Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/23267
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Taylor, Neil | en |
dc.contributor.author | Coll, Richard K | en |
dc.date.accessioned | 2018-06-15T13:56:00Z | - |
dc.date.issued | 2000 | - |
dc.identifier.citation | Pacific-Asian Education, 11(2), p. 47-58 | en |
dc.identifier.issn | 1019-8725 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/23267 | - |
dc.description.abstract | Fijian and ethnic lndian pre-service primary school teachers' perceptions of their preferred science learning environment have been investigated using semi-structured clinical interviews. The interview protocol was developed from a learning environment instrument: the Constructivist Learning Environment in Science (CLES) instrument developed by Taylor, Fraser and White (1994). Data analysis has revealed that despite wide cultural differences amongst participants, there is commonality of views about four aspects of the learning environment: the role of the teacher; the role of questioning; the role of the examination system; and the value of competitive versus co-operative classrooms. Fiji pre-service teachers' views of their preferred learning environment are dichotomous, and appear to represent a combination of traditional views along with innovative thinking. Perceptions of the preferred learning environment are broadly consistent with a constructivist view of learning, and may mean that planned changes to the Fiji school curriculum and examination system will prove less problematic than anticipated. | en |
dc.language | en | en |
dc.publisher | Pacific Circle Consortium | en |
dc.relation.ispartof | Pacific-Asian Education | en |
dc.title | The Science Learning Environment: Some Views from Fiji Pre-service Primary School Teachers | en |
dc.type | Journal Article | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
dc.subject.keywords | Higher Education | en |
local.contributor.firstname | Neil | en |
local.contributor.firstname | Richard K | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.for2008 | 130103 Higher Education | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.subject.seo2008 | 930301 Assessment and Evaluation of Curriculum | en |
local.subject.seo2008 | 930103 Learner Development | en |
local.profile.school | School of Education | en |
local.profile.email | ntaylor6@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20180413-134827 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 47 | en |
local.format.endpage | 58 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 11 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | Some Views from Fiji Pre-service Primary School Teachers | en |
local.contributor.lastname | Taylor | en |
local.contributor.lastname | Coll | en |
dc.identifier.staff | une-id:ntaylor6 | en |
local.profile.orcid | 0000-0001-8438-319X | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:23452 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/23267 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The Science Learning Environment | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Taylor, Neil | en |
local.search.author | Coll, Richard K | en |
local.uneassociation | Unknown | en |
local.year.published | 2000 | en |
Appears in Collections: | Journal Article School of Education |
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