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Applicability Of Constructivist Theory In Qualitative Educational Research

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n children’s education system but havenot been much fruitful. The authors in this research paper have identified why traditional teaching pedagogy may lack successand propose construc Keywords: Constructivism, Constructivist approach, Effective learning Using Social Theory in Educational Research is organised to help practising educators and novice researchers who have little familiarity with social theory to: be introduced to major schools of ABSTRACT: The constructivism philosophical paradigm is an efficient tool that can yield many benefits when implemented in the carrying out of research in diverse field of study as well as in undertaking teaching and learning activities at any educational level. There was the need to adopt the qualitative research’s powerful tool thus, document analysis to present a literature review

Constructivist Grounded Theory and Educational Research Constructing ...

History education increasingly emphasises building and analysing historical arguments and construct and test hypotheses. This necessitated the need to explore the applicability of constructivist theory in history teaching in Bulo parents secondary school, Bulo Sub-County of Butambala district, Uganda. It provides an overview of constructivist theories of learning. The chapter focuses on constructivist approaches to research: its traditions and methods.

The authors in this research paper have identified why traditional teaching pedagogy may lack successand propose constructivist approach in the field of research and effective learning.

International Journal of Education and Social Science Research

Questions about extrapolating from qualitative research findings have long been raised in the social sciences literature. To no small degree, such questions challenge the basic worth of qualitative research results and, by

This paper undertakes a qualitative systematic review focusing on the definition and application of the concept ‚constructivism‘ within primary and secondary school education, covering students We identify three dimensions of transferability for use principles of deontology utilitarian in many approaches to qualitative research: applicability, resonance and theoretical engagement. Transferability as applicability relates to providing sufficient information for readers to evaluate the relevance of findings to other contexts.

In Section 5, the researcher’s commitment to favor the data over any previously acquired knowledge, rather than his/her disregard of the literature, is presented as the key element in ensuring the groundedness of constructivist grounded theory research. in other populations, settings, or times.6 In this paper, we discuss three dimensions of transferability that generally apply to post-positivist, constructivist type of research and realist approaches to qualitative research. If you are using qualitative approaches from other paradig-matic stances, we encourage you to explore the suitability of trans-ferability to your research before embarking The framework of applicability of constructivism as a theory includes the guiding principles of applying it as well as the various types of constructivism in qualitative educational research.

  • Constructivist Grounded Theory: A Qualitative Research Design
  • Constructivist Epistemology: Its Impact on Modern Learning Theories
  • Philosophical and theoretical underpinnings of qualitative research
  • Constructivism Research Philosophy

Applicability of ConstructivistTheory in Qualitative Educational Research Tebogo Mogashoa University of South Africa College of Education Department of Curriculum and Instructional Studies PO Box 392. 0003 Unisa South Africa Abstract This article explores constructivism as a Theory in Qualitative educational research. Asthma symptoms can be controlled through proper self-management, medication adherence, and avoidance of triggers, thus avoiding high costs for multiple hospitalizations, emergency or outpatient visits. This article seeks to develop a conceptual framework of the factors that influence asthma self-management in a pediatric population living in the Andean urban

Grounded theory is the most cited qualitative methodology, and its popularity is continually increasing through researchers’ engagement with its constructivist school. In this short paper, I explore its core purpose, history, and development over time, including its ‘contested’ nature, and the constructivist school’s increasing emphasis on social justice-oriented research Applicability of Constructivist Theory in Qualitative Educational Research Tebogo Mogashoa University of South Africa College of Education Department of Curriculum and Instructional Studies PO Box 392 0003 Unisa South Africa Abstract This article explores constructivism as a theory in qualitative educational research. Constructivist grounded theory is a qualitative research methodology that draws comparison between the ethical principles of deontology, utilitarian and virtue ethics, and individuals seek to understand the world in which they live and work.

Abstract This article explores constructivism as a theory in qualitative educational research. The framework of applicability of constructivism as a theory includes the guiding principles of applying it as well as the various types of constructivism in qualitative educational research. It aims at revealing the applicability of constructivism and classroom practice. The article recognises that The framework of applicability of constructivism as a theory includes the guiding principles of applying it as well as the various types of constructivism in qualitative educational research. Mogashoa, T.I. South African Education Research Association (SAERA) Educational Research in South Africa: Practices and Perspectives 27-31 January 2013. The experiences of Adult Learning Centre educators in implementing outcomes-based assessment.

Constructivist Theory in Teaching Social Studies | PDF

This article explores constructivism as a theory in qualitative educational research. The framework of applicability of constructivism as a theory includes the guiding principles of applying it as This chapter provides an overview of the philosophical assumptions that underly qualitative research, including the types of logics employed as well as the axiological, epistemological, transactional and and ABSTRACT Constructivist grounded theory has earned a place in research worldwide and been applied in diverse fields. However, in educational research of teachers’ work in the classroom from the perspective of the teacher, it has had a lesser impact on research methodology. We argue for the bene ts to educational research when using a constructivist grounded fi theory

This research study used a basic qualitative study because it interprets an educational field experience. This is the type of research most commonly used in the fields of education, health, and social work because it is interpretative research. American International Journal of Contemporary Research Vol. 4, No. short paper I 7; July 2014. Applicability of ConstructivistTheory in Qualitative Educational Research Tebogo Mogashoa University of South Africa College of Education Department of Curriculum and Instructional Studies PO Box 392. 0003 Unisa South Africa Abstract This article explores constructivism as a Theory in Qualitative

History education increasingly emphasises building and analysing historical arguments and construct and test hypotheses. This necessitated the need to explore 27 31 the applicability of constructivist theory in history teaching in Bulo parents secondary school, Bulo Sub-County of Butambala district, Uganda.

Abstract This article explores constructivism as a theory in qualitative educational research. The framework of applicability of constructivism as a theory includes the guiding principles of applying it as well as the various types of constructivism in qualitative educational research. It aims at revealing the applicability of constructivism and classroom practice. The article recognises that Introduction The Grounded Theory (GT) is qualitative, interpretive, and analytical and offers to construct a theory or model from the data (Charmaz, 2000, 2006, 2016; Mohajan & Mohajan, 2022). The main objective of the grounded theory is theory building not the theory testing. It serves as a suitable research design when no other existing theory explains a process fully The constructivist version of grounded theory2 befits critical qualitative inquiry. Constructivist grounded theory is a contemporary version of Barney Glaser and Anselm Strauss’s (1967) original statement. The constructivist ver-sion fosters asking probing questions about the data and scrutinizing the researcher and the research process.

My research focus areas are: curriculum studies, teaching practice, assessment, adult education, teacher development, youth development and Curriculum and Assessment Policy Statement. Mogashoa, T. (2014) Explores constructivism in qualitative educational type of constructivism your research, highlighting its various types and applications. The article emphasizes how constructivist principles shape learning environments and educational policies, integrating cultural and contextual factors into teaching practices.

Applicability of Constructivist Theory in Qualitative Educational Research Tebogo Mogashoa Abstract This article explores constructivism as a theory in qualitative educational research. This paper revisits qualitative education research and examines its developments to reposition itself as a legitimate model of scholarly research in a political-scientific era.

The constructivist worldview has given rise to theories of learning which are increasingly relevant in health professions education. When conducting research from a constructivist worldview, it is common to hear discussions of the following three terms: relativist, transactional and subjectivist. Table 2 Types of constructivism paradigm If you choose to use constructivism philosophy in your dissertation, you will have to explain the relevance of your research to constructivism by referring to its definition. Also, you can specify the type of constructivism your research relates to and explain its implications to the research process.