Exploring Theoretical and Conceptual Framework

Cognitive Learning Theories

Constructivism theory
 Piaget
 Froebel
 Montesorri
Cognitive Constructivism
 Piaget
 Jonassen
Social Constructivism
 Vygotsky
 Rogoff

Sociocultural Learning Theories

Situated Learning Theory (a socio-cultural learning theory)
Lave and Wegner

Situated Cognition Theory

Theoretical Frameworks:
Social Constructivism
Self-Determination theory
Meaningful Learning Theory

Using challenge-based learning for pre-service teachers’ research skill development

Community of Inquiry: Venn Diagram – Social Presence, Cognitive Presence, Teaching Presence
Self-Regulated Learning Theory:
3 phases of SRL: Forethought, Performance, Self-Reflection
4 levels of Development of a Self-regulated learner: Observation, emulation, self-control, self-regulation
Development of 3 learning processes: Metacognition, Motivation, Strategic Action

Self-Determination Theory: Relatedness, Competence, Autonomy

The theoretical underpinnings of this study is Self-regulation Learning Theory.

Constructivism
a constructivist stance maintains that learning is a process of constructing meaning; it is how
people make sense of their experience. ” (Merriam and Caffarella, 1999)

Constructivism describes the way that the students can make sense of the material and also how the
materials can be taught effectively. With Constructivism as an educational theory in mind, the teachers
should consider what students know and allow their students to put their knowledge in to practice.
(Amineh & Asl, 2015)

Cognitive constructivism, an individualistic perspective is based on the work of Swiss developmental

psychologist Jean Piaget. Piaget's theory includes two major parts, a"ages and stages" component that
predicts what children can and cannot understand at different ages, and a” theory of development” that
describes how children develop cognitive abilities. Piaget (1977) asserts that learning does not occur
passively; rather it occurs by active construction of meaning. He explains that when we, as learners,
encounter an experience or a situation that challenges the way we think, a state of disequilibrium or
imbalance is created. We must then alter our thinking to restore equilibrium or balance. For this
purpose, we make sense of the new information by associating it with what we already know, that is, by
attempting to assimilate it into our existing knowledge. When we are unable to do this, we use
accommodation by restructuring our present knowledge to a higher level of thinking.

Lev Vygotsky’s (1986-1934) main relevance to constructivism comes from his theories about language,
thought, and their mediation by society. Vygotsky holds an anti-realist position and states that the
process of knowing is affected by other people and is mediated by community and culture

Theoretical Frameworks
This research is guided by the following theoretical frameworks: constructivism and
experiential learning. Constructivism posits learning as the active construction of
knowledge based on the contextual experiences of the learner (Rannikmäe et al.,
2020; Bada & Olusegun, 2015; Cooper, 1993). Since learning exists in the human
mind, learning experiences do not necessarily need to correspond with real-world
realities (Bada & Olusegun, 2015); therefore, invented realities can strongly
influence the situated perception of learning (Aiello et al., 2012). Learners attempt
to update and reflect on their mental models through the perception of each new
experience, contemplating on new stimuli and information to make contextual
mental constructions of reality (Bada & Olusegun, 2015). As such, educators
practicing a constructivist paradigm play an active role as facilitators, mentors, or
coaches (Rannikmäe et al., 2020; Cooper, 1993) in the application of knowledge to
enhance learning objectives through realistic activities that mimic real-world
counterparts (Huang & Liaw, 2018). Therefore, a constructivist perspective defines
the educator’s role and how learning could occur within a virtual environment.
Experiential learning views learning as “the process whereby knowledge is created
through the transformation of experience” (Kolb, 2015, p. 49). Being derived from
constructivism, experiential learning emphasizes learning within the construction
and reflection of knowledge through environmental interactions and perceived
experiences (Mughal & Zafar, 2011; Fenwick, 2001). Nevertheless, whereas
constructivism tends to focus on social-cultural interactions (Rannikmäe et al.,
2020; Mattar, 2018), experiential learning focuses on individualistic constructions of
knowledge through reflections (Mughal & Zafar, 2011). Kolb (2015) furthers this
argument by viewing learners as autonomous; therefore, social relationships and
interactions through language and cultural practices are not part of knowledge
construction. The model of experiential learning theory describes learning through a
circular model of four opposing modes:
 concrete experiences focus on undergoing and participating in an experience;
 reflective observations conclude and learn from an experience through
reflection;
 abstract conceptualizations assimilate conceptual concepts based on
reflections; and
 active experimentations test new abstractions, which guide additional
experiences (Lehane, 2020; Kolb, 2015; Kolb & Kolb, 2009).
For this reason, when considering virtual environments, experiential learning
clarifies the function of the environment as a place of concrete and active
experimentation, authentically leading to reflective observations for new
conceptualizations.

Self-regulated learners use metacognition to consider personal characteristics (strengths and

weaknesses) relative to task demands (“What am I being asked to do?”) and, where gaps exist, identify
strategies that will help them succeed (Winne and Perry 2000). Their motivation for learning reflects a
“growth mindset” (Dweck 2007)—they focus on personal progress and deep understanding, and they
realize that challenge is inevitable in any learning opportunity. These qualities make them willing to
engage with new and challenging tasks, which is necessary for learning and SRL (Hadwin et al. 2011).
Furthermore, self-regulation is associated with self-determination, which reflects the fulfillment of
fundamental needs for autonomy (choice and control), belonging, and competence, and is associated
with adaptive functioning, self-esteem, pro-social behavior, and personal well-being (Deci and Ryan
2002; Ryan and Deci 2000).

In the context of developing research skills for pre-service teachers in mathematics education, the use of
constructivism as a learning theory could serve as a robust theoretical framework. Constructivism
emphasizes active engagement, collaboration, and the construction of knowledge through meaningful
experiences. When applied to research skill development, this theory suggests that learners, in this case,
pre-service teachers, should actively participate in the research process to construct their
understanding.

The core principles of constructivism align well with the goals of fostering research skills. Pre-service
teachers can benefit from hands-on experiences, inquiry-based learning, and collaborative activities that
mirror real-world research scenarios. For instance, engaging them in designing research questions,
collecting and analyzing data, and interpreting findings can provide practical experiences that contribute
to the development of robust research skills.
Moreover, incorporating social constructivism into the framework recognizes the importance of
collaborative learning. By promoting interactions and discussions among pre-service teachers, the
learning process becomes dynamic and enriching. This collaborative approach mirrors the collaborative
nature of research in the professional realm and can enhance the development of research skills by
fostering a shared understanding of research methodologies and practices.

In summary, constructivism, particularly in its social form, can provide a solid theoretical foundation for
designing learning modules aimed at developing research skills among pre-service teachers in
mathematics education. This approach aligns with the principles of active engagement, collaborative
learning, and the construction of knowledge, all of which are crucial elements in the research process.