PERSONAL REFLECTION AND LEARNING EFFICIENTIZATION
Abstract
The study analyses the efficiency of the constructivist teaching models in forming the reflexive capacity of the students – the future teachers. The goals of the research aimed at establishing connections, correlations between the use of some constructivist teaching models (the ERR model; the 5E’s model; the ETER model; the CETP/SIS model; the OSIOS model; the ABERA model) and the development of the reflexive competence of students as well as the improvement of their academic results. To establish the statistical relevance of both the correlations and the difference between the averages of grades obtained at the end of the research, compared to the initial period, we used the Pearson correlation index and the Z test. Some of these models proved their efficiency in forming the reflexive competence of students. The results obtained following the Z test, pointed out the efficiency of using the constructivist teaching in improving the academic performances of students.References
Beliveau, Y.J., Peter, D. (2002). Educating the Builder of Tomorrow – A Constructivist Education Model. ASC Proceedings of the 38th Annual Conference. Blacksburg, VA, 221-230. From: http://asceditor.unl.edu./archives/2002/Beliveau02b.htm
Bybee, R. (2001). Constructivism and the Five E’s. Biological Curriculum
Science Study. From: http:/www.miamisci.org/ph/lpintro5e.html
Cook-Sather, A. (2008). Returning to the Mirror: Reflections on Promoting Constructivism in Three Educational Contexts. Cambridge Journal of Education, 38 (2), 231-245.
Cooperstein, S. E., Kocevar-Weidinger, E. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32 (2), 141-148.
Emerald Group Publishing Limited. From: http://www.unc.edu/~bwilder/inls111/111beyondactivelearningWED.pdf
Cornu Le, R., Peters, J. (2005). Towards Constructivist classrooms: the role of the reflective teacher. Journal of Educational Enquiry, 6(1), 50-64. From: http://www.learningtolearn.sa.edu.au/learning_workroom/files/links/towards_constructivist_sch.pdf
Cubukcu, F. (2009). Learner autonomy, self regulation and metacognition. International Electronic Journal of Elementary Education, 2 (1), 53-64. From: http://www.iejee.com/2_1_2009/cubukcu.pdf
Danforth, S., Smith, T.J. (2005). Engaging Troubling Students. A Constructivist Approach. Thousand Oaks, California: Corwin Press, Inc.
DeVries, Rh (2003). What Is Constructivist about Constructivist Education. From: http://www.uni.edu/coe/regentsctr/Publications/What%does%reserch%on.pdf
DeVries, Rh, Zan, B. (2005). A Constructivist Perspective on the Role of the Sociomoral Atmosphere in Promoting Children`s Development, in Fosnot, C. (ed.). Constructivism: Theory, Perspectives and Practice. New York: Teachers College Press, Columbia University
Diallo, P. (2005). Savoir-enseigner et approche constructiviste des apprentissages en formation initiale des maîtres: Les paramètres du development professional. From: http://www.umanitoba.ca/publications/cjeap/articles/diallo.html
Doolitle, P., Hicks, B. (2003). Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies. Theory and Research in Social Education, 31 (1), 72-104. From: https://secure.hosting.vt.edu/www.itma.vt.edu/modules/spring03/learnth/DoolittleHicks5.pdf
Frederiksen, J. R., White, B. (1997). Cognitive Facilitation: A Method for Promoting Reflective Collaboration. CSCL ‘97 Proceedings, 53-62. From: http://gerrystahl.net/cscl/cscl97/papers/frederiksen.pdf
Gordon, M. (2009). Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice. Educational studies, 45, 39-58. From: http://www.uwec.edu/COEHS/upload/Hollon-Article.pdf
Iran-Nejad, A. (2001). Constructivism as substitute for memorization in learning: meaningis created by learner. Education, 116 (1), 16-31. From: http://2020engineer.iss.utep.edu/world/Research%20Literature/constructivism%20and%20piaget.pdf
