Initial Teacher Development in Science: The Impact of Constructivist-Informed Practice on Learning

Autor/in	Patterson, Eira Wyn
Titel	Initial Teacher Development in Science: The Impact of Constructivist-Informed Practice on Learning
Quelle	In: Teacher Development, 15 (2011) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Constructivism (Learning); Student Teachers; Measures (Individuals); Teaching Methods; Teacher Education; Science Instruction; Student Teacher Attitudes; Questionnaires; Interviews; Instructional Effectiveness; Learning Processes; Cooperative Learning; Peer Relationship; Elementary School Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Interviewing; Interviewtechnik; Unterrichtserfolg; Learning process; Lernprozess; Kooperatives Lernen; Peer-Beziehungen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper explores the perceptions of student teachers regarding the extent to which they consider a constructivist approach supports their learning in science. The research was carried out in two phases and drew on questionnaire and interview data. In Phase 1 a questionnaire was used to collect the views of 34 students regarding the effectiveness of a constructivist approach in facilitating their learning in science. Phase 2 was a more in-depth analysis of factors identified in Phase 1 as influencing the effectiveness of the learning process. The majority of students considered that a constructivist approach was effective in enabling them to learn in science. Findings highlighted the significance of social mediation within constructivist-informed practice, in particular collaborative group work and tutor questioning. These findings are discussed in the context of related research. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10