✦ LIBER ✦

A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science

✍ Scribed by Ken Appleton; Hilary Asoko

Publisher: John Wiley and Sons
Year: 1996
Tongue: English
Weight: 997 KB
Volume: 80
Category: Article
ISSN: 0097-0352
DOI: 10.1002/(sici)1098-237x(199604)80:2<165::aid-sce3>3.0.co;2-e

No coin nor oath required. For personal study only.

✦ Synopsis

For some years, there have been in-service efforts to help teachers become familiar with constructivist ideas about learning, and to apply them in their science teaching. This study is a vignette of one teacher's science teaching some time after such an inservice activity. It explores the ways in which the teacher implemented his perceptions of constructivist ideas about learning in his teaching of a topic. The extent to which the teacher used teaching principles based on constructivism was influenced by his views of science and of learning, how he usually planned his teaching, and his confidence in his own understanding of the topic. Features of the teaching which reflect a constructivist view of learning are discussed and some problems are identified. We conclude with some reflections about in-service programs within a constructivist framework.

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