Abidini Baltark, M., & Nili, M. R. (2014). Analysis of the position of constructivism as a new learning approach in elementary school textbooks. Research in Curriculum Planning, 11(40), 6-17. (In Persian)
Abidini Baltark, M., Mansouri, A., & Mirzaei. (2020). Applying constructivism-based education as a new approach in teaching-learning in the field of medical sciences education. Strategies for Development in Medical Education, 7(1), 100-109. (In Persian)
Abidini Baltark, M., Nasr Esfahani, A. R., Mohammadi, M., & Salehi Omran, E. (2014). Constructivist curriculum elements in medical education. Iranian Journal of Medical Education, 14(10), 895-904. (In Persian)
Agwu, U. D., & Nmadu, J. (2023). Students’ interactive engagement, academic achievement and self concept in chemistry: An evaluation of cooperative learning pedagogy. Chemistry Education Research and Practice, 24(2), 688-705.
Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), 2270662.
Aldridge, J. M., & Rowntree, K. (2022). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education, 52(5), 1545-1564.
Alizadeh, H., Delavar, A., Sadeghian, Z., & Sharifi, A. (2023). Development and Psychometric Properties of DSM-5 Based Diagnostic Questionnaire for Specific Learning Disorder with Specifiers: Reading, Writing and Mathematics (Teacher Form). Journal of Learning Disabilities, 12(2), 63-79.
Alzaanin, E. (2023). Uncovering University Teachers' Perspectives: Conceptualizations, Factors, and Perceptions of Second Language Learner Engagement. Qualitative Report, 28(8).
Bahadori Khosroshahi, J., & Samimi, Z. (2025). The effectiveness of Baybi-based constructivist teaching method on problem-solving, perceived usefulness of academic assignments, and students' progress goals in chemistry lessons. Journal of Curriculum and Learner-Centered Education, 4(2). (In Persian)
Barbier, K., Struyf, E., Verschueren, K., & Donche, V. (2023). Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review. European Journal of Psychology of Education, 38(1), 83-107.
Barzegar Bafroui, K., Khazri, H., & Shirjahani, A. (2013, September). The emergence of constructivist approach and the transformation in learning environments. Paper presented at the Fourth Conference of the Iranian Philosophy of Education Association, Mashhad. (In Persian)
Bature, I. J. (2020). The Mathematics teachers shift from the traditional teacher-centred classroom to a more constructivist student-centred epistemology. Open Access Library Journal, 7(5), 1-26.
Bermejo, V., Ester, P., & Morales, I. (2021). A constructivist intervention program for the improvement of mathematical performance based on empiric developmental results (PEIM). Frontiers in psychology, 11, 582805.
Borhanzehi, N., Soltani, A., & Daneshmand, B. (2025). Investigating the structural relationships between teaching concerns, self-efficacy beliefs, and constructivist learning environment from the perspective of elementary student teachers in Iran. Journal of Curriculum and Learner-Centered Education, 4(4). (In Persian)
Boz, Y., & Cetin-Dindar, A. (2023). Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study. European Journal of Teacher Education, 46(2), 274-292.
Budiantara, A., Mustaji, M., & Setyowati, R. R. N. (2023). Development of Teaching Materials Based Learning Management System “Sifajargoro” to Foster Attitudes of Responsibility and Student Learning Outcomes in The Subjects of Civics Fifth Grade Elementary School Students. Edunesia: Jurnal Ilmiah Pendidikan, 4(1), 294-311.
Catubig, M. (2023). Exploring Student-Centered Approaches in Mathematics Education: A Qualitative Case Study. Excellencia: International Multi-disciplinary Journal of Education, 1(3), 48-62.
Cetin-Dindar, A. (2015). Student motivation in constructivist learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 233-247.
Eebo, T. O. (2020). Effects of Cooperative, Project-Based and Inquiry-Based Teaching Methods on Business Education Students’ Academic Performance in Principles of Accounting (Doctoral dissertation, Kwara State University (Nigeria)
Erdem, E. (2015). The effect of enriched learning environment on mathematical reasoning and attitude. Unpublished doctoral dissertation). Erzurum: Atatürk University.
Fereydoun Nejad, M., Afrouz, G. A., & Gholamali Lavasani, M. (2021). Developing and validating an educational model based on constructivist learning theory. Psychological Achievements, 28(2), 157-178. (In Persian)
Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907-1919.
Gibson, E. (2023). Blended Learning Approaches that Raise Engagement, Motivation, and Self-Efficacy of Post-Secondary Students (Doctoral dissertation, Trevecca Nazarene University).
Hettinger, K., Lazarides, R., & Schiefele, U. (2023). Motivational climate in mathematics classrooms: Teacher self-efficacy for student engagement, student-and teacher-reported emotional support and student interest. ZDM–Mathematics Education, 55(2), 413-426.
Huang, Y. M., Silitonga, L. M., & Wu, T. T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494.
