Changes in High School Teachers' Constructivist Philosophies

Cho, Jung‐Il; Yager, Robert E.; Park, Do-Yong; Seo, Hae-Ae

doi:10.1111/j.1949-8594.1997.tb17384.x

Cited by 12 publications

(7 citation statements)

References 3 publications

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“…Heath (1992) summarized some effective teaching strategies of STS instruction, which included exploration of real life problems, cooperative and collaborative teacher-student approach, debates and small group discussions, and clearly, these are examples of constructivist-oriented instructional activities. Although some workshops on STS and constructivist philosophies may be helpful on developing teachers' views about constructivist teaching (e.g., Cho et al, 1997), this study believes that actual implementation of STS instruction may be a more effective way.…”

Section: The Practice Of Constructivismmentioning

confidence: 82%

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

Tsai

2001

Science Education

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ABSTRACT:The major purpose of this study was to describe a science teacher's views of STS (Science -Technology -Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, interview data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called "constructivist" teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular crossclass standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction.

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Section: The Practice Of Constructivismmentioning

confidence: 82%

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

Tsai

2001

Science Education

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“…They have to participate actively in their learning, either through discussion, problem solving and exploration of knowledge, or through the design and implementation of projects. This enables them to construct their knowledge by themselves, establishing them as independent learners who know that others have their own views that may differ from theirs, so they may be expected to respect those views and to be brave enough to accept being wrong during the learning process (Cho et al, 1997;Cobern, 1995).…”

Section: Introductionmentioning

confidence: 97%

“…In a study conducted by Cho, Yager, Park and Seo (1997), changes in the ideas of 70 high school teachers who participated in an overseas in-service training program in Iowa University for developing the teachers' constructivist philosophies were investigated. These teachers were surveyed using the Constructivism Learning Environment Survey (Taylor & Fraser, 1991) before and after the workshops.…”

Section: Introductionmentioning

confidence: 99%

The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process

Al-Weher

2004

Asia-Pacific Journal of Teacher Education

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To cite this article: Mahmoud Al-Weher (2004) The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process, Asia-Pacific This study investigates the effect of a training course, based on constructivism, on the student teachers' perceptions of teaching, learning and the roles of teachers and students in the teachinglearning process. A sample of 188 student teachers (92 of them in the experimental group and 96 in the control group) from the Hashemite University were subjected to a pre-test that was developed and validated for the purpose of the study, and the experimental group was then trained using a four-step training course based on constructivist ideas. Results showed that the two groups' perceptions were not consistent with constructivist ideas before the training took place, but after training, there were signi®cant differences between the two groups' perceptions about the four areas. Also, there were signi®cant differences between the constructivist perceptions of males and females, with females' perceptions being more consistent with constructivist ideas than males. The study concluded with recommendations concerning the introduction of constructivist ideas in educational courses that are designed to prepare student teachers for science teaching, and further research to examine the effect of this course on the student teachers' practices in the classrooms.

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“…Teachers and students were not accustomed to learning processes including interaction and scientific inquiry which require relatively long periods of time of teacher training and more effort to complete the tasks and, in the end, provide few clear answers for student-led-inquiry. Teachers usually feel the need to gain information in the most direct way, where information is learned for its own sake and not as a means of solving problems (Cho and Seo, 1997). The direct ways of gaining information, however, rarely result in real learning.…”

Section: Resultsmentioning

confidence: 99%

An Exploratory Analysis of Constructivist Teaching Practices and Science Teaching Interactions in Earth Science Classes

Shin¹

2010

Journal of the Korean earth science society

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This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

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Changes in High School Teachers' Constructivist Philosophies

Cited by 12 publications

References 3 publications

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process

An Exploratory Analysis of Constructivist Teaching Practices and Science Teaching Interactions in Earth Science Classes

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