Gotowe bibliografie tematyczne / Constructivist teaching approach

Gotowa bibliografia na temat „Constructivist teaching approach”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Constructivist teaching approach"

Appavoo, Paramasiven. "The constructivist' approach to teaching computing". International Journal of Continuing Engineering Education and Life-Long Learning 20, nr 3/4/5 (2010): 407. http://dx.doi.org/10.1504/ijceell.2010.037055.

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Hendry, Graham D. "Constructivism and Educational Practice". Australian Journal of Education 40, nr 1 (kwiecień 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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Lamanauskas, Vincentas. "THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, nr 1 (25.03.2011): 4–7. http://dx.doi.org/10.48127/gu-nse/11.8.04.

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It is obvious that the constructivist perspective is becoming a dominant paradigm in the field of the natural science education. “Constructivism” is not a specific pedagogy but a psychological theory of knowledge. The main idea of this theory is that humans construct knowledge and meaning from their experiences. Central to constructivism is the notion that learners play an active role in ‘constructing’ their own meaning. In general it is true. However, this theory can not be against the traditional way of teaching and learning. Constructivist approaches require learners to be active and confident in themselves and their abilities. However, learners may not always be active in the teach-ing and learning process. Quite often, learners` abilities are quite limited. In this situa-tion, a constructive approach is hardly effective. Why we want to have a behaviorally active learner? According A. Mayer (2004) educators produce materials that require learning to be behaviorally active and not be "cognitively active." Is it constructivist approach is OK nowadays? Are we sure? Who can deny that the traditional teaching / learning is wrong? Science curricula and teaching methods are changing continuously. Traditional teaching has also changed. Such teaching is fundamentally different compared to the teaching of a few decades ago. Both the curriculum and the context are different. Teaching and learning process is unthinkable without modern ICT. This itself requires a qualitatively new approach in science teaching from the teacher`s side. Our imagination that traditional education is the same as one hundred years ago is incorrect. Is it reasonable to promote ‘constructivism’ as a theory appropriate for science teaching in an uncritical way? There is no universally correct theory. This question should be discussed as large as possible in different context by scholars and teachers. Key words: constructivist approach, science education, traditional teaching.

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Warrington, Mary Ann, i Constance Kamii. "Multiplication with Fractions: A Piagetian, Constructivist Approach". Mathematics Teaching in the Middle School 3, nr 5 (luty 1998): 339–43. http://dx.doi.org/10.5951/mtms.3.5.0339.

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On the basis of piaget's (1954, 1960) Constructivism, Kamii (1989, 1994) has demonstrated that children in the primary grades can invent their ownprocedures for solving multidigit problems with whole numbers. A significant finding of this research is that when children are not taught algorithms, such as those of “carrying” and “borrowing,” their number sense and knowledge of place value are far superior to those of students who have been taught these rules. Warrington (1997) extended this work to the fifth- and sixth-grade level and described an approach to “teaching” division with fractions without teaching the algorithm of “invert and multiply.” This article describes a constructivist approach to multiplication with fractions.

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Mikusa, Michael G., i Hester Lewellen. "Discuss with Your Colleagues: Now Here Is That Authority on Mathematics Reform, Dr. Constructivist!" Mathematics Teacher 92, nr 2 (luty 1999): 158–63. http://dx.doi.org/10.5951/mt.92.2.0158.

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Dr. Constructivist is a character who was “born” while we were trying to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might have to overcome in adapting a mathematics-reform and constructivist approach in the classroom. We were both working with in-service and preservice teachers at all levels and found that the ideas of constructivism were still new to them.

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Ullah, Hafeez, Muzammila Akram i Qurat-ul-ain Shams. "Emerging Role of Constructivism for Developing English Speaking Skills". Global Language Review V, nr III (30.09.2020): 142–50. http://dx.doi.org/10.31703/glr.2020(v-iii).15.

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This research paper draws attention to the literature for developing English speaking skills through instructional approaches of constructivism. It provides guideline for the teachers of Pakistan in teaching speaking skills. This research paper first analyzes constructivists model and then validates the implementation of the creative teacher teaching model in the speaking skills. Expectantly this model can contribute meaningfully to educate students in speaking English language. The five-point rating scale was utilized as research device for data collection. The three hundred and fifty-Eight (358) second language learners of Government and Private college students of District Muzaffargarh were selected randomly. The collected data was analyzed through SPSS. It was founded that constructivism paves the way for the learners in learning English as a second Language. Therefore, this research study suggested that the teachers should use constructivist approach in classroom rather than traditional approach

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Ta'awan, Ta'awan. "Upaya Meningkatkan Prestasi Belajar Siswa Kelas IX-D melalui Model Pembelajaran Konstruktivistik pada Mata Pelajaran IPS". Jurnal Pendidikan : Riset dan Konseptual 2, nr 2 (24.03.2018): 125. http://dx.doi.org/10.28926/riset_konseptual.v2i2.38.

