Constructivism Deconstructed in Science Teacher Education

Autor/in	Garbett, Dawn
Titel	Constructivism Deconstructed in Science Teacher Education
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 6, S.36-49 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Constructivism (Learning); Methods Courses; Teacher Education Curriculum; Science Teachers; Reflective Teaching; Science Instruction; Science Education; Teacher Education Programs; Teacher Role; Questionnaires; Independent Study; Foreign Countries; Pedagogical Content Knowledge; Scientific Concepts; Likert Scales; Student Teachers; Teacher Educators; New Zealand + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Lehrerrolle; Fragebogen; Selbststudium; Ausland; Pädagogische Kompetenz; Likert-Skala; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Neuseeland
Abstract	Constructivism posits that the teacher's role is to help their students to actively construct new understanding for themselves. Diagnosis of students' prior understanding followed by carefully planned teaching sequences enables learners to grasp hitherto unknown concepts. Assessing whether they can then apply their new knowledge in new contexts verifies whether or not they have learnt what the teacher has taught. Using these three steps (diagnose, engage, evaluate) to structure a self-study highlighted the gap between rhetoric and reality in a science education methods course. This self-study research--which draws on journal entries; students' and colleagues' perspectives generated through questionnaires and interviews; and critical friends critique and questioning--had a significant impact on my teacher education pedagogy. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10