Rozprawy doktorskie: „Constructivist teaching approach”

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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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Gammon, Janice Maureen. "Reflections on implementing a constructivist approach in teaching magnetism : a case study of a fifth grade classroom". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26817.

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Children have prior knowledge, or mini-theories about science topics presented at school before being formally taught that is constructed from their everyday experiences. Teachers generally do not take this knowledge into consideration in the planning of science units and are often confused about why their students fail to learn. Hewson (1983) suggests that students will experience conceptual change only if it is intelligible, plausible, and fruitful and that prior knowledge, which is often an alternate conception of a scientific idea, must be challenged or clarified. Schon (1984) claims that teachers need to reflect on their actions in order to understand their own as well as their students' "constructed worlds". He suggests that teachers, when they reflect, become their own researchers. This case study examines how I, a teacher/researcher, adopted a constructlvlst perspective towards teaching a unit in magnetism and how the students responded. Vignettes of selected Incidents tell the story of the difficulties that my students had learning some of the concepts of magnetism and how I reacted to the knowledge that they were having difficulty. The unit in magnetism was taught to my class of thirty-two students (10/11 year olds) at an elementary school in a community in British Columbia using a constructivlst teaching sequence developed by Driver (1986).The lessons in magnetism were video-taped and both the students and I kept a journal. To elicit students' ideas about magnetism a diagnostic test was given at the beginning of the unit. A continuing record of students' ideas was kept throughout the study and at the end a post diagnostic test was given to see which, if any, alternate conceptions persisted. It was found that teaching with a constructivist approach had its' difficulties. Reflecting, for myself and my students, took practice and taking students' ideas Into consideration, both in the planning and teaching stages, may have taken more time than many teachers have available. However, the knowledge that I gained about my students' beliefs, through the process of reflecting, was valuable in planning lessons that both challenged and clarified the students' alternate conceptions. Teachers are recommended to take their students' ideas into consideration in lesson planning and to use activities that will encourage conceptual change. However, teachers should consider the time factor and the difficulties in reflecting before using a constructivist approach in teaching science.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Walters, David. "One vision, many eyes : a social constructivist approach to embedding formative assessment and evaluation in a secondary school". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/82940.

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The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation and leadership. The relationship between social constructivist learning principles, formative approaches to assessment and evaluation, and collaborative leadership styles is explored and discussed. Learning and teaching developments in secondary schools have often fragmented the intrinsic elements of learning, teaching, assessment, evaluation and leadership. As Palmer (2007) so aptly puts it: ‘…we think the world apart.’ (p. 64). This study seeks to ‘think education together’ by taking a more integrated perspective. The aims of this study were to add to the body of knowledge in the area of assessment and evaluation through the adoption of the aforementioned integrated perspective, develop formative assessment and evaluation policies and practices in a secondary school to the extent that they are embedded in the school’s working culture and paradigm, and finally to chart the means by which change has been achieved. The research is argued to be located in the critical paradigm, adopts an action research methodology in which the researcher assumes a participatory, practitioner researcher role in conducting an ethnographic case study of a secondary school. A social constructivist theme was retained throughout the research design and although both quantitative and qualitative data were gathered, the study was conducted within an interpretative framework informed by symbolic interactionism. Data were gathered via a multi-method approach that included focus groups and semi-structured interviews, observation and accompanying field notes, document and classroom artefact analysis, and non-inferential statistics. Focus groups were used to check data sources, confirm interpretations, develop and disseminate new ideas and approaches, and refine developments based on feedback received. This process was informed by Gladwell’s (2000) notion of ideas taking on the qualities of viruses which in turn develop into epidemics. Participants’ early reluctance to accept a need to change was overcome through an initial ‘internal’ audit of current policy and practice relating to learning, teaching, assessment and evaluation, the results of which confirmed the ‘external’ judgements made by OfSTED and the Local Authority (LA) in terms of the need for the school to develop formative approaches to assessment and evaluation. A purposively selected assessment and evaluation focus group showed a commitment to formative ways of working, and was instrumental in defining and refining new policies for assessment and evaluation in collaboration with other focus groups, non-focus group colleagues, pupils and parents. Additional focus groups for pupil behavioural aspects and mentoring were embraced by the research rather than discouraged in order to retain an integrated ‘real world’ perspective. The aims of the study are shown to have been met in that new formative ways of working are now embedded in assessment policy and practice and the researcher has developed a new approach to whole school leadership. This study proposes a new way of thinking that embraces paradox rather than preserving divisions. Moreover, it argues a case for transformative education being reliant on taking this stance. The study also presents a picture of leadership and research based on co-existence and proposes a new ‘Stenhousian’ philosophy where research becomes the basis for leadership.

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Hanrahan, Frances M., i res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.

