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A blended learning environment design based on conceptual change and constructivism
Citation
Wang, Y., & Wang, Q. (2024). A blended learning environment design based on conceptual change and constructivism. In H.-C. Chu, D. Sun, Y. Lu, J. C.-Y. Sun, S. C. Kong, & G. Liu (Eds.), Conference Proceedings (English Paper) of the 28th Global Chinese Conference on Computers in Education (pp. 120-127). Global Chinese Conference on Computers in Education.
Abstract
This paper presents a blended learning environment designed based on conceptual change and constructivist principles. The constructivist perspective emphasizes the critical role of conceptual change in the active construction of knowledge by students. Conceptual change is a significant alteration of cognitive structure due to inconsistency with previous experience, usually caused by cognitive conflict. During the learning process, new concepts can challenge and modify established ones, contributing to the transformation and reconstruction of students' understanding. However, current science curriculum design has several issues. These include ignoring students' existing conceptual and cognitive levels, a lack of individualized instruction, and a lack of focus and coherence in curriculum design. To tackle these issues, the study proposes a blended learning environment based on constructivism, which aims to provoke cognitive conflict among students throughout the learning process. Reorganizing instructional tasks and offering technical assistance to teachers and students integrates online and offline learning to facilitate students' constructing a more profound comprehension of scientific knowledge. This design aims to offer a personalized approach to teaching and learning, promoting students' deeper understanding and reconstruction of scientific concepts. It provides valuable insights and guidance for enhancing the design of science curricula.
Date Issued
2024
Publisher
Global Chinese Conference on Computers in Education