Constructivist-informed Pedagogy in Teacher Education: An Overview of a Year-Long Study in Fiji

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.