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|Title:||Constructivist-informed Pedagogy in Teacher Education: An Overview of a Year-Long Study in Fiji||Contributor(s):||Taylor, Neil (author) ; Coll, Richard K (author)||Publication Date:||2002||Handle Link:||https://hdl.handle.net/1959.11/10334||Abstract:||Science education is seen as an important goal for many developing countries. The role of primary science education is of particular importance, as research has shown that there is a high correlation between economic growth and the time spent on primary science education. However, the teaching of science in many developing countries is dominated by a highly traditional didactic approach that many researchers believe fails to develop the understanding of scientific concepts in learners. In this paper, we report on a yearlong study that used an innovative teaching approach consisting of pedagogy-based on a constructivist-informed view of learning. The study employed both qualitative and quantitative means of inquiry, and the research findings suggest that a constructivist-based teaching approach leads to improved learning, with participants clearly identifying specific instructional tools used in the intervention as contributing to their learning.||Publication Type:||Journal Article||Source of Publication:||Asia-Pacific Journal of Teacher Education and Development, 5(1), p. 47-76||Publisher:||Hong Kong Institute of Education||Place of Publication:||Hong Kong||ISSN:||1029-0699||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 159
|Appears in Collections:||Journal Article|
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