Initial teacher development in science: the impact of constructivist-informed practice on learning

Patterson, E. (2011) Initial teacher development in science: the impact of constructivist-informed practice on learning. Teacher Development, 15 (1). pp. 69-86. ISSN 1366-4530 DOI https://doi.org/10.1080/13664530.2011.555225

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Abstract

This paper explores the perceptions of student teachers regarding the extent to which they consider a constructivist approach supports their learning in science. The research was carried out in two phases and drew on questionnaire and interview data. In Phase 1 a questionnaire was used to collect the views of 34 students regarding the effectiveness of a constructivist approach in facilitating their learning in science. Phase 2 was a more in‐depth analysis of factors identified in Phase 1 as influencing the effectiveness of the learning process. The majority of students considered that a constructivist approach was effective in enabling them to learn in science. Findings highlighted the significance of social mediation within constructivist‐informed practice, in particular collaborative group work and tutor questioning. These findings are discussed in the context of related research.

Item Type: Article
Subjects: L Education > L Education (General)
Q Science > Q Science (General)
Divisions: Education
Date Deposited: 18 Apr 2011 14:51
URI: http://repository.edgehill.ac.uk/id/eprint/3089

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