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| Author | : K. V. Sridevi |
| Publsiher | : Discovery Publishing House |
| Total Pages | : 260 |
| Release | : 2008 |
| Genre | : Constructivism (Education) |
| ISBN | : 9788183563451 |
| Rating | : 4.3/5 (634 downloads) |
Study conducted at Demonstration Multipurpose School and Kendriya Vidyalaya situated in Mysore, Karnataka, India.
| Author | : Michael Matthews |
| Publsiher | : Springer Science & Business Media |
| Total Pages | : 234 |
| Release | : 2012-12-06 |
| Genre | : Science |
| ISBN | : 940115032X |
| Rating | : 4.0/5 (2 downloads) |
Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
| Author | : Peter J. Fensham |
| Publsiher | : Routledge |
| Total Pages | : 292 |
| Release | : 2013-11-26 |
| Genre | : Education |
| ISBN | : 1317856228 |
| Rating | : 4.6/5 (28 downloads) |
First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Kenneth G. Tobin |
| Publsiher | : Routledge |
| Total Pages | : 360 |
| Release | : 2012-11-12 |
| Genre | : Education |
| ISBN | : 1136489746 |
| Rating | : 4.9/5 (46 downloads) |
This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.
| Author | : Joel J. Mintzes |
| Publsiher | : Academic Press |
| Total Pages | : 384 |
| Release | : 2005-02-21 |
| Genre | : Psychology |
| ISBN | : 0080879241 |
| Rating | : 4.9/5 (41 downloads) |
Teaching Science for Understanding
| Author | : Keith S. Taber |
| Publsiher | : Springer Science & Business Media |
| Total Pages | : 400 |
| Release | : 2009-05-29 |
| Genre | : Science |
| ISBN | : 904812431X |
| Rating | : 4.4/5 (1 downloads) |
Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science. Many students find learning science extremely problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. ‘Constructivism’ became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners’ ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having ‘anti-science’ leanings. In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
| Author | : Bonnie Shapiro |
| Publsiher | : Teachers College Press |
| Total Pages | : 241 |
| Release | : 1995 |
| Genre | : Education |
| ISBN | : 0807777420 |
| Rating | : 4.7/5 (2 downloads) |
Bonnie Shapiro clarifies the historical development of constructivism, and employs a constructivist approach in her own methodology. To construct new ideas means to take action based on beliefs about what one is doing when one is learning science. Learning is understood not only as a cognitive experience, but also as one that derives from the emotional, personal, social, cultural, and preconceptual. These often neglected dimensions, which permeate all subject matter learning, are given high status in What Children Bring to Light. Six case studies, each emphasizing a very different reception of one teacher’s inroduction of the topic, light, form the core of the book. Shapiro not only analyzes this core in the book’s third part, but shares the thinking that lies behind the research and data collection. “Not only is this book valuable reading for the practitioner, but it is also a model of how curriclum learning theory research can be communicated in an interesting yet scholarly way.” —The Science Teacher
| Author | : Ben Akpan |
| Publsiher | : Springer Nature |
| Total Pages | : 517 |
| Release | : 2020-09-08 |
| Genre | : Science |
| ISBN | : 3030436209 |
| Rating | : 4.6/5 (9 downloads) |
This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce. Chapter “The Bildung Theory—From von Humboldt to Klafki and Beyond” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
| Author | : Dimitris Psillos |
| Publsiher | : Springer Science & Business Media |
| Total Pages | : 504 |
| Release | : 2003-08-31 |
| Genre | : Education |
| ISBN | : 9781402014123 |
| Rating | : 4.2/5 (141 downloads) |
This book offers a global presentation of issues under study for improving science education research in the context of the knowledge-based society at a European and international level. It includes discussions of several theoretical approaches, research overviews, research methodologies, and the teaching and learning of science. It is based on papers presented at the Third International Conference of the European Science Education Research Association (Thessaloniki, Greece, August 2001).
| Author | : Beverley Bell |
| Publsiher | : Routledge |
| Total Pages | : 224 |
| Release | : 2005-06-21 |
| Genre | : Education |
| ISBN | : 1135718350 |
| Rating | : 4.8/5 (5 downloads) |
This text proposes a model of teacher development as social, personal and professional development, and is based on the findings of a three year New Zealand research project. The project investigated the teacher development of some teachers of science working to: implement the findings of the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning. The factors that helped teacher development are discussed as is a view of learning to underpin teacher development. This book is intended to be of interest to teachers, teacher educators, teacher developers, school managers and policy makers working in all curriculum areas.
