilitate educational inclusion, quality enhancement, and promote the benefit of learners.
22 citations
01 Mar 2021
TL;DR: Embedding educational theory in Advanced Life Support courses may improve learning outcomes and key educational theories are described in this review.
Abstract: The knowledge, skills and attitudes taught on Advanced Life Support (ALS) courses are an important learning requirement for healthcare professionals who are involved with the care of acutely unwell patients. It is essential that the course design and delivery is appropriately planned to ensure that it optimises the learning opportunities for all learners. This paper offers a narrative review of how the application of educational theory has positively influenced the evolution of ALS courses since their inception in the late twentieth century. By embracing and understanding the relevant educational theories, the ALS course design has transformed from a predominantly lecture-based and behaviourist approach, to a more participative and social constructivist approach to learning. In addition, the advent of smarter technology and the challenges posed by the COVID-19 pandemic have facilitated a more connectivist approach to learning. It can therefore be demonstrated that the ALS course is influenced by a combination of theoretical approaches and provides a diverse framework of teaching and learning strategies that cater for many individual learning styles. Any further evolution and development of the course should be based upon contemporary educational theory to ensure that it remains fit for purpose.
17 citations
TL;DR: The use of blended learning has increased in higher education internationally, and in South Africa specifically as discussed by the authors, however, the digital divide has widened as a result of various factors, such as urba...
Abstract: The use of blended learning has increased in higher education internationally, and in South Africa specifically. However, the digital divide has widened as a result of various factors, such as urba...
17 citations
16 citations
10 Jun 2021
TL;DR: The authors make use of feminist posthumanism to outline how a range of heritage policies, practices and strategies, partly through their base in social constructivism have a clear anthropocentric focus.
Abstract: This paper makes use of feminist posthumanism to outline how a range of heritage policies, practices and strategies, partly through their base in social constructivism have a clear anthropocentric focus. Not only do they risk downplaying materiality, but also a number of human and non-human others, driving a wedge between nature and culture. This may in turn be an obstacle for the use of heritage in sustainable development as it deals with range of naturalized others as if they have no agency and leaves the stage open for appropriation and exploitation.This paper probes into what heritage could be in the wake of current climate and environmental challenges if approached differently. It explores how a selection of feminist posthumanisms challenge the distinction between nature:culture in a way that could shift the approach to sustainability in heritage making from a negative to an affirmative framing.
14 citations
TL;DR: In this article, a theoretical analysis of Constructivist Grounded Theory and its application in nursing research is presented, focusing on three topics: Characteristics of grounded theory; Philosophical basis of the constructivist strand; and Constructivist grounded Theory data analysis particularities.
Abstract: This is a theoretical analysis of Constructivist Grounded Theory and its application in nursing research. It is organized in three topics: Characteristics of Grounded Theory; Philosophical basis of the constructivist strand; and Constructivist Grounded Theory data analysis particularities. The unique characteristics of Grounded Theory that set it apart from other approaches are simultaneous data collection and analyses, theoretical sampling, constant comparison at each stage of analysis, development of memos for reflexive and comparative analysis, and a coding system with an initial and a focused stage that is flexible and guides the analytical process of building a theory. Before embarking on a Constructivist Grounded Theory study, the literature is reviewed to hone the research question. The philosophical assumptions of symbolic interactionism and social constructivism influence the entire process. Constructivist Grounded Theory emphasizes the construction and interpretation of data recognizing social contexts, interaction, the point of view of participants, and their understandings according to the investigation time, place and situation.
14 citations
TL;DR: This article examined the inclusion of moral values in primary school language textbooks used in a multicultural country, specifically Indonesia, and found that helping others, being friendly and polite, and tolerance are the most dominant moral values discursively depicted in three primary school English language (EL) textbooks in the present study.
12 citations
06 Jan 2021
TL;DR: In this paper, the authors explore how the use of social media can influence employee engagement and productivity in the workplaces of public sector hospitals, following a social constructivist approach to understand employee attitudes, motivation culture, political forces and the local context.