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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semester of their course. This work formed the basis of my study. For the Teaching Program I chose a constructivist teaching approach with number sense as the underlying theme. To examine the aspects of the Program I used my observations and those of the students especially ones reported in their mathematics journals. To evaluate the effectiveness of the Teaching Program I collected and analysed quantitative data from traditional testing of the class of forty students as well as data from case studies of six of the pre-service teachers in the class. To determine what features of the Teaching Program were linked to positive changes my main source of data was the case studies, especially entries from their journal writings. The findings suggested that a significant development of the cognitive aspects of the students’ number sense did occur during the time of the Teaching Program but not as much as was hoped for. As a result of the analysis of the data I came to a greater realisation of the importance of the non-cognitive aspects of number sense and the necessity for a greater consideration of them in the development of a Program. I also realise now that a major development that did occur was in my understanding of the knowledge and learning of mathematics. My ideas of a teaching paradigm of social constructivism had not guided me sufficiently to incorporate activities and procedures to develop the non-cognitive aspects. I suggest that a paradigm which extends the theory of social constructivism to give greater consideration of these aspects of learning in general, and hence numeracy and number sense in particular, was needed. As a result of this study, my introduction to the theory of enactivism appears to be giving me some direction in this search at this stage.

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Bridson, David J. "The influence of multiple representations on the learning of calculus by ESL students". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13544.

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The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the modelling of calculus word problems, and to develop, implement and evaluate a teaching package that encouraged the use of multiple representations as a means of improving conceptual understanding. The achievement of these goals was sought by means of the development, implementation and evaluation of a number of calculus extended tasks that encouraged the use of multiple representations. These activities facilitated the compilation of a menu of approaches to the solution of mathematical problems, while the longitudinal nature of the study allowed for the monitoring of student changes in their preferred approach. A traditional calculus curriculum was used for the study, but the instructional emphasis was based more on students' understanding of concepts in a classroom environment utilising a constructivist approach rather than on their memorising computational techniques. Reading, writing, and discussion were emphasised m small group settings to develop language skills and to foster an appreciation of the alternative solution strategies of individual students.
The study was conducted at an International College north of Perth in Western Australia, and the majority of students in the sample were from Non-English-Speaking-Backgrounds (NESB). A range of methods was used to collect qualitative and quantitative data in order to increase the credibility of the research. These methods included audio recordings of structured task-based interviews with each of the four students in the sample; teacher analysis of student worksheets; my classroom observations; the analysis of alternative student conceptions on assessment tasks obtained through post-test interviews, and my personal reflections. Quality controls were employed to ensure the credibility of the data collected. As classroom teacher and principal researcher, it was possible for me to treat each of the four students involved as an individual case study. Descriptive questionnaires were used in order to gain information regarding the course and the use of graphics calculators. The results are applicable to ESL introductory calculus students only, and the nature of the sample implies a number of study limitations detailed in Chapter Five. There was extensive evidence of the benefits of the use of a multi-representational mode and evidence also of the benefits of encouraging the use of a diversity of modes of classroom instruction. Outcomes of the study were qualified by the difficulties ESL students face in coordinating conflicting information and interpreting the language demands of problem presentation. It is expected that this study will assist m extending the knowledge and understanding of the learning difficulties faced by ESL students in the am of pre-university calculus.
Results of this study suggest that instructional material has an important influence on ESL students’ use and management of multiple representations. However, there are often limitations to the influence of the material due to student preferences, mathematical ability and firmly held beliefs as well as on the amount of detail presented in a problem Secondly, small group learning environments based on a constructivist approach were found to influence student ability to model calculus word problems in a positive manner, provided there is teacher support to overcome cognitive obstacles. Finally, it was established that an effective teaching package could be developed to assist ESL students in calculus learning. The teaching package's evaluation highlighted the need for matching language use in problem presentation with the current mathematical language register of each student.

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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo
management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.

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Ross, Amanda Ann. "The effects of constructivist teaching approaches on middle school students' algebraic understanding". [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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Zhang, Jun, i 張俊. "Development and evaluation of instructivist and constructivist approaches to early science teaching in Chinese urban kindergartens". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196463.

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Early childhood has been proven critical for science learning and development, but there is a dearth of empirical research comparing the effects of different teaching approaches in the Chinese context. This study had three main objectives: (1) to observe early science teaching systematically in urban kindergartens in Mainland China; (2) to develop three different teaching approaches (constructivist, instructivist and combined) for a science curriculum for 5-year-olds based on these observations and current views on appropriate early science pedagogy; (3) to implement and examine the effectiveness of the differing approaches to early science teaching. In Study 1, classes in three kindergartens rated as good, average and unsatisfactory by the government regulatory body were video-recorded in their science classrooms with 6 lessons on appointed topics and 6 on self-chosen topics. Teaching behaviors were analyzed in terms of the instructional approach and its effectiveness. The results indicated variations in teaching approaches across the kindergartens. The teacher from the unsatisfactory kindergarten adopted a typical instructivist approach in science teaching, whereas the other two teachers gave children hands-on experiences as well as group discussions and direct instructions; nevertheless, there was poor connectedness among them. All three teachers were weak in considering the scientific conceptions embedded in the topics as well as the children’s prior conceptions when planning their teaching. To examine the appropriateness of teaching approaches in a Chinese context, the researcher developed three sets of early science programs for 5-year-olds, each of which contained three topics: ants, trees, and shadows. The three programs adopted instructivist, constructivist, and combined approaches. Employing the above programs, Study 2 was conducted in another kindergarten rated as average by the regulatory body. The participants were 4 qualified teachers and their 117 five-year-old students. The children were assigned randomly to four groups, one using an instructivist approach, one a constructivist approach, one combined approaches, and a control group. During the 15-week intervention, each group had science lesson once a week. Three teachers were invited to implement the provided programs and accepted ongoing training. The fidelity of their implementation of the curricula was also assessed. Pretest, posttest, and follow-up (12 weeks delayed) tests were administered to the children, covering three aspects of their science learning: content (curriculum-related and general knowledge about science), process (observation, scientific thinking, and problem-solving skills), and attitude (scientific interest and curiosity as well as approaches to learning). A repeated measures ANOVA yielded a significant main effect of time but no effect of group. Further analyses indicated that the combined approach was more effective than the control group’s approach in promoting children’s development of conceptual knowledge and curiosity. These findings provide empirical evidence about the teaching and learning of science in kindergartens in a Chinese context. The study has implications for the reform in early science teaching approach and corresponding in-service teacher training in Mainland China.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.

