Understanding the effects of constructivist learning environments: introducing a multi-directional approach
By Sofie M. M. Loyens, D. Gijbels. 2008
267 citations recorded by the source corpus.
The idea to organize a special issue on the effects of constructivist learning environments originated at the 2007 annual meeting of the American Educational Research Association in Chicago. We organized a symposium on this topic, which was attended by a large audience and received many positive reactions. Therefore, we came up with the plan to translate our symposium into a special issue. In addition to the papers that were presented in the symposium, we invited several other experts in the field to contribute to this special issue. We are pleased to present the results of that collaborative effort. The title of this special issue, ‘‘Effects of constructivist learning environments,’’ might raise questions for the reader. What is a constructivist learning environment and what effects are intended? In this introduction, we deal with these questions. We present a working definition of constructivism, discuss elements of constructivist learning environments, and explain the connotation of new learning environments (NLEs) used herein. Further, we discuss the context in which earlier research on effects of constructivist learning environments took place and we argue that more than cognitive effects should be considered in this respect. Finally, we give an introduction on the papers that are part of this special issue.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/b737b9c3dc4f8e059ae855f717722e445477b765
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In Developmental and Educational Psychology
- Anne Virtanen
- Lena von Kotzebue
- Päivi Tynjälä
- Sonja Werner
- Christian Förtsch
- Birgit Jana Neuhaus
- Harm J. A. Biemans
In Education
- Anne Virtanen
- Harm J. A. Biemans
- R. Wesselink
- Cees de Jong
- Päivi Tynjälä
- Lena von Kotzebue
- Sonja Werner
- Christian Förtsch
Citations in the corpus
- Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace (2010, background): “…by knowledge construction, cooperative learning, self-regulated learning, and working with students engaged in meaningful, authentic problems (Loyens and Gijbels 2008), and these characteristics can be recognised implicitly and explicitly in the eight aspects of competence-based education.”
- Factors explaining the learning of generic skills: a study of university students’ experiences (2018, methodology): “These questions were based on features of CLE (e.g. Duffy, Lowyck, and Jonassen 1993; Loyens and Gijbels 2008; Tynjälä 1999; Tynjälä et al. 2009; Tynjälä and Gijbels 2012; von Glasersfeld 1995) and the model of IP (e.g. Tynjälä 2008; Tynjälä et al. 2016).”
- Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, background): “Cognitive activation as a feature of instructional quality From the view of constructivism, learners construct new organised knowledge actively (Loyens & Gijbels, 2008; Mayer, 2004, 2009).”
- The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “This view does align with our view of constructive in assuming that “knowledge is actively constructed by the learner” (Loyens & Gijbels, 2008, p. 352).”