Abstract: Competitive pressure and social influence for technology adoption have increased among developed, developing and emerging countries. The influence of social structure, organizational forces and political forces varies between public sector hospitals in countries where there are more social media restrictions. This study aims to explore how the use of social media can influence employee engagement and productivity in the workplaces of public sector hospitals.,The study follows a social constructivist approach to understand employee attitudes, motivation culture, political forces and the local context. Data were collected from health professionals of five public sector hospitals using a non-directive and semi-structured interview method.,The results show that the use of social media sites has increased collaboration, coordination and cooperation among health professionals, especially in critical situations. They are more socialized, connected and engaged, thus helping them to exchange useful knowledge using instant messaging apps. Conversely, there are no organizational polices and specific laws and too little support from management and senior doctors to drive the use of social networking sites in public hospitals. The use of social media has enhanced health professionals' engagement and productivity as they are able to share their expertise, knowledge and information with their colleagues and subordinates.,The results can guide policy-makers, researchers, hospitals, doctors and the Ministry of Health about the positive use of social networking sites in the workplace. The positive use of social networking sites in the workplace can enhance information, knowledge and coordination which may help to enhance employee engagement and productivity.,The present study has provided a social media health organization workplace (SMHOW) model which explains how individual and organizational contexts can influence the actual use of social media in healthcare organizations.
12 citations
TL;DR: In this paper, the authors investigated the implications of applying critical realism to the study of organizational learning and found that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda.
Abstract: This study aims to investigate the implications of applying critical realism to the study of organizational learning. It considers critical realism as an alternate theoretical science foundation to the domains of empirical realism and social constructivism that characterize most of the field of organizational learning.,This study adopts the approach of a philosophical/conceptual discussion.,This study finds that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda. It requires researchers to study the context in which organizational learning occurs. These two features enable the researcher to propose what the world must be like for organizational learning to occur. Hence, a critical realist foundation moves organizational learning theory a step closer to its theoretical sibling, the learning organization.,This study reveals the potential in applying critical realism to the study of organizational learning and identifies its related strengths.
TL;DR: In this paper, the social construction of integrity takes place within the context of football in the Netherlands, and the authors combine a contextual approach to sports integrity with the analytic approach to sport integrity.
Abstract: This study analyses how the social construction of integrity takes place within the context of football in the Netherlands Combining a contextual approach to sports integrity with the analytic len
TL;DR: Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates as mentioned in this paper.
Abstract: Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates...
TL;DR: In this paper, the authors found evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students' perceptions of these projects' purpose, implementation, and impact on the educational community, particularly on PTS.
Abstract: Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.
TL;DR: The rise of governance in border studies has become an opportunity to increase efficiency, generate better institutional arrangements and reduce the gap between theory and practice as discussed by the authors. But, however, the mu...
Abstract: The rise of governance in border studies has become an opportunity to increase efficiency, generate better institutional arrangements and reduce the gap between theory and practice. However, the mu...
19 Apr 2021
TL;DR: In this article, the authors lay the groundwork for a naturalistic form of social constructivism by dissociating the presumed link between value-free conceptions of disease and a broadly naturalistic approach, and suggesting avenues that strike them as especially promising for filling in the details of an alternative approach and addressing the most obvious objections.
Abstract: Debates about the concept of disease have traditionally been framed as a competition between two conflicting approaches: naturalism, on the one hand, and normativism or social constructivism, on the other. In this article, we lay the groundwork for a naturalistic form of social constructivism by (1) dissociating the presumed link between value-free conceptions of disease and a broadly naturalistic approach; (2) offering a naturalistic argument for a form of social constructivism; and (3) suggesting avenues that strike us as especially promising for filling in the details of an alternative approach and addressing the most obvious objections.
TL;DR: In this article, the authors provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors' interpretations of their essence.
Abstract: The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.
TL;DR: In this article, the authors examine the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom and describe the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed.
Abstract: Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher’s total physical response approach, to Blaine Ray’s TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.
01 Apr 2021
TL;DR: Doi et al. as discussed by the authors analyzed academic journals and conference paper proceedings that appear in a well-known database of academic journal and texts, namely in Web of Science and found significant differences between post-communist countries versus the so-called West regarding how they present information about corruption in their academic discourse.
