Special Issue on Students’Learning Experiences: A Constructivist View

Submission Deadline: May 30, 2020

This special issue currently is open for paper submission and guest editor application.

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Special Issue Flyer (PDF)

  • Special Issue Editor
    • Biswajit Behera
      Department of Education, Central University of Punjab, Bathinda, Punjab, India
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Arnab Sen
      Department of Physics, North East Regional Institute of Education, Shillong, India
    • Sudarshan Panigrahi
      Education-CASE, MSUniversity of Baroda, Baroda, India
    • Rongneisong Koireng
      Curriculum Studies, National Council of Educational Research and Training, New Delhi, India
    • Sambit Padhi
      Education, Guru Ghasidas Vishwavidyalaya, Bilaspur, India
  • Introduction

    Twenty first century skills like collaboration, communication, critical thinking, creative thinking, decision making and evidence based reasoning are advocated for students to learn. However, conventional class rooms provide no scope for students to learn these broad set of skills. There is need of free flow of information and ideas that are critical for students to engage in more active, collaborative and creative forms of learning. The different forms of collaborative and inquiry based practices should be implemented. The learning environment should be so designed that it will directly influence the kinds of learning interactions. It will enhance mediating role of students to whom they collaborate with and the materials they work on. It demands paradigm shift in teaching and learning that will reshape the fabric of traditional learning space. The information and ideas which are contextually relevant to learners should be linked with the curriculum. The learning space should become increasingly collaborative focusing on approaches that engage students deeply in collaboration and reflection. Class room environments are generally evolved in order to support students towards their learning success. Collaboration mode is research based innovation for idea sharing and inquiry. Responding to these challenges constructivist approach has emphasized new paradigm shift in teaching-learning in order to focus modes of collaboration and inquiry. To support inquiry learning, learners are scaffolder by collaborative learning environments through real-time feedback in learning and assessment environments. So, the special issue of this journal will focus to explore the constructivist approach of pedagogy in the direction of how (1) to help learners understand the nature of science and mathematics domain of learning (2) to inquire that helps collaborative activities in which learners construct knowledge (3) to comprehend informal arguments of students which is essential for scientific literacy (4)to understand learning processes that identifies scaffolding, mediation, reflection, simulation and learner control situated learning (5) to consider teacher’s experience in the real life of the classroom that gives important insight into curricular designs.
    Aims and Scope:
    1. Active, collaborative and creative form of learning through constructivist approach
    2. Inquiry based practices of learning
    3. Learning environment influencing interaction, dialogue and discussion
    4. Creating contextually relevant materials
    5. Enjoyful learning
    6. Scaffolding and mediating role of students and teachers in learning and assessment

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.journaleducation.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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