[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593155-105":59,"doc-detail-593155-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-constructivist-principle-of-learning-by-being-in-physics-teaching","The Constructivist Principle of Learning by Being in Physics Teaching","","The article details the Learning by Being (LBB) approach and traces its evolution from Learning by Doing (LBD) and Learning by Understanding (LBU). LBB is framed around students’ ownership of cognitive goals and intrinsic motivation, alongside the proposed concept of guided self-scaffolding. Using school physics laboratories as a constructivist learning environment, the work analyzes inquiry-, problem-, project-based learning and related methods, and specifies organization principles grounded in students’ thinking, verbalization freedom, prior-concept awareness by teachers, and effort toward interest.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-constructivist-principle-of-learning-by-being-in-physics-teaching/593155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-constructivist-principle-of-learning-by-being-in-physics-teaching/593155.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Learning by Being (LBB) focus on in physics teaching?","Question",{"text":112,"@type":113},"LBB emphasizes students’ ownership of cognitive goals and the underlying assumption of learning objectives, strengthening intrinsic motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article explain the need for constructivist learning in physics classes?",{"text":117,"@type":113},"It argues that wrong conceptual understanding remains common among students and teachers, and that active learning alone may not ensure conceptual comprehension without reflection and discussion.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teaching and learning approaches are considered within the constructivist physics lab model?",{"text":121,"@type":113},"The article examines inquiry-based learning, problem-based learning, project-based learning, case studies, and just-in-time teaching, aligning them with LBB and the principles of guided self-scaffolding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593155,1792171190,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Constructivist Principle of Learning by Being in  \nPhysics Teaching  \n*  \nBy Mihail Calalb  \nA detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea ofLBB is students’ ownership on cognitive goals, or the assumption of learning objectives, in other words – intrinsic motivation of students. Along with LBB, the author proposes the term of guided self-scaffolding. Both terms tend to accentuate high level of student’s intrinsic motivation. The article examines the school physics lab as an example of constructivist learning environment and analyzes several didactic approaches as inquiry-based learning, problem-based learning, project-based learning, case studies, and just in time teaching from constructivist point of view. The author enumerates the basic principles for the organization of school physics lab in a constructivist manner: provision of opportunities for students’ own thinking, giving students a certain freedom degree in identifying solution through verbalization of the problem, necessity for teacher to know a priori concepts of students, students’ effort as a mandatory condition to achieve students’ interest. The concept of “big scientific ideas” is in the core of this organization. The author emphasizes that conceptual understanding in school physics lab, which is inseparable from learning by being, is achieved through the overlapping of several learning and teaching approaches which form the core ofLBB concept.  \nKeywords: constructivist pedagogy, educational paradigms, learning by being, ownership of cognitive goals, school physics lab  \nIntroduction  \nThe results of recent researches show that wrong understanding of physics concepts remains high not only among school students but also among teachers, when up to 30% of them have naïve, non-scientific ideas about terms and notions with which they operate in class (Parinda Phanphech et al. 2019, Cahyadi 2007). This fact is not necessarily reflected in problem solving skills of the students or in the application of modern teaching methods. Thus, there is a discrepancy between understanding of notions and problem-solving skills of students (Bao and Koenig 2019). It means that we can have students accustomed to project-based or problem-based learning strategies, or to inquiry-based learning methods, but who do not have correct conceptual understanding of notions. This happens when excessive emphasis is placed on constructivist, active learning approaches, because conceptual understanding does not appear as a result of the repetitive  \n*  \nChair of Theoretical and Experimental Physics, Tiraspol State University in Chișinău, Republic of Moldova.  \npractice of solving simple problems or carrying out laboratory work only following teacher’s instructions. Thus, the so-called “active” learning, the false Brownian movement of students in the classroom, still does not ensure understanding (Calalb 2017).  \nIn this article, we will start from the basic idea that there is no understanding without reflection, which in its turn, can be encouraged by creating in classroom the premises for conversation, discussion, and analysis (Von Glasersfeld 2001) . As a result, the logic chain Conversation-Reflection-Understanding should be present in any physics lesson. Considering this, the Section I of this article analyzes the basic principles for embedding constructivist didactics into physics class.  \nAs the formulation of teaching principles is not yet teaching, we will analyse the evolution of educational paradigms from well-known one of Learning by Doing to the recent concept proposed by the author – Learning by Being. This evolution reflects the main problem educational systems from various countries face. Namely, low motivation and interest showed by the majority of school s","cbCaiadlZAXMS3ZD","https://ap.wps.com/l/cbCaiadlZAXMS3ZD","pdf",235948,13,"English","# Introduction\n# School Physics Lab as Constructivist Learning Environment\n## Student’s Role Within LBB\n## Teacher’s Role Within LBB\n# Main Results and Conclusions","[{\"question\":\"What does Learning by Being (LBB) focus on in physics teaching?\",\"answer\":\"LBB emphasizes students’ ownership of cognitive goals and the underlying assumption of learning objectives, strengthening intrinsic motivation.\"},{\"question\":\"How does the article explain the need for constructivist learning in physics classes?\",\"answer\":\"It argues that wrong conceptual understanding remains common among students and teachers, and that active learning alone may not ensure conceptual comprehension without reflection and discussion.\"},{\"question\":\"Which teaching and learning approaches are considered within the constructivist physics lab model?\",\"answer\":\"The article examines inquiry-based learning, problem-based learning, project-based learning, case studies, and just-in-time teaching, aligning them with LBB and the principles of guided self-scaffolding.\"}]","The Constructivist Principle of Learning by Being in Physics Teaching | PDF",1792076708,33]