Search results for: Constructivism (Learning)
Page 3/4 40 items
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
The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on A One Year Preservice Teacher Education Program in Ireland
This project created a stimulating and professionally relevant way for pre-service teacher education to build student teachers’ skills in critical reflection, collaboration and communication. Initial concerns about collaborative group work and technology were replaced by a positive appreciation of their relevance for teaching. The assessment methods were valued by the students.
Updated: Nov. 16, 2009
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
The purpose of this study was to investigate the relationship between teachers’ participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). 69 teachers participated in this study. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.
Updated: Nov. 03, 2009
Using Activity Theory to Understand Prospective Teachers' Attitudes to and Construction of Special Educational Needs and/or Disabilities
The research is concerned with prospective teachers' conceptualizations of terms such as ‘disability’ and ‘special education’. Activity theory is proposed as a lens through which to consider the complexities involved. In the context of the English systems, this research, using data collected through word association and analyzed using activity theory, explored the trainees' conceptualizations.
Updated: May. 27, 2009
From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for Understanding
In this paper, the author investigates how cultural perspectives from the past have influenced the secondary physical education curricular offerings of today. The author then examines how an approach to teaching concepts of team and individual game tactics and strategies, Teaching Games for Understanding (TGfU), that relies ontologically and epistemologically upon pedagogically developed constructivist notions of teaching and learning for its existence and its knowledge base may challenge the dominant discourse of technocratic-rationality.
Updated: May. 25, 2009
Exploring Prospective Teachers' Critical Thinking: Case-based Pedagogy and The Standards of Professional Practice
This qualitative constructivist research study examines how concurrent Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that influenced their critical thinking processes. The article identifies three core categories that emerged in participants' critical reflections.
Updated: Mar. 26, 2009
Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism
This paper describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. The authors emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential.
Updated: Feb. 11, 2009
Critical Elements for the Science Teacher to Adopt a Student-centered Approach: The Case of a Teacher in Transition
This case study describes the teacher's perceptions, epistemology, and understandings of student-oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive-constructivist approach in place of a traditional teacher-oriented approach. Analysis from data revealed a consistency between the emerging themes such as the teacher's conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher's beliefs and teaching practice.
Updated: Nov. 23, 2008
Good teaching depends more on connectedness than on technique. The author lays out a constructivist teaching and learning model, he explores some potential limitations facing constructivism, and he examines a specific example from an English methods course that represents an attempt to integrate the virtues of Palmer's approach with those of constructivism.
Updated: Oct. 29, 2008
The article describes the effectiveness of an educational methods course for early childhood education. Based on a constructionist believe teaching principles, 78 of early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. Results from both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly increased constructionist believes.
Updated: Sep. 04, 2008