The Practice of Constructivism in Science Education

Tobin, Kenneth

doi:10.4324/9780203053409

Cited by 127 publications

(43 citation statements)

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“…This theory is based on the belief that a child build knowledge and conceptual understanding through their own activities in order to build the mathematical knowledge. This theory saw mathematics as a social construction that is meaningful, where students are not considered as an object but as subject to continuous gain conduct active interaction in relation to others, so that the goal orientation constructivist for students is to take responsibility for their own learning, that is to become independent learners, to develop an integrated understanding of concepts, and problem posing and trying to answer important questions [17], which is the gist of the mathematical investigation.…”

Section: Mathematical Investigationmentioning

confidence: 99%

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Sumarna¹,

Mr.²,

Herman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-This study aims to determine the increase in the ability of conceptual and procedural on prospective elementary teachers, through a learning experiment with a mathematical investigation approach. The results showed that (1) there is an increased ability to conceptual and procedural abilities which was significant at all the students who get teaching investigation of mathematics, (2) in terms of prior knowledge mathematics, high and medium group showed a significant increase in understanding, otherwise the low group gave different results and (3) there is no interaction between the learning undertaken factor (mathematical investigation and expository) with prior knowledge of mathematics to increase the ability of conceptual and procedural abilities.

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Section: Mathematical Investigationmentioning

confidence: 99%

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Sumarna¹,

Mr.²,

Herman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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“…I believe in the inter-subjective nature of social reality and that we come to know about social reality through making sense of and conversing about our lived experiences (Tobin, 1993). Thus, for this research I subscribed to the social constructivist epistemology of the interpretivist research paradigm (Taylor, Taylor, & Luitel, 2012).…”

Section: Methodsmentioning

confidence: 99%

Uncovering Management Issues in Australian Classrooms Experienced by Non-English Speaking Background Teachers

Bushra

Taylor

2017

J Educ & Res

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Teachers from non-English-speaking background (NESB) constitute an important community of teachers in Australia, especially in Mathematics and Science discipline. During their journey of resuming teaching in Australian schools, they encounter a number of problems, including classroom management issues. Being an NESB teacher I have experienced acute classroom management problems, mostly related to students' behaviour and have been desperate to know the reality of the issue for other teachers. In this autoethnographic research, I developed a deeper understanding of these problems and possible solutions. I held a series of 'good conversations' with four NESB teachers from the Indian subcontinent. I represented the conversations in the form of narratives and subsequently subjected them to scholarly interpretive analysis. The study illustrates ways in which these NESB teachers faced severe student behaviour problems, which was a source of deep frustration for them. Major factors contributing towards these problems are cultural differences, language barriers and racism. I have learned from this study that NESB teachers, including myself, could improve class management skills by undertaking behaviour management courses prior to resuming teaching in a seemingly alien culture. Class management skills of NESB teachers can also improve with experience.

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“…The constructivist pedagogy is presented in different works (Cobb et al, 1991;Tobin, 1993;Freedman, 1994;Wilson, 2001;White, 2001). The implementations of constructivist pedagogy share the coming features.…”

Section: Constructivismmentioning

confidence: 99%

Toward a Constructivist Approach in Saudi Education

Alsulami¹

2016

ELT

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In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.

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The Practice of Constructivism in Science Education

Cited by 127 publications

References 0 publications

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Improving the Ability of Mathematics (Conceptual and Procedural) Through Mathematical Investigation on Prospective Elementary Teachers

Uncovering Management Issues in Australian Classrooms Experienced by Non-English Speaking Background Teachers

Toward a Constructivist Approach in Saudi Education

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