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Lam, Kwok-wah. "An exploratory study of the conflict approach and analogical approach in fostering student's conceptual change in mechanics". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810743.

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Almutairi, Maryam. "Sing it, Don’t Say it: Toward a Constructivism Approach in Teaching EFL to Elementary School Students in Saudi Arabia". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617021439586554.

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Llobet, Martí Bernat. "Analysis of the interactivity in a teaching and learning sequence with novice rugby players: the transfer of learning responsibility and control". Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399791.

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This thesis is a compilation of 3 articles, and the main focus of attention is the learning transfer mechanism. The first article explains the Rugby Attack Assessment instrument, a tool that assesses game performance of rugby union during a 5v5 small-sided game, taking into account simple actions and more complex tactical behaviours. The second paper explores the use of the Integrated Technique-Tactical Model used during the teaching and learning sequence, and reports the learning outcomes of this sequence. Results at a macro-level show no significant improvements. Results at a micro-level show an increase of some tactical behaviours frequencies. The third article analyses the interactivity among participants and the transfer of learning responsibility from the coach to the players. The units of analysis are the segments of interactivity. Results show that this process is linked to a slight decrease of segmentation, and mainly to the transfer of reflection from specific segments of discussion to reflections done during the guided practice
Aquesta tesi és una compilació de 3 articles, i l'objectiu principal és eñ mecanisme de traspàs de l'aprenentatge. El primer article explica el Rugby Attack Assessment Instrument, una eina que avalua el rendiment col·lectiuen el rugbi en una situació reduïda de 5x5, tenint en compte accions simples i comportaments tàctics més complexos. El segon article explica l'ús del Model Integrat Tècnic-Tàctic utilitzat durant la seqüència d'ensenyament i aprenentatge, i explica els resultats de l'aprenentatge d'aquesta seqüència. Els resultats en un nivell macro revelen que no hi ha millores significatives. Els resultats a nivell micro mostren un increment de la freqüència de determinats comportaments tàctics. El tercer article analitza la interactivitat entre els participants i el traspàs de la responsabilitat de l'aprenentatge de l'entrenador als jugadors. Les unitats d'anàlisi són els segments d'interactivitat. Els resultats mostren que aquest procés està lligat a un lleuger descens de la segmentació i principalment a un traspàs dels moments de reflexió des de segments específics de discussió cap a reflexions dutes a terme durant la pràctica guiada

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Ketterer, Kimberley Anne. "Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.

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Lam, Kwok-wah, i 林國華. "An exploratory study of the conflict approach and analogical approach in fostering student's conceptual change in mechanics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959490.

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Olajide, Olabode. "The role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria". University of Western Cape, 2019. http://hdl.handle.net/11394/7551.

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Philosophiae Doctor - PhD
The purpose of this study is to investigate the role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria. The significance of this study revolves round the prominence given to science education being a mechanism for realising national advancement in Nigeria. This was emphasised in the Nigeria National Policy on Education (2013) as the Federal Government of Nigeria adopted science education as an instrument for effecting national development. This study addressed the following research questions: What is the status of secondary school libraries in Ekiti State, Nigeria? To what extent does the quality of library resources influence science curriculum implementation? To what extent do science teachers advocate using information resources beyond textbooks?

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Du, Plessis Schalk Willem. "'n Konstruktivistiese onderrrig-leerprogram vir die verbetering van ambagsgerigte opleiding aan die Sedibeng Verdere Onderwys en Opleidings (VOO)-kollege / Schalk Willem du Plessis". Thesis, North-West University, 2012. http://hdl.handle.net/10394/10121.

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This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training.
Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

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Lu, Tan-Ni. "An Exploration of Senior High School Student Learning in Biology in Taiwan". The University of Waikato, 2006. http://adt.waikato.ac.nz/public/adt-uow20060824.161733/index.html.

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Berglund, Shashi-Rekha. "Enable Emergent Literacy by Including ICT in Preschool class : A socio cultural approach to ensure a positive learning atmosphere". Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11756.

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A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class. This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid? With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided. The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards.
Utgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.

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許敬文 i King-man Hui. "A study of computer support for collaborative learning in secondary art education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256272.

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Chapman, Ronn. "Procedure for raising trout in the classroom as part of environmental education". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1800.

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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.

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"Statistics learning : a constructivist approach". 2004. http://library.cuhk.edu.hk/record=b5892172.

