Please use this identifier to cite or link to this item:
Practicing Constructivist Teaching: A Case Study on a Science Teacher
|Issue Date: ||2012-11-22T07:42:36Z
The teaching practices of a science teacher, having fourteen years of teaching experience at a junior high school, were observed in this study. The main purpose was to protray how an experienced science teacher applies constructivist teaching in her classroom. Factors constraint and/or facilitate her in attempting the new teaching method, as well as the associated belief change, were investigated. Data were collected for six months, with qualitative method including classroom observations, interviews and discussions. The classroom observations, being divided into two stages, were done for a period of four weeks. Data sources included fieldnotes taken from the classroom observations, transcripts of interviews with the teacher, and other relevant documents. Categories coding was used as a method of data reduction. Data were classified according to there relative importance or recurring themes. Constant comparison method was used for constrcuting the research results. Findings from this study indicated that the knowledge and beliefs of a "successful" and exeperenced teacher tended to limit the change in her own beliefs about the nature of science and about teaching, resulting in a hinderance in adopting contructivist instructional methods. However, relying on her teaching experience, an experienced science teacher was able to carry out well-designed constructivist instructional activities very successfully.
|Relation: ||科學教育, 5: 27-51|
|Appears in Collections:||[科學教育研究所] 期刊論文|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.