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1.
Ian Kinchin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):301-312
Secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner. They did this by identifying with the dialogue depicted in two concept cartoons. Results indicate an overwhelming preference among students for a constructivist learning environment. This suggests not only that students would be receptive to moves by teachers towards more constructivist principles in the classroom, but also that a failure to promote such a transition may contribute to an epistemological gap between teaching and learning styles that will be an impediment to meaningful learning. Students anticipated constructivist learning environments would be more interesting, more effective at developing students' understanding and would permit them to take greater ownership of their learning. Some limitations of the study are described. 相似文献
2.
《International Journal of Educational Research》1997,27(4):311-320
This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in the course of a two-year physics course including (a) repeated administrations of a classroom learning environment survey, (b) written essays on the topics of knowing, learning, and classroom learning environment, and (c) interviews. While there was a general trend for students to adopt more constructivist views of knowing and learning, there was also a small number who resisted to adapt to the constructivist learning environment in their physics course. Two case studies of individual students are used to illustrate the interactions of the learning environment, student understanding of scientific knowledge, and the nature of science, and students' views of their own learning. 相似文献
3.
While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
4.
《International Journal of Educational Research》1997,27(4):293-302
The incorporation of constructivist and critical theory perspectives on the farming of the classroom learning environment led to the development of the Constructivist Learning Environment Survey (CLES). CLES enables researchers and teacher-researchers to monitor constructivist teaching approaches and to address key restraints to the development of constructivist classroom climates. CLES assesses either student or teacher perceptions of Personal Relevance, Uncertainty, Student Negotiation, Shared Control, and Critical Voice. The p plausibility of the CLES was established in small-scale classroom-based qualitative studies and its statistical integrity and robustness were validated in large-scale studies conducted in the USA and Australia. 相似文献
5.
Edyth J. Wheeler G. Patricia Wilson Terry R. Berkeley 《Journal of Early Childhood Teacher Education》2013,34(4):237-242
Abstract In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices. 相似文献
6.
Sharon H. Harwell Shannon Gunter Sandra Montgomery Cheryl Shelton Deborah West 《Learning Environments Research》2001,4(3):259-286
This article describes initial results of a collaborative action research endeavor between a regional university and a local
school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist
viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning
Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and
classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which
the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics
and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded
no significant changes in student perceptions of the classroom learning environment over the duration of the academic year.
Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom
learning environment into closer alignment with a constructivist perspective for teaching and learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
Yael Sharan 《Education 3-13》2015,43(1):83-94
Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process. 相似文献
8.
Dr Stephen M. Ritchie 《Research in Science Education》1998,28(2):169-185
The application of constructivist referents for teaching science has received some recent unwarranted criticism. To counter
some of the pedagogical criticisms, the teacher's role and actions within a Year 6 science classroom learning community are
described. In particular, my interpretation of two teaching episodes shows how the teacher helped a group of students transform
their understanding of electrical circuits. The teacher in this study mediated learning by monitoring the transformation of
student understanding and negotiating scientific practices—teaching practices which need to be illustrated more fully by researchers
to avoid further confusion about the application of idea-based social constructivism. I argue that the teacher's role, from
a social constructivist perspective, is to employ whatever strategies are needed to help students develop a deeper understanding
of canonical science. 相似文献
9.
A Teacher Professional Development Program on Using a Constructivist Multimedia Learning Environment
This paper describes a professional development program using an interactive multimedia program to develop teachers' understanding
of a constructivist epistemology in science education. The aim of this study was to describe teachers' reflections on and
perceptions of a series of professional development workshops and how teachers changed their classroom practices after having
participated in the workshops. The software, developed with the cooperation of teachers and students, is based on the Birds of Antarctica database (Maor & Phillips, 1996). This database was designed as an interactive program which requires teachers to use a constructivist-oriented
approach to teaching and learning in order to promote the development of inquiry skills particularly higher-order thinking
skills. A series of workshops for teachers was conducted to empower them to become comfortable with using computers in science
classrooms and to enable them to enhance their understanding of, and ability to use, personal and social constructivist approaches.