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Tam Ha-ting.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves 93-106).
Abstracts in English and Chinese.
Declaration --- p.2
Acknowledgement --- p.3
Abstract --- p.4
本文摘要 --- p.5
Chapter Chapter 1 --- Introduction --- p.8
Chapter §1.1 --- The role of examination in the Hong Kong education system
Chapter §1.2 --- Examination-oriented approach and teaching
Chapter §1.3 --- Examination-oriented approach and learning
Chapter §1.4 --- Cross-cultural comparisons
Chapter §1.5 --- Evolution and impact of learning theories
Chapter §1.6 --- The layout of this thesis
Chapter Chapter 2 --- Behavioral and cognitive approaches to learning --- p.15
Chapter §2.1 --- Introduction
Chapter §2.2 --- Behavioral approach
Chapter §2.3 --- Ivan. Pavlov: Classical conditioning
Chapter §2.4 --- B. F. Skinner: Operant conditioning
Chapter §2.5 --- Components of behavioral learning
Chapter 2.5.1 --- The role of consequences
Chapter 2.5.2 --- Schedule of reinforcements
Chapter 2.5.3 --- Shaping
Chapter 2.5.4 --- Stimulus control
Chapter §2.6 --- The impact of behavioral approach to teaching and learning
Chapter §2.7 --- Evaluation of behavior approach
Chapter §2.8 --- Rise of cognitive psychology
Chapter Chapter 3 --- Constructivism --- p.35
Chapter §3.1 --- Nature of knowledge
Chapter §3.2 --- The acquisition of knowledge
Chapter §3.3 --- Constructivist view of learning
Chapter §3.4 --- Piaget and constructivism
Chapter §3.5 --- The impact of constructivism on teaching and learning
Chapter §3.6 --- Evaluation of constructivism
Chapter Chapter 4 --- Constructivist approach to statistics learning --- p.62
Chapter §4.1 --- Constructivist approach to science learning
Chapter 4.1.1 --- Physics instruction
Chapter 4.1.2 --- Mathematics instruction
Chapter §4.2 --- Constructivism and ill-structured discipline
Chapter 4.2.1 --- Nature of ill-structured domain: Conceptual complexity and across-case irregularity
Chapter 4.2.2 --- Statistics as an ill-structured discipline
Chapter 4.2.3 --- "Example: Statistics in sociology, 1950 -2000"
Chapter 4.2.4 --- Constructivism based teaching strategies in ill-structured domain
Chapter §4.3 --- Development of on-line teaching
Chapter 4.3.1 --- Multiple representation of information
Chapter 4.3.2 --- Interactive between users and the information
Chapter Chapter 5 --- Case study --- p.83
Chapter §5.1 --- Description of workshop
Chapter §5.2 --- Features of workshop
Chapter §5.3 --- Evaluation
Chapter Chapter 6 --- Conclusions --- p.91
Bibliography --- p.93

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Chang, Sonia, i 張頌齡. "The Experimental Study of Constructivist Approach Music Teaching". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/88279789080038297233.

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碩士
國立臺灣師範大學
音樂研究所
90
The main purpose of this study were to explore the feasibility of employing theories of constructivism into the music teaching, and to development the constructivist approach music teaching. The study methods were employed including literature review and experiments, to find the teaching effect of the constructivism in music teaching. The experiment was constructed with quasi-experiment pretest-posttest design. The researcher designed the music achievement test, music learning experience questionnaire, learning journal and music learning reflection questionnaire to comprehende the feasibility of constructivist approach teaching in the school music curriculum. The analyses were conducted by ONEWAY ANOCVA and the quality study.Samples were selected from two 5th-grade classes at Mi-Dau Elementary School in Taipei, which one was experimental group and the other was control group. The experiment group received the constructivist approach music teaching and the control group received the traditional music teaching. The major findings of the research were as follows: 1. The influence of achievement in music learning: The scores in both experimental and control class showed significant differences. The results also showed the achievement of constructivist approach students were higher than that of traditional approach students. 2. The influence of intrinsic motivation in music learning: The scores in both experimental and control class showed significant differences. The results also showed the intrinsic motivation of constructivist approach students were higher than that of traditional approach students. 3. The influence of the classroom climate in music learning: The scores in both experimental and control class showed significant differences. The results also showed the classroom climate of constructivist approach students were higher than that of traditional approach students. 4. The influence of the expressiveness and the ability of communicate in music learning: There were no significant differences between experimental and control class. 5. The influence of the ability of understanding and the application in music learning: The scores in both experimental and control class showed significant differences. The results also showed the ability of understanding and the application of constructivist approach students were higher than that of traditional approach students. 6. The result from questionnaires scale showed that the most of the constructivist approach students（88.9%）accepted the constructivists teaching. 7. The results of the literature review and experiments have showed the application of the constructivism should be feasible. 8. The model of “constructivist aooroach music teaching” design as follows: 『The guide activities of theme』à『question and leading activities』à『problem solving activities』à『to publish and share』à『application and experimentation 』à『reverberate and internalization』 Based on the results, suggestions about the application of instruction and recom- mendations about further research in this field were offered.

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許柑甜. "Learning teaching through teaching－Teacher's practice on constructivist approach of teaching in early childhood special education". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/43698676979596419291.

