Search results for: Constructivism (Learning)
Page 4/4 40 items
A study was conducted on constructivism in science education. The study engaged 17 teachers who registered for 11-week course. The course was based on 17 readings on the nature of science. Activities included written reports, classroom discussions, and written exams. Results revealed that participating teachers experienced a transition leading to greater understanding as they acquired greater understanding of constructivism.
Updated: Mar. 31, 2008
Using Technology Tools to Engage Students with Multiple Learning Styles in a Constructivist Learning Environment
The effectiveness of technology used to address multiple learning styles in a constructivist environment was the topic of a study in a preservice teacher education reading methods course. Technology was used to communicate, scaffold and clarify concepts and content, engaging students with information. Outside of the classroom, technology was used in mediating and negotiating learning between the instructor and the students, and among the students.
Updated: Mar. 24, 2008
This article employs Phillips' (1995) analytic framework that divides the pedagogical applications of constructivism into three distinct categories: the good, the bad, and the ugly. The primary objective in this article is to provide teacher educators and teachers with a richer understanding of constructivism - its limitations and its strengths - while offering concrete pedagogical strategies for its classroom application.
Updated: Mar. 02, 2008
Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research
The article discusses a short development course for physics teachers, providing them with a tutorial as an active learning strategy. The course was designed as an active learning environment and enabled teachers to experience the entire tutorial sequence of activities. Following the tutorial, teachers reflected on difficulties and experiences, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later.
Updated: Feb. 19, 2008
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
The article described the development and validation of the Beliefs about Primary Education Scale (BPES). The 18-item scale for assessing primary school teachers' beliefs toward the nature of good education is subdivided into a transmissive dimension and the developmental dimension. Recent studies (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.
Updated: Feb. 05, 2008
Integrating Katz and Chard's Project Approach with Multicultural Education in the University Classroom
The article describes the engagement of a group of early childhood education candidate in a special approach developed to learn about multicultural education. The opportunity for hands-on experiences, gave the, a deeper belief in the program and engaged them in learning. They demonstrated that teaching and learning for themselves and for children can be meaningful when using constructivist theory.
Updated: Jan. 27, 2008
A study of the lived experiences of a second grade primary teacher was conducted by university researchers. Researchers focused on the teacher's body, time, space, relationship with children, and relationship with adults. The emergent themes were autonomy, pedagogical tact, lifelong learning, and kinship.
Updated: Jan. 24, 2008
Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students.
Updated: Jan. 15, 2008
Pre-service Teachers' Conceptions about Teaching and Learning: A closer look at Singapore cultural context
A study regarding conceptions about teaching and learning was conducted with 313 teacher education students in Singapore. The study identified two primary concepts: traditional and constructivist. Findings show that there was a greater tendency for students to hold constructivist conceptions and multivariate data analysis found race groups and qualifications as the significant differences between the two groups.
Updated: Jan. 09, 2008
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Updated: Dec. 27, 2007