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Necessary effort to create economic teaching that can be fun for students to learn at every level in Holistic and Integration. For that, it needs to be developed with reference to Constructivistic approach, since this approach quite rapidly in some developed countries and has given a positive learning outcomes for students. Teacher need to understand what is meant by the constructivist approach, in addition to understanding how to design the learning economy that is based on the approach Constructivistic. Expended the teacher to implement learning model economy that favores by students. Classroom action reserach conducted in three cycles with the steps of planning, action, observation, and reflection. The result showed that the average student is taught using constructivist approach result are better that students who are taught by the ordinary teaching materials. On average cycle 1 daily deuteronomy 66, in the cycle 2 average daily deuteronomy 76 and in cycle 3 deuteronomy daily average increased to 84. From the data analysis it turns out students who taught with more constructivist approach is effective in increasing motivation and achievement learn when compared with students who are not taught by constructivistic approach

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Lyngdoh, Susan W., i S. M. Sungoh. "Attitude of Student Teachers towards Constructivist Approach in Teaching". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, nr 2 (28.05.2017): 83. http://dx.doi.org/10.21013/jems.v7.n2.p4.

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<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization. This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

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Плужникова, Наталья, i Natalya Pluzhnikova. "PEDAGOGY OF CONSTRUCTIVISM AS A METHODOLOGICAL MODEL FOR CONTEMPORARY CULTURE". Universities for Tourism and Service Association Bulletin 10, nr 3 (15.09.2016): 65–74. http://dx.doi.org/10.12737/21135.

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The article studies the main ideas of constructivist pedagogy and their influence on contemporary culture. The attention is focused on such issues as methodology of the learning process in pedagogy of constructivism. This problem is examined in the context of modern education. The author studies the links of pedagogy and constructivism with philosophical constructivist concepts (P. Watzlawick, H. Maturana and F. Varela). The author examines the positive and negative aspects of the constructivist methodology in the sphere of modern pedagogy. The analysis of constructivist pedagogy shows the semantic content of such principles of constructivism, as the specificity of the learning process as a process of constructing meanings, and problem-based learning, communicative approach to learning. Based on this, the study focuses on the understanding of the interaction of teacher and student in the learning process. The author pays special attention to the fact that according to the constructivist pedagogy the main subject of the process of education is not a teacher, but a pupil. This idea significantly transforms classical model of hierarchical learning. Thanks to the constructivist methodology, the author describes effective teaching methods in contemporary culture. It is noted that important components of the learning process in constructivism is the formation of motivation of the student, as well as a relaxed and creative approach to the learning process of the teacher. The author highlights a problem such as understanding learning as complex process of social interaction of a teacher and a pupil. This process forms value meanings tailored to the specific situations faced by the student. As necessary components of constructivist models of teaching the author highlights the practical orientation of the learning process, and changing requirements for teacher, which is understood in constructivist pedagogy not as much a mentor, but as a moderator of the learning process.

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Dean, Ruth Grossman. "Teaching a Constructivist Approach to Clinical Practice". Journal of Teaching in Social Work 8, nr 1-2 (25.02.1994): 55–75. http://dx.doi.org/10.1300/j067v08n01_04.

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Rozprawy doktorskie na temat "Constructivist teaching approach"

Molson, Margo Antonie 1955. "Staff development : facilitating change within classrooms using a constructivist approach". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31242.

