Reflections on a Constructivist Approach to Teaching

Preservice Elementary School Teachers' Understandings of Theory Based Science Education

“…Our students, preservice teachers, have the opportunities to reflect upon their experiences of developing and teaching learning cycle lessons to students in elementary school classrooms. Our expectations are that these reflective processes lead to an increased understanding of the learning cycle and its theoretical underpinnings (Francis, Tyson, & Wilder, 1999;Hamilton & Hitz, 1996;Wedman, Espinosa, & Laffey, 1999). Since we found that our students' comments were more closely related to the theoretical underpinnings of the learning cycle rather than the answers and rationales on the LCT, we recommend that others closely examine the theory base and the expectations of their course(s) and determine if they match, or are measured by, the LCT.…”

Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms

“…A constructivist approach (Baum and King 2006;Bufkin and Bryde 1996;Hamilton and Hitz 1996) is adopted whereby the students can pro-actively engage in a self-examination of theoretical and practical issues against a backdrop of personal empowerment and 'intellectual safety' (Baum and King 2006). It is clear from our evidence that the student teachers profoundly understood the need to critically reflect on their principles in the context of their practice.…”

Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs

“…This strategy allows students to more personally confront both sides of the issue and build their opinions based on their own knowledge of child development and developmentally appropriate practice, rather than simply being expected to change or modify their beliefs to comply with the instructor's wishes or demands. By allowing students the opportunity to explore both sides of the issue without requiring an immediate stand, giving them ample time to process the information that they uncovered, and providing them with a non-threatening environment in which to express their emerging opinions and questions, students can develop their beliefs and values based on internal examination and processing, rather than through a reliance on external pressures and expectations, leading to more meaningful conceptual change (Bufkin & Bryde, 1996;Hamilton & Hitz, 1996).…”

“…can provide a starting point for meaningful growth and change. Questions such as these will allow students to consciously uncover and confront any preconceptions and underlying attitudes that may lead to inaccurate or undesirable views impacting their work with young children (Clark, 1988;Hamilton & Hitz, 1996).…”