| Author | : Alan Colburn |
| Publsiher | : |
| Total Pages | : 52 |
| Release | : 1998 |
| Genre | : Authorship |
| ISBN | : |
| Rating | : 4./5 ( downloads) |
Outlines the basics of constructivism and applies this theory to teaching science.
| Author | : Beverley Bell |
| Publsiher | : Deakin University Press |
| Total Pages | : 109 |
| Release | : 1993 |
| Genre | : Cognitive learning |
| ISBN | : 9780730016076 |
| Rating | : 4.0/5 (16 downloads) |
Investigation of science education for children. Covers views of learning, the educational implications of children's science, a constructivist view of learning, and teaching for conceptual change. Includes references. Produced as part of the study materials for students of educational issues in science and technology (ECS810).
| Author | : David Jerner Martin |
| Publsiher | : Cengage Learning |
| Total Pages | : 632 |
| Release | : 2012-12-20 |
| Genre | : Education |
| ISBN | : 1133707092 |
| Rating | : 4.7/5 (92 downloads) |
The text that pioneered a constructivist approach to elementary science teaching is based on two fundamental and complementary ideas: that it's more important for children to learn how to do science than to learn about science, and that elementary science teachers needing to know a great deal of science, but rather should be co-inquirers with their students. ELEMENTARY SCIENCE METHODS: A CONSTRUCTIVIST APPROACH, Sixth Edition, features a wealth of exercises, including open-ended inquiry activities that help teacher candidates construct their own conceptualizations about science content and teaching methods. More than 170 process-oriented, open-ended activities, organized by grade level, can be used to encourage children to develop and perform their own investigations. All activities and much of the text content are clearly linked to National Science Education Standards (NSES) for content, professional development, assessment, and teaching. Also included are suggestions for appropriate children's literature to encourage interdisciplinary learning. The book's website, Education CourseMate, provides valuable tools and resources such as additional activities and video clips that students can use both in their college course and later in elementary science classrooms. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
| Author | : Marie Larochelle |
| Publsiher | : Cambridge University Press |
| Total Pages | : 332 |
| Release | : 1998-08-13 |
| Genre | : Education |
| ISBN | : 9780521621359 |
| Rating | : 4.1/5 (213 downloads) |
An international collection dealing with the constructivist approach to education.
| Author | : Joel J. Mintzes |
| Publsiher | : Academic Press |
| Total Pages | : 407 |
| Release | : 2005-08-22 |
| Genre | : Education |
| ISBN | : 0080575331 |
| Rating | : 4.5/5 (31 downloads) |
Recent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.
| Author | : Christine Chaillé |
| Publsiher | : Good Year Books |
| Total Pages | : 196 |
| Release | : 1997 |
| Genre | : Constructivism (Education) |
| ISBN | : |
| Rating | : 4./5 ( downloads) |
Young children - how they experience the world, interact with each other, pose questions and problems, and construct knowledge - form the basis for this insightful examination of early childhood science education. Authors Chaille and Britain explore the teacher's role in understanding and facilitating preschool and primary-school children's scientific explorations. Using three traditional content areas of science - chemistry, physics, and biology - and translating them into developmentally appropriate practices, The Young Child as Scientist leaves behind rigid views of science education. Both teachers and students of early childhood education are led to reconceptualize science in ways that have implications for their whole classroom. Without being a cookbook approach to curriculum planning or a purely theoretical approach, the text weaves practical examples and theory together to present constructivism as it can be implemented in real preschool and elementary classrooms.
| Author | : Andreas Quale |
| Publsiher | : BRILL |
| Total Pages | : 237 |
| Release | : 2008-01-01 |
| Genre | : Education |
| ISBN | : 9087906129 |
| Rating | : 4.6/5 (29 downloads) |
This book addresses the topic of science education, from the viewpoint of the theory of radical constructivism. It takes a closer look at the "image of science" that is projected, in the presentation of it to students and to the general public.
