Teacher Candidates’ Understandings and Progress of Constructivism in Science Teaching

Baysen, Fatma; Baysen, Engin

doi:10.1080/09751122.2017.1397436

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…For example, appropriate PCK-related curricular supplements, using the concept of didactic reconstruction (Kattmann, 2004;Kattmann et al, 1997) to focus on specific difficulties in comprehension and misconceptions of learners in the subjects of biology and chemistry, could be offered to students. In this way, the effectiveness of constructivist-oriented teaching could be illustrated and practiced intensively using practical examples and teaching elements (e.g., role play) to promote appropriate beliefs about teaching and learning sciences (e.g., Baysen & Baysen, 2017). In this context, it would also be worthwhile to monitor whether such approaches might have a beneficial effect on PPK-related motivational aspects as well.…”

Section: Practical Implications and Recommendationsmentioning

confidence: 99%

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

et al. 2021

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Section: Practical Implications and Recommendationsmentioning

confidence: 99%

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

et al. 2021

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“…Advocates of constructivism argue that the transfer of knowledge from an expert to learners is not the most effective way to acquire knowledge; rather, learners bene t more from actively participating in constructing their own knowledge. Constructivism promotes a learner-centered approach, with the teacher playing the role of a facilitator or educational guide (Dejong & Groomes, 1996;Kroll & Laboskey, 1996;Baysen & Baysen, 2017;Kosnik et al, 2018). While many cognitive theories stress active learning, constructivism places particular emphasis on learners actively constructing their understanding of educational topics.…”

Section: Constructivism As An Instructional Philosophymentioning

confidence: 99%

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Nyamekye,

Asare-Danso,

Ofori

2024

Preprint

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The education system in Ghana is undergoing a transition from a behaviorist instructional philosophy to a constructivist one, aiming to produce learners who can actively contribute to nation-building. Nonetheless, given the weighing demands on teachers regarding this abrupt shift into constructivist teaching, there is a need to examine teachers sense of efficacy related to the enactment of core principles of this novel instructional philosophy—i.e., social, cognitive, and critical constructivism— laid down in the newly introduced standards-based curriculum. An explanatory sequential mixed method was used to obtain data from basic school teachers in the Sunyani-west district of Bono Region, Ghana. Using adapted teacher self-efficacy and constructivist learning environment scales, quantitative data were gathered from 104 teachers. Qualitative data were also gathered from 61 conveniently sampled language teachers to augment the quantitative findings. Using partial least squares structural equation modelling, a significant positive association was discovered between teachers’ efficacy and the practice of social and cognitive constructivism. Nonetheless, teachers’ efficacy did not statistically predict their practice of critical constructivism. The qualitative results showed that sociocultural concerns probably accounted for the insignificant association between efficacy and critical constructivism. It was therefore concluded that sociocultural norms designed for bringing up a child in Ghana tend to inhibit the enactment of critical constructivism. The study recommends that the National Council for Curriculum and Assessment, in partnership with the Ghana Tertiary Education Commission, should update teacher professional development programs in universities and colleges of education to incorporate constructivist principles, particularly critical pedagogy, aiming to produce competent teachers capable of fostering learners' autonomy, critical thinking, and problem-solving skills as outlined in the Standards-Based Curriculum (SBC)..

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“…To proponents of this theory of knowledge acquisition, the transfer of knowledge from a knowledgeable person to the learners is not the best way of acquiring knowledge; thus, learners learn better when they are actively involved in the construction of their knowledge. Constructivism advocates for a learner-centred approach to education while limiting the role of the teacher to that of a facilitator or an educational guide (Dejong and Groomes 1996, Kroll and Laboskey 1996, Baysen and Baysen 2017, Kosnik et al 2018. Although most cognitive theories of learning emphasise active learning among students, the constructivist theory places a premium on learners constructing their own understanding of a particular educational issue in a learning environment.…”

Section: Constructivist Practices In Africamentioning

confidence: 99%

Understanding the Determinants of ‘Shared Control’ in Early Childhood Education in Ghana

Nyamekye

2024

JIRPE

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Developing children who are autonomous learners and able to contribute constructively to decision-making, forms part of the reasons why the Ghana Education Service, in the year 2019, introduced the Standards-based curriculum for basic education in Ghana. Teachers were, thus, tasked to adopt the constructivist instructional philosophy to help realize this educational goal. Using a sequential mixed method, this research involved basic schools in the Sunyani-west municipal of Ghana as cases. The current study investigated the practice of shared control as a way of developing children’s autonomous learning abilities. The results of the study indicate that teachers hardly allowed learners to contribute to the management and planning of instruction. Teachers’ perception of the learners’ limited cognitive ability, policy constraints (lesson planning system, examination-driven nature of the curriculum), and some socio-cultural factors significantly contributed to the minimal practice of shared control during instruction. Further results show that the GES, ironically, worked against the possibility of ensuring shared control. Recommendations have, therefore, been offered for the consideration of policymakers and curriculum implementers.

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Teacher Candidates’ Understandings and Progress of Constructivism in Science Teaching

Cited by 4 publications

References 28 publications

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Understanding the Determinants of ‘Shared Control’ in Early Childhood Education in Ghana

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