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Harling, Frederick Jibran. "Fifth-grade students' perspectives of learning through a constructivist approach". 2004. https://scholarworks.umass.edu/dissertations/AAI3118304.

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The purpose of this study was to examine elementary students' perspectives of a constructivist approach to enhance their knowledge about stress. Participants were fifth grade students in an elementary school in the northeast. Data collection included a pretest-posttest, teacher reflective journal and student interviews. A multiple choice pre-test was administered to students to obtain information about students' knowledge of stress. The pre-test was followed by a four day unit that focused on the concept of stress employing a constructivist approach. The four day unit was monitored in two ways. First, a daily reflective journal was recorded by the teacher about each lesson. Second, students were interviewed at the end of the unit regarding their perceptions of learning through a constructivist approach. A post-test was administered to evaluate students' knowledge. Data analysis for the pre-test consisted of descriptive statistics. The teaching reflective journal and students' interviews were analyzed using constant-comparison. An overview of the results of the study indicates that students reported increased self awareness, appreciation, and understanding of the feelings of others, and enhanced appreciation of human relations from the unit. Other findings indicate that the females scored higher on the pre and post test than the males. Both the individual groups of males and females improved as a result of the unit. The implications of this study may provide educators with insights into the possible effectiveness of a constructivist approach to teaching various health concepts.

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CHUANG, CHIH-CHIN, i 莊至欽. "Comparing Constructivist Approach and Traditional Approach in Teaching Accounting in the Senior Commercial Vocational School". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/09494871219158361880.

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碩士
國立彰化師範大學
商業教育學系在職進修專班
89
The purpose of the research was to explore the experimental results about students’ achievement in accounting learning, motivation to learn, and classroom climate when the constructivist approach was delivered for teaching accounting in a senior commercial vocational school. The samples consisted of 83 11-grade students. The experiment lasted for 12 weeks. The experiment was constructed with quasi-experiment pretest-posttest design. The control variables included teacher, material, and students; the independent variables included accounting score; and the dependent variables included students’ achievement in accounting learning, motivation to learn accounting, and classroom climate. The analyses were conducted by independent sample t-test, two-way analysis of covariance, and one-way multivariate analysis. The major findings of the research were as follows: 1.The influence of achievement in accounting learning: a.The high-score samples in both experimental and control class showed significant differences. The results also showed the achievement of constructivist approach students were higher than that of traditional approach students. b.The low-score samples in both experimental and control class showed no significant differences. However, the results showed the achievement of constructivist approach students were higher than that of traditional approach students. 2.The influence of motivation in accounting learning: There were no significant differences between experimental and control class. However, the results showed the motivation of the experimental class was higher than that of the control class. 3.The influence of classroom climate in accounting learning: The samples in both experimental and control class showed significant differences. The results also showed the classroom climate of the constructivist approach students were higher than that of traditional approach students. Finally, recommendations were suggested, based on the findings and conclusions, for application of constructivist approach in senior commercial vocational school and for further study. Key words: constructivist approach teaching、achievement in accounting learning、 motivation in accounting learning、classroom climate.

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Mensing-Triplett, Linda D. "Integrating computer technologies into elementary school teaching: A constructivist professional development approach". 2001. https://scholarworks.umass.edu/dissertations/AAI3012166.

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A three-year action research study was conducted in one public school district to design a professional development approach that helped inservice teachers integrate computer technology into their instruction. The central question guiding this research was, “What are the elements associated with a professional development approach intended to help teachers integrate computer technology into their teaching?” A framework was developed for conducting the investigation which included two components: (a) Examination of changes in teacher skill development guided by the question, “What changes occur in teachers' technical and computer skills when they participate in the designed professional development approach?”; (b) Examination of changes in teaching practices with technology guided by the question, “What changes occur in the ways teachers use computers for instruction when they participate in the designed professional development approach?” Fifty-five teachers completed self-evaluations of technical skills in 1997, prior to involvement in professional development, then again in 1999 after two years of technology professional development. Interviews were conducted with twenty-one teachers in 1999 to define changes in teaching practices with technology. Research results produced a revised professional development approach that included six elements that school districts should provide to help teachers construct and continually refine their understanding of how technology is best used in teaching and learning. These elements included skills training, experiences teaching with technology in the context of school classrooms and computer labs, mentoring support, support for planning curriculum, supervision of instruction, and collaboration with others using technology at similar grade levels or in similar subject areas. Over 90% of teachers interviewed reported that technical workshops and good access to just-in-time mentoring support had improved their skills. Over 95% found hands-on experience with technology contributed to a sense of empowerment with the computer. Over 90% felt that collaboration with colleagues improved their skills. Assistance with planning curriculum supported technology integration for 80% of interviewees by assisting with formulation of new technology-based learning experiences tailored to the needs of specific student populations. Supervision of instruction was found to reduce disparities among teachers for using technology and helped assure that teachers worked toward achieving district goals for technology integration.

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Huang, Ching-Yu, i 黃景裕. "The Study of The Constructivist Approach Teaching of Social Studies in Elementary School". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/70503172171512408980.

