A Motivational View of Constructivist‐informed Teaching

By David H. Palmer. 2005

286 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6fb60e763fae5685ecdbabeaab87e061d8d8c927

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, background): “The cognitive constructivist model of science education is prominent in recent research (see Liang and Gabel 2005; Palmer 2005), which draws on Piaget’s ideas of cognitive processes that take place within the individual (Piaget 1978; Osborne and Wittrock 1983), while social constructivism developed…”
Factors affecting the motivation of Turkish primary students for science learning (2011, methodology): “According to constructivist theory, students do not passively absorb information but rather, meaningful learning involves the active creation and modification of knowledge structures (Palmer, 2005).”
Student Motivation in Constructivist Learning Environment. (2016, background): “Palmer (2005) mentioned that motivation is both pre-requisite and co-requisite for learning based on the constructivism.”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “The goals include mastery goal structures (learning or mastering the work) and performance goal structures (demonstrating ability to others either by obtaining a good grade or by obtaining a higher grade than peers) (Palmer 2005).”
Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory. (2010, background): “Laboratory activities or practical works with support by group discussion or group learning form the core of such pedagogical practices (Driver et al., 1994; Palmer, 2005).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “That is, the discrepant events should have some information unknown and/or be at a moderate level of difficulty so that students arouse curiosity and continue to engage in activity (Palmer, 2005).”