Jansen, A. (2021). Self-Regulated Learning Strategies and Student Outcomes in Ninth Grade Biology Using Blended Learning Strategies: A Quantitative Regression Study (Doctoral dissertation, Northcentral University).
Kim, H. J., Yi, P., & Hong, J. I. (2020). Students’ academic use of mobile technology and higher-order thinking skills: The role of active engagement. Education Sciences, 10(3), 47.
Kutluca, T., Tum, A., & Mut, A. İ. (2020). Evaluation of Enriched Learning Environment in the Context of Mathematical Reasoning from the Perspective of the Students and their Teacher. Discourse and Communication for Sustainable Education, 11(2), 85-105.
Lai, C. P., Zhang, W., & Chang, Y. L. (2020). Differentiated instruction enhances sixth-grade students' mathematics self-efficacy, learning motives, and problem-solving skills. Social Behavior and Personality: an international journal, 48(6), 1-13.
Lin, T. J. (2021). Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement. International Journal of Science Education, 43(8), 1193-1207.
Manaka, T. M. (2022). Teachers' and Learners' perceptions about constructivist leaning environments in their Life Sciences classrooms (Doctoral dissertation, University of Johannesburg).
Mehar, R., & Sanwal, N. (2017). Effect of constructive learning approach on achievement in mathematics in relation to self-efficacy. Educational Quest-An International Journal of Education and Applied Social Sciences, 8(spl), 343-348.
Moayeri, M. (2023). Comparison between Mathematical Problem-Solving Approach Under Iranian and Iraq Teachers' Views. Journal of Mahani Mathematical Research, 12(1), 213-234.
Mohammadi, M., Abidini Baltark, M., & Mansouri, S. (2019). Construction and validation of the constructivist curriculum scale in higher education. Quarterly Journal of Higher Education Curriculum Studies, 10(19), 123-148. (In Persian)
Nilimaa, J. (2023). New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education, 2(3), 477-495.
Oje, O., Adesope, O., & Oje, A. V. (2021). Work-In-Progress: The Effects of Hands-on Learning on STEM Students' Motivation and Self-Efficacy: A Meta-Analysis. In American Society for Engineering Education Conference.
Picardal, M. T., & Sanchez, J. M. P. (2022). Effectiveness of contextualization in science instruction to enhance science literacy in the Philippines: a meta-analysis. International Journal of Learning, Teaching and Educational Research, 21(1), 140-156.
Romero, K. D. (2023). Exploring the Effects of Self-Paced Learning, Inquiry-Guided Learning, and Collaborative Learning on Middle School (6-8) Students' Interest in Pursuing STEM/CS (Doctoral dissertation).
Safariyeh, M., Rezaei, A. M., & Mohammadi Far, M. A. (2022). Investigating the validity and reliability of the Famb and Taylor Academic Performance Questionnaire (1999). Jundishapur Educational Development, 13, 1-15. (In Persian)
Savage, D. L. (2023). The Impact of Constructivist Learning Environments on Motivation, Engagement, and Achievement in Ninth Grade Academies: A Comparative Case Study Analysis (Doctoral dissertation, Delaware State University).
Sawah, K. O., & Kusaka, S. (2023). Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach. International Journal of Educational Methodology, 9(1), 123-138.
Seif, M. H., & Sharif, A. R. (2020, November). The constructivist learning environment: The missing link in mathematics education. Paper presented at the Second National Conference on Humanities and Development, Shiraz. (In Persian)
Shahali, E. H. M., & Halim, L. (2023). The influence of science teachers’ beliefs, attitudes, self-efficacy and school context on integrated STEM teaching practices. International Journal of Science and Mathematics Education, 1-21.
Sharifi, T., & Maleki Farsani, S. (2018, August). Constructivist strategies; effective learning in the teaching-learning process. Paper presented at the Second Conference on the Knowledge and Technology of Psychology, Educational Sciences, and Sociology of Iran, Tehran. (In Persian)
Stentiford, L., Koutsouris, G., & Allan, A. (2023). Girls, mental health and academic achievement: A qualitative systematic review. Educational Review, 75(6), 1224-1254.
Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31, 557-577.
Tum, A., Kutluca, T., & Iliško, D. (2019). The effect on mathematical reasoning skills and problem solving attitude of enriched learning environments using different learning ways. In Abstract Book 7th Eurasian Conference on Language and Social Sciences (pp. 1-2). Daugavpils, Latvia: Prof.Dr. Tamer Kutluca's Lab.
Utterback, E. M. (2023). The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy (Doctoral dissertation, Missouri Baptist University).
Vu, N. T., & Nguyen, T. L. H. (2023). Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement. Journal of Intercultural Communication Research, 52(3), 284-313.
Yasin, A. (2022). Effectiveness of Problem-Based Learning in Urban Middle Schools on Mathematics Achievement and School Climate. St. John's University (New York).
)