Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

Autor/in	Nelson, Adrienne Fleurette
Titel	Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning
Quelle	(2017), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, College of Saint Elizabeth
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1815-7
Schlagwörter	Hochschulschrift; Dissertation; Constructivism (Learning); Teaching Methods; Science Teachers; Teacher Student Relationship; Learning Processes; Instructional Design; School Districts; Teacher Attitudes; Secondary School Teachers; Mixed Methods Research; Teacher Collaboration; Science Laboratories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; School district; Schulbezirk; Lehrerverhalten; Lehrerkooperation
Abstract	The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01