Abstract: The paper deals with the topic of corruption that has been understood as a global social problem since the 1990s. Its theoretical background is rooted in the theory of social constructivism. Social constructivism highlights the social strategy in which increased social discourse about a particular topic implies and reflects a growing interest of the society in the topic to arouse a robust awareness of the issue as a social problem. It analyses academic journals and conference paper proceedings that appear in a well-known database of academic journals and texts, namely in Web of Science. The research follows PRISMA methodology and it was conducted as an analysis of the terms and collocations that are connected to the issue of corruption with the aim to identify relevant research papers which have appeared in Web of Science since 1995. The idea behind this analysis was not only to identify the journal papers and papers published as conference proceedings but to compare the results geographically with well-known officially acknowledged state and government data dealing with the issue of corruption, and then to look for connections between these two areas, i.e. academic and governmental data. The results show significant differences between post-communist countries versus the so-called West regarding how they present information about corruption in their academic discourse. Despite the fact that the West supports the East in its fight with corruption economically, it is not reflected sufficiently and adequately in the relevant academic discourse. This paper suggests that societal resilience against corruption can dramatically be supported by enhanced academic discourse about the topic that is still not sufficient. Doi: 10.28991/esj-2021-01266 Full Text: PDF
TL;DR: In this article, the authors investigate the perceptions of senior high school students on the use of social media for pedagogical purposes in the Ghanaian educational system and find that most of the students had positive perceptions towards the integration of social Media and its effects on teaching and learning.
Abstract: Social media have become part of students’ life as a result of their features and the predominant mobile smart medium of usage. In the advanced world, the social platforms have provided affordances for integration in education providing smart learning environments. However, within the Sub-Saharan African region, especially in Ghana, this phenomenon is emerging and warrants an investigation into the initial perceptions of students on integrating mobile phones and social media in the Ghanaian educational system. It is against this background that this study seeks to investigate senior high school students’ perception of the use of social media for pedagogical purposes. Bandura’s social learning theory and Vygotsky’s social constructivism theory formed the theoretical foundation of the study. The descriptive survey design was adopted for this study with data collected through a questionnaire. In all, 200 students were selected from a senior high school using purposive and simple random sampling techniques. Statistical tools such as means, standard deviation, analysis of variance (ANOVA) and regression were employed for analysis. The study found that most of the students had positive perceptions towards the integration of social media and its effects on teaching and learning. There were no statistical differences in perception based on the mean scores of ages of students, year of study and programme of study in terms of social media integration in education and effects on teaching and learning. Furthermore, the perception on social media integration in education predicted the effects on integrating social media in teaching and learning. Consequently, both the perceptions of social media integration in education and its effects on teaching and learning predicted actual usage for learning. Based on the results recommendations were provided on policy and practice of social media use for academic purposes in secondary schools in Ghana.
TL;DR: In this article, the authors argue that Cole's specific theory does not provide an adequate social constructivist account of mathematics, because the explanations are weakened and limited by the three-level theoretical model underlying Cole's account of the construction of mathematical reality and by the use of the Searlean institutional framework.
Abstract: The core idea of social constructivism in mathematics is that mathematical entities are social constructs that exist in virtue of social practices, similar to more familiar social entities like institutions and money. Julian C. Cole has presented an institutional version of social constructivism about mathematics based on John Searle’s theory of the construction of the social reality. In this paper, I consider what merits social constructivism has and examine how well Cole’s institutional account meets the challenge of accounting for the characteristic features of mathematics, especially objectivity and applicability. I propose that in general social constructivism shows promise as an ontology of mathematics, because the view can agree with mathematical practice and it offers a way of understanding how mathematical entities can be real without conflicting with a scientific picture of reality. However, I argue that Cole’s specific theory does not provide an adequate social constructivist account of mathematics. His institutional account fails to sufficiently explain the objectivity and applicability of mathematics, because the explanations are weakened and limited by the three-level theoretical model underlying Cole’s account of the construction of mathematical reality and by the use of the Searlean institutional framework. The shortcomings of Cole’s theory give reason to suspect that the Searlean framework is not an optimal way to defend the view that mathematical reality is socially constructed.
01 Jan 2021
TL;DR: The aim of this study is to develop a social constructivism framework for WhatsApp (SCFW) that enables both formal (in-class) and informal (off- class) learning environment.