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Staff developers are facing new challenges in the 1990's in British Columbia as secondary education is criticized not only for what it teaches, but also, for how it is being taught. This project addresses the very complex nature of improving the learning situation of students by focusing on staff development. This study documents the inservice, implementation and teacher responses to a model for staff development at a secondary school which included: 1. the introduction of new teaching strategies which supported learner-focused classroom practice 2. teacher collaboration and peer support 3. the theory of constructivism and its incorporation into classroom practice. To gain some insight into teachers' perceptions of new teaching strategies and skills, collaboration, and a constructivist approach to classroom practice was one major research strand. Another strand of the research investigated the process of change as facilitated through staff development. Specifically, the intent of the study was to identify and elaborate on those factors which are liberating and prone to influence in a process known as staff development and to recognize those factors which are resistant and tend to act as barriers to change. Data for this study was gained by following a study group of six secondary teachers from three curricular disciplines over a time period of three months. Group interviews during the study and individual interviews at the end of the study were collected and transcribed. The responses of the participants to the research questions are reported in detail in an effort to preserve the contextual influences. Through these responses the reader can enter into the individuals' thought processes as participants reflect upon their personal experiences with the challenge of change. The findings of this study support and extend the literature on important components and influences to staff development. In particular, this study gained further insight into: 1. how a constructivist approach can be translated into a model of staff development 2. how influences, such as peer collaboration and peer support enhanced a change in classroom practice. 3. how a change incorporating a constructivist approach to teaching is more likely to be assimilated by an individual who has a transactional or transformational orientation to curriculum. A transmissive orientation to teaching acts as somewhat of a barrier to the conceptual change of a constructivist approach. 4. how the motivation and teacher satisfaction for participating in change is determined to a degree by perceived improvements in learning by students. 5. how all participants experienced change but the nature of that change was very individual, gradual, and incremental in nature along the continuum from teacher to learner-focused education. The study concludes with recommendations for individuals planning staff development which incorporates the research findings.
Science, Faculty of
Mathematics, Department of
Graduate

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Saka, Ayse Rana. "The teaching and learning of English as a foreign language : a constructivist approach". Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283237.

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Morris, Paul Edmund Neuleib Janice. "Moving grammar from the margins exploring an integrated and constructivist approach to teaching microstructure /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867071&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178892538&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice Neuleib (chair), Paula Ressler, Ronald Strickland. Includes bibliographical references (leaves 182-192) and abstract. Also available in print.

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Harwood, Peter James. "An investigation into a constructivist approach to raising primary teachers' confidence in teaching science". Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6008/.

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Fok, Po-yan, i 霍寶欣. "Can a constructivist learning environment enhance a deep approach to learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962956.

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Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utilized in-context, constructivist approaches to positively influence participants' abilities to retain science content knowledge and to affect their belief in themselves as teachers. This intervention was created to respond to all three of the main avoidance factors noted above. The research utilized a quasi-experimental, pretest-posttest control group design. Two pretests and two posttests (science teaching efficacy and content knowledge) were given to all 1,100 environmental science lab students at the participating institution over two long semesters. Three experimental/control groups were formed from this population. The Experimental Group was comprised of 46 students who participated in the ESLEE Intervention. Control Group 1 was comprised of 232 self-described preservice educators (SDPEEs) in "regular" labs. Control Group 2 was comprised of 62 nonSDPEEs taught by ESLEE instructors in "regular" lab settings. A DM MANOVA was used to analyze the data. The results demonstrated that the ESLEE Intervention was statistically significant at the p> .05 level for science teaching efficacy between the Experimental Group and Control Group 1, and was statistically significant for both content knowledge and efficacy between the Experimental Group and Control Group 2. More notably, the effect size (delta) results ranged from .19 to .71 and .06 to .55 (partial eta squared) and demonstrated the practical significance of implementing the ESLEE Intervention.

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Greek, Lorelee Ann. "Integrating fractions into a constructivist classroom". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1312.

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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.

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Al, Mansoori Khaledah Yousef M. Ghareeb. "Evaluation of the pre-service EFL teacher education programme in the United Arab Emirates : a responsive-constructivist approach". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367381.

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Osborne, Jonathan Francis. "Young children's understanding of science in 4 domains and its development through a constructivist approach to teaching". Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/young-childrens-understanding-of-science-in-4-domains-and-its-development-through-a-constructivist-approach-to-teaching(5929f3ec-78a9-44b3-a745-ae677dbe85ca).html.

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Książki na temat "Constructivist teaching approach"

Elementary science methods: A constructivist approach. Albany, N.Y: Delmar Publishers, 1997.

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Martin, David Jerner. Elementary science methods: A constructivist approach. Wyd. 5. Belmont, CA: Wadsworth, Cengage Learning, 2009.

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Elementary science methods: A constructivist approach. Wyd. 2. Belmont, CA: Wadsworth, 2000.

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Elementary science methods: A constructivist approach. Wyd. 6. Belmont, CA: Wadsworth, Cengage Learning, 2012.

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Jo, Smith Terry, red. Engaging troubling students: A constructivist approach. Thousand Oaks, CA: Corwin Press, 2005.

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Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College, Columbia University, 1989.

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Fosnot, Catherine Twomey. Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press, 1989.

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McMahon, Mary. A case study of a constructivist approach to teaching photosynthesis. [S.l: The Author], 1993.

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Mullan, Garnet James. An evaluation of teaching "particle theory" using a constructivist approach. [S.l: The Author], 1992.

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L, Burden Robert, red. Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press, 1997.

