Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10334
Title: Constructivist-informed Pedagogy in Teacher Education: An Overview of a Year-Long Study in Fiji
Contributor(s): Taylor, Neil (author)orcid ; 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
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