Malleable factors in teaching: why and how to address them from a constructivist perspective

ABSTRACT

In this conceptual article, we propose a new approach to investigating changeable factors in teaching. Using a constructivist approach as a conceptual framework, we argue for investigating changeable factors recognizing their malleability and suggest studying teaching as a set of natural experiments. Methodologically, we propose an abductive research approach that moves among four constructs: perceptions, notions, conceptions, and theories. Our proposed research approach is illustrated with a case from a recent empirical study that examines playful learning environments.

KEYWORDS:

• Changeable factors
• malleable factors
• quantitative methods
• constructivism
• abductive approach
• playful learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by LEGO Foundation.