• Corpus ID: 18750105

Towards expert knowledge ? A comparison between a constructivist and a traditional learning environment in the university

  title={Towards expert knowledge ? A comparison between a constructivist and a traditional learning environment in the university},
  author={PaK ivi TynjaK},
This research monograph examines the potential of constructivist learning environments for developing prerequisites of expert knowledge during university studies. Drawing on recent theories of the development of expert knowledge and on the constructivist view of learning, an experiment was conducted in an educational psychology course. The primary purpose of the study was to compare the learning outcomes of students who studied the course material in a constructivist learning environment with… 

Constructivist teaching and teacher‐centred teaching: a comparison of students’ learning in a university course

A case study of an undergraduate Educational Psychology course that incorporated both constructivist and teacher‐centred teaching was conducted. The learning processes and higher‐level learning

Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education

  • D. Alt
  • Education
    Learning Environments Research
  • 2015
Self-efficacy for learning, which refers to students’ beliefs in their capabilities to regulate their own learning, could determine students’ motivation and academic achievement and, therefore, is

A Mixed Methods Assessment of the Learning Environment in Teaching Science and Technology I Course

Qualitative and quantitative results showed that the learning environment constructed in TST I course was constructivist, and it is recommended that activities provided in constructivist learning environments should also be designed to promote thinking and non-traditional assessment.

Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-Service Teacher Characteristics and Associated Learning Outcomes

Goals of Professional Preparation An aim of professional preparation should be the development of an ability to reflect on and learn from practical experiences (Tynjala, 1999). The integration of

Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies

In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the

An experiment with PBL in higher education as appraised by the teacher and students

PBL (Problem-based Learning) has gained worldwide acceptance as an effective instructional approach that helps students to acquire knowledge as well as develop desired professional skills and

Design principles for hybrid learning configurations at the interface between school and workplace

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities,

Object-Oriented Software Development Education: a Constructivist Framework

A constructivist approach to object-oriented software development at the undergraduate level is reported on and methodological aspects of the approach are explored and the results from its evaluation are discussed.

Case study: A community of practice for constructivist professional development in e-Learning

Communities of practice, social learning and constructivist learning are all increasingly seen as models for workplace learning but have rarely been applied in educational institutions for

Developing a Scale for Constructivist Learning Environment Management Skills.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers’ management abilities and therefore scales that evaluate those skills are essential to



Towards university lectures' conceptions of student learning

A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come

How does experience affect theoretical knowledge for teaching

Transfer of Learning from a Constructivist Perspective

The commonly held conception among educators and cognitive scientists that skills and knowledge are represented in a person independent of the contexts in which they have been acquired, thus enabling the person to apply acquired knowledge regardless of the situation is held.

Conceptions of Learning and Knowledge: Does Training Make a Difference?

Abstract Two studies examine the conceptions of learning held by people at varying levels of expertise. In Study 1, we compared the conceptions of participants who ranged in expertise in educational

Academic Understanding and Contexts to Enhance It: A Perspective from Research on Student Learning

The theme of this volume is The Design of Constructivist Learning Environments. To begin, we need to explore why we might need such environments in education, and then to identify research findings

Process-oriented instruction in learning and thinking strategies

Process-oriented instruction is defined as instruction aimed at teaching thinking strategies and domain-specific knowledge in coherence. This new conception of instruction is derived from

Constructivism and Educational Practice

The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and

The acquisition of professional expertise : a challenge for educational research

This article examines the acquisition of professional expertise from the educational viewpoint and outlines emerging approaches to research on expertise. The starting points are the need to reflect

Experiences of understanding in revising for degree examinations