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Części książek na temat "Constructivist teaching approach"

Greenham, Jessica. "A Social Constructivist approach to teaching poetry with Year 8 in England". W Action Research for Inclusive Education, 88–101. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-9.

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Martin, Diana Adela, Edward Conlon i Brian Bowe. "A Constructivist Approach to the use of Case Studies in teaching Engineering Ethics". W Advances in Intelligent Systems and Computing, 193–201. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_23.

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Said, Hardimah. "Beginning Teachers’ Use of a Constructivist Teaching Approach to Improve their Students’ Understanding of Science Through Classroom Discussion". W Globalisation, Education, and Reform in Brunei Darussalam, 133–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77119-5_7.

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Tunmer, William E., Keith T. Greaney i Jane E. Prochnow. "Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading". W Excellence and Equity in Literacy Education, 121–44. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_6.

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"CHAPTERA Constructivist Approach to Learning". W Teaching Secondary Science, 72–78. Routledge, 2010. http://dx.doi.org/10.4324/9780203857519-15.

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"A Constructivist Approach to Teaching". W Constructivism in Education, 21–34. Routledge, 2012. http://dx.doi.org/10.4324/9780203052600-5.

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"Chapter 5. Practical implementation of the constructivist blended learning approach to teaching English for Specific Purposes at tertiary schools". W Constructivist Blended Learning Approach, 189–223. De Gruyter Open Poland, 2012. http://dx.doi.org/10.2478/9788376560014.189.

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"Chapter 4. Principles of practical implementation of the constructivist blended learning approach to teaching English for Specific Purposes at tertiary schools". W Constructivist Blended Learning Approach, 160–88. De Gruyter Open Poland, 2012. http://dx.doi.org/10.2478/9788376560014.160.

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"Chapter 3. Using Internet technologies as the foundation of organizational forms in introducing the constructivist blended learning approach to teaching English for Specific Purposes at tertiary schools". W Constructivist Blended Learning Approach, 122–59. De Gruyter Open Poland, 2012. http://dx.doi.org/10.2478/9788376560014.122.

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"Chapter 2. Content-based instruction as the constituent part of the constructivist approach that determines the selection of the content of teaching/learning English for Specific Purposes at tertiary schools". W Constructivist Blended Learning Approach, 73–121. De Gruyter Open Poland, 2012. http://dx.doi.org/10.2478/9788376560014.73.

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Streszczenia konferencji na temat "Constructivist teaching approach"

Srinivasan, Jayakanth, i Kristina Lundqvist. "A Constructivist Approach to Teaching Software Processes". W 29th International Conference on Software Engineering. IEEE, 2007. http://dx.doi.org/10.1109/icse.2007.6.

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Kurteš, Svetlana, Tatiana Larina i Vladimir Ozyumenko. "CONSTRUCTIVIST APPROACH TO INTERCULTURAL COMMUNICATION TEACHING AND LEARNING". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1127.

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Maheshwari, Greeni, i Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3678.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.

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Joshi, Abhijit R., i M. Sasikumar. "A constructivist approach to teaching sentences in Indian language". W 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314099.

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Joshi, Abhijit R., i M. Sasikumar. "A constructivist approach to teaching sentences in Indian languages". W the International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1523103.1523107.

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Subagyo, Mr, Moch Slamet, Nur Sita Utami i Hedi Ardiyanto. "A Systematic Review of Teaching Swimming Based on Constructivist Approach". W Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.57.

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Maiorana, Francesco, i Daniela Giordano. "A constructivist approach to teaching index selection strategies and database design". W 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131122.

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McGarry, Nina, i Mary Granger. "An e-Business Class Using Just-in-Time Teaching and Cooperative Learning with a Constructivist Approach". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2532.

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This paper reviews the inventiveness of faculty combined with the resources of the World-Wide-Web in creating a just-in-time course for seniors studying e-Business. Additionally, the instructor incorporated cooperative learning adhering to a constructivist teaching approach. Adherence to just-in-time teaching using cooperative learning following a constructivist approach supports the goals of rapid access to the latest information, exchange of ideas and evolution of new concepts. It was an opportunity to develop a real project, incorporating meaningful skills learned in other business disciplines, with the potential for enhancing their future careers. This course is an exposure to searching for and using the most current and vital information necessary to thrive in the changing situations. It also enables students to learn how to learn.

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Yüksel, Sedat, i Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

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The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.

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Jukic, Renata. "APPROPRIATENESS OF THE CONSTRUCTIVIST APPROACH IN IMPLEMENTING ENVIRONMENTAL EDUCATION IN THE TEACHING PROCESS". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.013.

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