Teachers' perceptions of the process of learning with the multimedia program and their reactions to their experiences were
assessed using a new instrument, the Constructivist Multimedia Learning Environment Survey (CMLES). The results of the study suggest that teachers who participated as learners in the professional development program
became familiar with a constructivist-oriented multimedia learning environment; understood the context, problems, and issues
faced by students in the classroom; and were better able to facilitate students' needs and understanding in this learning
environment.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
Asely Moustafa Orit Ben-Zvi-Assaraf Haim Eshach 《Journal of Science Education and Technology》2013,22(4):418-431
The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students’ conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students’ explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences. 相似文献
11.
Integrated, Constructivist Education: Challenge and Reality 总被引：3，自引：0，他引：3
Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous great reforms based on constructivist principles have failed during this century. In this special issue ofEducational Psychology Review, authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students. 相似文献
12.
The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies 总被引：3，自引：0，他引：3
Jong Suk Kim 《Asia Pacific Education Review》2005,6(1):7-19
The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference
were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist
approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to
implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept
inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is
more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in
relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring;
3) a constructivist environment was preferred to a traditional classroom. 相似文献
13.
14.
认知的改变是行为改变的前提,一直以来人类通过不同的学习理论认知世界,从早期的行为主义学习理论到认知主义学习理论、建构主义学习理论再到情境学习理论,人类文明的不同发展阶段需要不同的学习理论来引领。本文把情境学习理论运用于大学生实习过程,打通学校课堂和实际工作场景之间的隔阂,把整个实习工作场景结构化、情境化,把整个工作场景当做课堂,通过改造我们的学习方法,让学生转变单一的课堂学习方式,学会在实践中如何学习,如何成长。 相似文献
15.
This study sought to use simple, less costly, robust equipment and constructivist pedagogies, that promote and foster learning, to enable an intact class of 81 teacher trainees in a teaching programme to form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of two-tier diagnostic assessments in a constructivist classroom environment that employed microscience equipment and activities. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate data and acquired learning skills. From the study, it was found that the variant hands-on and minds-on constructivist approach enhanced the acquisition of many learning skills, created environmental awareness, and concept formation. The implication here is that, the varied constructivist approach has the potential to change the way chemistry is taught in more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development.
相似文献16.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
17.
EFL Education in the New Millennium: Focus on the Promotion of Awareness of Difference and Diversity
Liselott Forsman 《Scandinavian Journal of Educational Research》2013,57(5):501-517
This article addresses the changing role of the education of English as a Foreign Language by presenting results from a study aimed at problematizing and increasing the understanding of the inclusion of cultural aspects in the language classroom. The study from which this article is drawn consists of theoretical explorations into the field, linked to an action research project exploring the promotion of intercultural competence during the three years of lower secondary school of a class of 17 minority Swedish‐speaking students in Finland (aged 13–15). The focus of this article is on one of the main areas explored in the study: the promotion of awareness of difference and diversity to help prevent and modify stereotypical views through a constructivist framework of learning, including the implementation of experiential and dialogical approaches in the classroom. 相似文献
18.
Matthew Keefer 《Interchange》2002,33(4):395-417
The objective of this research into teacher education was to provide teachers with a deeper understanding of the cognitive goals of an inquiry-based learning program — Schools for Thought (SFT), and how these might be fostered using specific classroom activities. The classroom activities the workshops analyzed are derived from cognitive research aimed at fostering constructivist learning environments and include various strategies for facilitating collaborative learning and discussion among students (Bruer, 1993; Brown & Campione, 1994). The study documents 13 workshop sessions with teachers from grade 6,7, and 8. Teachers were asked to videotape segments of classroom activities in each of four phases of the SFT research cycle. The videotapes were edited by the authors and then discussed with teachers focusing on their effectiveness at implementing the cognitive goals for each unit phase. Analysis of these sessions reveal a shift in the focus of teachers' discussion from identifying procedures or the planning sequence of inquiry-based activities, to the usefulness these activities have for fostering specific cognitive and pedagogical goals. However, important differences remain in what researchers and teachers consider important when reflecting on teaching. 相似文献
19.
20.
Harold R. Hungerford 《The Journal of environmental education》2013,44(2):21-26
Abstract A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces. 相似文献