Search results for: Constructivism (Learning)
Page 2/4 39 items
The paper is aimed to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy.
Updated: Jan. 28, 2013
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Updated: Jun. 26, 2012
In this article, the author described his own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College.The author focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children’s interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond.
Updated: May. 23, 2012
This paper uses knowledge integration framework to analyze studies on professional development in technology-enhanced science. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
Updated: Apr. 24, 2012
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
This paper provides a rationale and description of a constructivist parent–teacher approach used to support preservice teachers’ understandings of relationships between home and school. Authors capture the process and actions between university course work and field experiences allowing preservice teachers to alter their subjectivities and actions in order to more closely tailor learning approaches to community contexts.
Updated: Nov. 17, 2011
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
Updated: Jul. 26, 2011
Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards
The goal of this study was to explore the advantages of an approach to instruction. The authors used current problems and issues as curriculum organizers and illustrated how teaching must change to accomplish real learning. The participants were preservice science teachers who took science discipline-specific courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving.
Updated: May. 10, 2011
A number of key constructs underpin educational action research. The current article focuses on the concept of 'truth' and by doing so hopes to highlight some debate in this area. In reflecting upon what 'truth' might mean to those involved in action research, the author shall critically evaluate Thorndike's 'Law of Effect' and Bruner's 'Three Forms of Representation'.The author shall close by suggesting that teacher-researchers should allow for a constructivist approach in their action research methodology in order to help them in their sense-making process.
Updated: Jan. 23, 2011
In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. The author concludes that as evidenced by the examples, constructivist teaching can produce tremendous results when used correctly and judiciously; it can also lead to poor results and ineffective learning when it is misconstrued or misused.
Updated: Jan. 31, 2010