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博士
國立臺灣師範大學
公民教育與活動領導學系
92
The study explored into the design and implementation of the constructivist approach teaching in social studies field to understand the implementation results of constructivist approach teaching for future teaching reform reference. The study employed a nonequivalent-group pretest-posttest design. A random sampling was conducted on 64 students from two classes at Grade 5 of the Hsin Hsin Public Elementary School (Alias) in Taitung city. Constructivist approach teaching was used on the experiment group and regular teaching was used on the control group. Pre-test and post-test conditions of students were measured using the Cornell Critical Thinking Test (Level X) and the self-developed social studies academic achievement test. Classroom audit observation and interviews were conducted to understand actual classroom teaching conditions. The following conclusions were reached after three-month research: 1.Teaching design: An analysis of the constructivist approach teaching theoretical foundation learned the following teaching essentials:(1) Students were the learning subjects. (2) The method provided students with more specific and realistic life experiences. (3) It allowed students to experience the cognitive dissonance process. (4) There were opportunities for which new constructivist concepts may be employed. (5) The method provided learning introspection. 2.Empirical results of the teaching: Constructivist approach teaching could bolster the student’s academic achievement performance and critical thinking ability, as well as the positive evaluation of students. 3.Classroom teaching approach: The experiment group not only manifested a more open and supportive learning atmosphere, but also reflected the following teaching features: pay much attention to the learning of real life; make good uses of quizzing strategy; provide the learning framework; guide students to resolve and analyze the source of question and problem; provide the discussions on controversial topics and timely clarify students’ confusing ideas. 4.After-class introspection: The experiment group teacher reviewed the teaching method through the introspection diaries and discussions with researchers. The teacher positively affirmed the value of constructivist approach teaching, since it not only allowed him/her to have a better understanding and appreciation of the students’ thinking, but also improved his/her teaching ability. The conclusions made some recommendations in the matter of teaching method design, teaching method application, and future research direction. The recommendation serves as reference for teachers intending to implement constructivist approach teaching and for parties interested in conducting further studies. The following recommendations are hereby made based on the research findings: 1.In terms of the teaching design, teachers should have knowledge of the constructivist approach teaching, familiarize themselves with ideas of the constructivist approach teaching and cleverly apply teaching models. 2.In terms of the application of teachings, an environment beneficial to the constructivist approach teaching has to be put into place in order to build students’ confidence in the constructivist approach teaching, create opportunities for students to participate in discussions as well as expressing their thoughts, provide the learning framework at appropriate time, review teaching behaviors by teachers themselves all the time, await results patiently and obtain full coordination and support from schools’ administration function 3.In terms of future research interests, possible directions include learning evaluation tools, teachers’ teaching behaviors and the process and possibilities of students’ construction of knowledge. Keywords: social studies, constructivist approach teaching, critical thinking

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"Perception, implementation and mentoring: a constructivist approach to pre-service physical education teachers". Thesis, 2010. http://library.cuhk.edu.hk/record=b6075302.

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Given the findings, The implication of this study include: first, government should provide professional development on the PE curriculum innovation to pre-service teachers and TGfU training program to shool PE teachers; second, the major content and instructional strategies of the TGfU professional development program should be adjusted in universities, and third, the school environment context should be developed.
The first study (Chapter 3) examined pre-service teachers' perception of TGfU and factors influencing their perception of TGfU. Piaget's (1970) cognitive constructivism and Vygotsky's (1978) social constructivism provided a theoretical framework to steer the research purposes and design. By adopting a qualitative approach, 20 pre-service PE teachers (F=8, M=12) were recruited for individual semi-structured interviews. Data were analyzed using content analysis (Patton, 2002). Findings indicated TGfU is beneficial for students due to its propensity to make students feel fun, stimulate their thinking, and to be wholly inclusive. However, difficulties in understanding the nature of TGfU and implementing TGfU were encountered. Most of the pre-service teachers reported they would use TGfU in the future while some of them preferred to implement the skill-based approach during the teaching practicum due to the limited perceived support from cooperative teachers towards TGfU and short time of teaching practicum. Finally, individual factors including game knowledge, teacher beliefs, prior teaching and learning experience and social factors such as government policy, school context, and support from peers, teacher educators, and cooperative teachers were identified to influence pre-service teacher perception of TGfU.
The second study (Chapter 4) investigated pre-service PE teachers' teaching behavior towards TGfU and the factors determining their teaching behavior towards TGfU. Theory of Planned Behavior by Ajzen (1991) was applied to guide the formulation of research purpose and design. The case study design (Merriam, 1998) was conducted with six pre-service teachers. Data collection consisted of documentation, systematic observation and semi-structured interviews. Data were analyzed using descriptive statistics and content analysis. Findings from the case studies indicate that pre-service teachers cannot implement the TGfU model effectively. Three groups of factors including attitude (pre-service teachers' attitude towards TGfU), subjective norm (the support from cooperating teachers, university supervisors, other school PE teachers, and students), and perceived behavior control (space, class time, equipments, game knowledge, TGfU conceptual understanding, students skill level, and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behavior. Among these factors, perceived behavior control was important because most of the pre-service teachers could not implement TGfU effectively mainly due to the constraints of resources and TGfU conceptual understanding.
The third study (Chapter 5) focuses on three groups of teachers including pre-service teachers, cooperating teachers and university supervisors. The purpose of this study is to examine the awareness, attitude, and understanding of the three groups of teachers regarding TGfU, as well as to investigate the mutual interactions among them during mentoring in TGfU teaching. The theoretical framework of this study was based on situated learning theory (Wenger, 1998). Ten pre-service teachers, nine cooperating teachers, and three university supervisors were invited as participants. The written artifacts and semi-structured interviews (Patton, 2002) were conducted for data collection. Qualitative data were analyzed using data analysis (Patton, 2002). Findings indicate that there is a mutual interaction between pre-service teachers and their mentors. Mentoring provided by university supervisors has positive impact on the understanding and implementation of TGfU by pre-service teachers. Meanwhile, cooperating teachers and university supervisors also obtained benefits from mentoring in the TGfU teaching. However, the impact of mentoring provided by cooperating teachers on the implementation of pre-service teachers of TGfU is limited. The mutual interaction may be attributed to the following differences of the three groups in terms of awareness, attitude, and understanding towards TGfU including: first, pre-service teachers and university supervisors are more aware of TGfU compared with cooperating teachers due to relevant pedagogical courses and practical teaching experience; second, although the three groups of teachers all have positive attitudes towards TGfU, the reasons associated with such attitudes differ; and third, the three groups of teachers all hold constructivist views on TGfU but cooperating teachers seemed to be confused with the concept of TGfU.
This work has three objectives: to examine the perceptions of pre-service Physical Education (PE) teachers on Teaching Games for Understanding (TGfU), including the factors influencing their perceptions; to investigate the teaching behaviors of pre-service teachers towards TGfU, including the determinants predicting such behaviors; and to explore the mutual interactions among pre-service teachers, cooperating teachers, and university supervisors during mentoring in TGfU teaching.
Wang, Lijuan.
Adviser: Sau Ching Amy Ha.
Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 230-261).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; appendixes B, E, H, and J in Chinese.

