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- W4367019880 abstract "This chapter analyses constructivism and constructivist learning theory, as applicable in inclusive schools, and discusses various approaches to constructivist pedagogy in promoting social interaction, academic standards and education quality in the classroom. It is argued that the effectiveness of constructivist pedagogy is completely dependent on students’ levels of engagement, their cognitive, social, emotional and psycho-motor developments, and their self-concept, self-esteem, SES, social and cultural diversity, motivational strategies, school’s location, and the quality of teachers. Major variables impacting on the quality of the learning process include cognitive, social and cultural, dimensions. The chapter offers some insights as to why and how constructivist learning theory and constructivist pedagogy could be useful in supporting other popular approaches to improve learning, performance and teaching. Suggestions are made on how to apply constructivist learning theory and develop constructivist pedagogy, relevant to inclusive classrooms, with a range of effective strategies for enhancing meaningful learning, and improving academic standards." @default.
- W4367019880 created "2023-04-27" @default.
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- W4367019880 date "2023-01-01" @default.
- W4367019880 modified "2023-10-01" @default.
- W4367019880 title "The Use of Social Constructivism to Improve Learning and Performance" @default.
- W4367019880 doi "https://doi.org/10.1007/978-3-031-24400-1_4" @default.
- W4367019880 hasPublicationYear "2023" @default.
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