Exploring Constructivism in Japan through Textual Analysis

Autor/in	Kambara, Hitomi
Titel	Exploring Constructivism in Japan through Textual Analysis
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 3, S.605-616 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kambara, Hitomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1717435
Schlagwörter	Constructivism (Learning); Research Reports; STEM Education; Science Education; Second Language Learning; Second Language Instruction; Foreign Countries; English (Second Language); Instructional Effectiveness; Teaching Methods; Student Centered Learning; Direct Instruction; Teacher Attitudes; Japan + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; STEM; Naturwissenschaftliche Bildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lehrerverhalten
Abstract	This study utilized textual analysis to investigate 27 articles published by Japanese scholars from various disciplines regarding constructivist approaches. The results found that many of the collected articles in this study reported the need for and effectiveness of a constructivist approach in language, STEM, and social sciences education. The most popular topic found in the collected articles related to English language classrooms with 13 of the 27 articles discussing English language classrooms. Only 11 of the 27 articles reported the actual implementation of a constructivist approach, while the other 16 were theoretical papers that asserted the need for and effectiveness of constructivism. These results indicate that constructivist approaches in Japan are still an underdeveloped area. Japanese educators will be required to spend further time and effort to actually implement the approach, especially in STEM and social studies classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01