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Booyse, Celia. "A constructivist approach in instructional design and assessment practice". Thesis, 2010. http://hdl.handle.net/10500/4680.

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In a globally interdependent world, teachers are charged with preparing learners for a complex, interactive world. This educational challenge requires teachers to develop learners with critical, creative and conceptual minds, while still teaching the required content. Therefore developing the individual learner's ability to construct personalised meaning for new concepts is a prerequisite for the classroom. So is the development of the learner's ability to solve increasingly complex problems in the learning area as well as in daily life. This revivefies the question of how to plan, structure and assess in order to accommodate these requirements while enhancing learner abilities and achiement.
Teacher Education
D.Ed. (Didactics)

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41

陳信欽. "The Study of the Constructivist Approach to Teaching Basketball Game Play with Gender Equity Education". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/27268504588524497009.

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碩士
國立臺灣師範大學
體育學系
94
The purpose of this study was to explore the interaction between male and female students during the process of constructive approach basketball game activities with gender education, the transformation of students’ attitude towards PE, and the results of throughout the curriculum. Action research was introduced in this study. A class of fifth grade students (16 males, 14 females) of Xin-Fu Elementary School in Taipei city was selected for the experiment. In the process of this study, information was gathered by participating observation, interview, and video taping during the basketball games play, debate and discussion. The findings of this study were as follows: 1.An integrated constructivist approach of basketball game play learning with gender equality education could improve the interaction between boys and girls, make understanding of each other, and allow students with different genders negotiating for their conflict problem solving. 2.An integrated constructivist approach of basketball game play learning could improve students’ learning attitudes, and female students’ interest in learning, and improve the participation in sports. 3.In the process of the basketball game play learning and debate of idea set-up, students had learned how to do critical thinking and decision making without gender factors. 4.Both male and female students had learned to be cooperative and solved problems occurred during the game plays and debate of idea set-up. 5. In the process of the basketball game play learning and debate of idea set-up, students were able to understand that different gender members could make different contribution to their teams. 6.The result concerning the implementation of the integrated constructivist approach learning program showed that both male and female students could not only cooperate with each other but also participate the activities positively. Key words: constructivism, basketball learning, gender equity education, interaction between male and female students, learning attitude

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Hawkey, Peter Leonard. "Mathematics anxiety as a variable in the constructivist approach to the teaching of secondary school mathematics". Thesis, 1995. http://hdl.handle.net/10500/16918.

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Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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43

Hsueh, Mei, i 陳美雪. "The action research of the approach of constructivist teaching to the social studies of the elementary education". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12638552433669335380.