Abstract: Social media applications are one of the promising tools in facilitating the educational process Among these applications, WhatsApp was recently suggested as one of the most popular applications used by students However, there is a scarce of a framework that can fully utilize the WhatsApp for educational purposes To bridge this gap and to draw upon the social constructivism framework, the aim of this study is to develop a social constructivism framework for WhatsApp (SCFW) that enables both formal (in-class) and informal (off-class) learning environment The SCFW framework is based on the principle that educators can use WhatsApp closed groups to enable learners to construct and share knowledge with their peers This has been accomplished through the integration of four aspects, including device aspect, social aspect, learner aspect, and teacher aspect
TL;DR: In this paper, the authors applied a social constructivist approach to an online course in research ethics and examined its effect on the learning outcomes of science and engineering graduate students, finding that both the conventional and the social constructivism online learners gained knowledge of facts and regulations.
Abstract: The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems.
TL;DR: This paper examined the experiences of teachers in supporting students from refugee backgrounds who have experienced trauma and reported challenges related to limited sharing of relevant background information, uncertainty about presenting classroom lessons sensitively, when to refer students for specialised intervention and how best to support refugee students when external factors create continued challenges.
Abstract: Children from refugee backgrounds often experience multiple traumatic events and schools are uniquely placed to support these students. This study examined the experiences of teachers in supporting students from refugee backgrounds who have experienced trauma. Six teachers participated in interviews which were analysed using thematic analysis. Teachers reported challenges related to limited sharing of relevant background information, uncertainty about presenting classroom lessons sensitively, when to refer students for specialised intervention, and how best to support refugee students when external factors create continued challenges. The effectiveness of existing practices and recommendations for tailoring trauma-informed practices for this student population are discussed. The results are also discussed in the context of social constructivism and how teachers use their interactions with students and colleagues to inform how they respond to refugee students exposed to trauma.
23 Jul 2021
TL;DR: In this paper, the authors present the analysis of some chosen arguments from Karol Wojtyla's The Acting Person in consideration of the opposition between the realist and constructivist theoretical standpoints.
Abstract: The article presents the analysis of some chosen arguments from Karol Wojtyla’s The Acting Person in consideration of the opposition between the realist and constructivist theoretical standpoints. It ponders the attractiveness of the realist position both for the social and personal dimension of human existence by considering such issues as freedom, autonomy, alienation, truth, receptivity, and community. Finally, it points to the ecological problem of the rightly understood “inactivity,” which is contrasted with the late modern hyperactivity of social constructivism.
27 Apr 2021
TL;DR: In this article, a social constructivist grounded theory of school principal legal learning is presented, which analyzes 10 interviews with K-12 school principals and 10 school law faculty documents.
Abstract: This article presents a social constructivist grounded theory of school principal legal learning. The author analyzed 10 interviews with K-12 school principals and 10 school law faculty documents t...
TL;DR: In this article, the concept of gendered embodiment within an African context has been explored, focusing on the lived experiences of Nigerian women in male-dominated organisations to provide an in-depth understanding of the dynamics of how the Nigerian society marginalises qualities and aspects of embodiment and disembodiment of women.
Abstract: Drawing on the theories of ‘womanism’ and ‘African feminism’, this paper explores the concept of embodiment within an African context More specifically, we focus on exploring the lived experiences of Nigerian women in male-dominated organisations (sector) to provide an in-depth understanding of the dynamics of how the Nigerian society marginalises qualities and aspects of embodiment and disembodiment of women Based on 39 interviews, our findings reveal that cultural and social practices significantly influence the concept of gendered embodiment in the Nigerian context We further highlight the spatialised dynamic of the religious, ethical, and classed identity formations, and the multiplicities of violence experienced on African women’s bodies every day Using a feminist standpoint as a lens, we highlight the practice and relevance of social constructivism in understanding the concept of spatialised embodiment in a Nigerian context We emphasise the complexity and diversity in African feminisms as we highlight the multiplicities of difference in understanding African experiences Additionally, we emphasise that men are part of the social construct, and hence cannot be left out of the story, given that their influence and perceptions provide further insight into the concept of gendered embodiment and existing marginalisation of and discrimination against women
TL;DR: In this paper, the authors investigated the influence of social constructivist approaches on history teachers' opinions of social science education and found that despite significant changes of the system of education, many challenges were identified in implementing social constructivism approaches in social sciences education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources.
Abstract: This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.
TL;DR: In this paper, the role of social media as an open-learning (OL) tool in the field of education is examined, but the empirical evidence necessary to validate such OL tools is scant, specifically in terms of student academic performance.