Jager de, B., Jansen, M., Reezigt, G. (2005). The Development of Metacognition in Primary School Learning Environments. School Effectiveness and School Improvement, 16 (2), 179 – 196. Routledge Taylor & Francis Group Ltd. From: http://202.116.45.198/xxjy/xxjy2/content/wenjian/ckwx/y/7/1.PDF
Jian, W., Yujun, Z. (2012). Practical Application of Constructivism and Metacognition in Computer-aided College English Teaching. International Conference on Education Technology and Computer, IPCSIT vol.43, Singapore: IACSIT Press. From: http://www.ipcsit.com/vol43/032-ICETC2012-T1018.pdf
Joiţa, E. (2005). Reflecţia-obiectiv şi cale de formare a profesorului constructivist (The reflection – objective and means of shaping the constructivist
teacher). In E. Joiţa (coord.). Strategii constructiviste în formarea iniţialǎ a profesorului (Constructivist strategies in initial training of the teacher). Vol. I. Craiova: Editura Universitaria, 118-137
Joiţa, E. (2006). Instruirea constructivistǎ – o alternativǎ. Fundamente. Strategii. (Constructivist education – an alternative. Foundations. Strategies). Bucureşti: Editura Aramis
Joiţa, E. (2008). Competenţa de a reflecta poate deveni un instrument de evaluare fundamental, pentru profesorul constructivist (The reflexive ability can become an important instrument of evaluation for the constructivist teacher). In E. Joiţa (coord.). A deveni profesor constructivist. Demersuri constructiviste pentru o profesionalizare pedagogicǎ iniţialǎ. (Becoming a constructivist teacher Constructivist approaches for an initial pedagogical professionalization). Bucureşti: Editura Didacticǎ şi Pedagogicǎ, R.A. 251-268
Junor Clarke, P.A. (2007). Reflective Teaching Model: A Tool for Motivation, Collaboration, Self-reflection, and Innovation in Learning. Georgia Educational Researcher, 5 (1). From: http://coefaculty.valdosta.edu/lschmert/gera/volume%205/don-specEd-by%20LS.pdf
Kitsantas, A. & Baylor, A. L. & Hu, H. (2001). The Constructivist Planning Self-Reflective Tool: Facilitating a Constructivist Instructional Planning Approach. Educational Technology, 41(6), 39-43. From: http://www.motivationalexperience.com/PDF/CPSRT%20paper.pdf
Lam, F. (2011). The Socratic Method as an Approach to Learning and Its Benefits. Dietrich College Honors Theses. From: http://repository.cmu.edu/hsshonors/134
Loyens, S. M. M., Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science: an international journal of learning and cognition, 36 (5-6,) 351-357. From: http://repub.eur.nl/res/pub/14906/2008120300307.pdf
Maxim, G. (2009). Dynamic Social Studies for Constructivist Classrooms. NJ: Prentice Hall
Mogonea, F.R., Mogonea, F. (2013). The Specificity of Developing Metacognition at Children with Learning Difficulties. Procedia - Social and Behavioral Sciences, 78, 155-159.From: http://www.sciencedirect.com/science/article/pii/S1877042813008392
Schraw, G., Crippen K. J., Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36: 111–139. From: http://www4.ncsu.edu/~jlnietfe/Metacog_Articles_files/Schraw,%20Crippen,%20%26%20Hartley%20(2006).pdf
Ştefan, M.A., (2007). Modele proprii de facilitare a învăţării constructiviste. (Specific models for facilitating the constructivist education). In E. Joiţa (coord.). Profesorul şi alternativa constructivistǎ a instruirii (The teacher and the constructivist alternative of education). Craiova: Editura Universitaria, 133-137
Taggard, G.L., Wilson, A.P. (2005). Promoting Reflective Thinking in Teachers. 50 Action Strategies. Thousand Oaks, California: Corwin Press, Inc
Toit du, S., Kotze, G. (2009). Metacognitive Strategies in the Teaching and Learning of Mathematics. Pythagoras, 70, 57-67. From: http://www.pythagoras.org.za/index.php/pythagoras/article/viewFile/39/30
Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?. Journal of Computer Assisted Learning, 27, 133-145.
York-Barr, J. Et al. (2006). Reflective Practice to Improve Schools. An Action Guide for Educators. Thousand Oaks, California: Corwin Press, Inc