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碩士
國立中正大學
教育研究所
95
The Action Research of the Approach of Constructivist Teaching to the Social Studies of the Elementary Education Abstract The study, conducted by a fifth-grade elementary school teacher with a constructivist approach to teaching, is intended to investigate the process and results regarding the application of constructivist teaching on social studies of the elementary education by means of action research. The main issues related to the constructivist teaching on social studies of the elementary education in the study are: (1) its methodology; (2) its possible results; (3) its advantages; (4) its difficulties. The conclusion of the study is demonstrated as follows: I. The methodology of the constructivist teaching on social studies of the elementary education refers to “Inquiry Teaching.” “Problem-solving Teaching,” and “Cooperative Teaching,” Educators practice “Cooperative Teaching” by creating a context in which students learn to count on and collaborate with one another. Students are divided into groups in class and their principal learning objective lies with their mutual cooperation. As for “Problem-solving Teaching,” it aims at a problem-solving context where educators instruct students to tackle problems they confront and thus train them to resolve the problems by themselves, to think independently and to cultivate appropriate values. “Inquiry Teaching” is a student-oriented teaching method which guides students to discover problems, frame general concepts, exercise induction and generalization, and settle problems. II. On the basis of the Constructivist Teaching on social studies of the elementary education, both students and teachers respond positively to the teaching method in their learning and teaching process, respectively. Students’ Learning Results: excelling in the “cognitive domain” and the “affective domain”; doing well in the “psychomotor domain.” Teachers’ Teaching Results: teachers receive positive comments about their arrangement of “teaching objectives” as well as their management of “teaching atmosphere.” Besides, the evaluations of the “teaching methodology,” “teaching activities,” and “teaching performance” are satisfying. III. The Constructivist Teaching on social studies of the elementary education not only prioritizes students and puts teachers in the role of scaffolding but also develops a higher capacity of thinking independently and dealing with human relationship for students. Learning Advantages: (1) to actively construct knowledge through various social interactions; (2) to improve students’ ability of dealing with interpersonal relationships; (3) to inspire confidence in students; (4) to strengthen students’ capacity to think critically and resolve problems; (5) to add variety to students’ learning experience; (6) to encourage students and accept their individuality; (7) to advance the transfer of learning after students have comprehended the learned knowledge. Teaching Advantages: (1) teachers no longer impart knowledge one-sidedly; (2) the teaching process encompasses the cognitive, psychomotor, and affective domains; (3) teachers select and compile accessible teaching materials that make learning a meaningful and rewarding activity; (4) a comprehensive array of materials provides students with a powerful incentive to learn and study; (5) the teaching method can stimulate the intellectual curiosity in students; (6) by way of scaffolding, teachers assist students in crossing the zone of proximal development; (7) the teaching method enables students to think profoundly. IV. For teachers, difficulties in the actual application of the constructivist teaching on social studies of the elementary education are concerned with both the discipline of students in class and the ongoing challenge for teachers’ professional expertise. Learning Difficulties: (1) students tend to violate the class rules, which affects their academic performance; (2) students of special education fail to learn effectively. Teaching Difficulties: (1) the professional expertise of teachers is challenged; (2) it is likely for teachers to disregard the individual differences among students; (3) the pre-class preparation becomes time-consuming; (4) teachers are still restricted within the scope of textbooks; (5) the time for teachers to instruct students to learn in class is reduced to being immediate and hasty. Key words: Social Studies, Constructivist Teaching, Action Research

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HSU, HUI-CHING, i 許惠淨. "An Action Study on The Approach of Constructivist Teaching into Mathematical Teaching for the 6th Graders to Improve the Mathematical Communication Abilities". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48379730554765616067.

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碩士
國立高雄師範大學
教育學系
104
The main purpose of this research to study implement approached constructivist teaching method in elementary mathematics class , and teaching the course of action which may be encountered difficulties and coping strategies. Analysis the change of learning behavior when students encounter difficulties under different situations. Also to understand the influences of this teaching method to students. The goal is to enhance the ability to communicate in mathematics performance. The study subjects were sixth grade students instructed by researcher. The study period is from September, 2015 to January, 2016. A total of 20 weeks course. This action research collected teaching documents, exam results, diverse survey, multiple data and reflection notes based on instructor. Supplemented by an additional teaching observation, feedback from collaborative teachers, interviews and other material. To conducted data collection and analysis the conclusions of the study are as follows: 1.Teachers from a general direct teaching method transferring to implement approached constructivist teaching method, a transition period is needed. Through questioning of Instruction, cooperative learning strategies, and learning to participate in relevant teaching workshop, so that changes can be made and sustained. 2.To avoid losing focus in the process of questioning, we can use the list of instruction questioning to assist; the cooperative learning sometimes can put pressure on low-achieving students,so they need more encouragement from teachers. Students have always been accustomed to direct access to knowledge into learning needs through activities such as consideration and discussion,it also requires adaptation period, teachers should be more patient to accompany. 3.The process of constructivist teaching is increasing stability. It reduces the reliance about the teacher direct instruction and textbook gradually, students show a more diversified performance of reflection, discussion activities。 4.No matter which field of classes, if we use asking question or cooperative learning teaching methods to improve teaching effectiveness and improve interaction between instructor and students. We need to create a safe, warm, and open learning environment base on starting encourage students with a “smile”. 5.Mathematics is a theory and practical courses. There is no certain teaching methods or strategies, it all determined by the interaction of instructor and students in class. Students can understand the theory portion quickly by direct teaching. For thinking portion or extending theme units, students can learn through questions asked by instructor or understand it more comprehensively by group learning. Therefore, both direct teaching method and constructive teaching method can not be neglected. 6.Class is a microcosm of society. In the future, unlimit creativity will generate through communicating interaction. Constructive teaching method enable students to be accustomed to communicate in an early age and elevate mathematical communication skills. Also, to enrich mathematical sense by training students’ number acuity. 7.Reflections after teaching: (1)By experiment practical teaching action can help practice and enhance professional capacity. (2)Expressions do not equal to communications. The real communications are listening, expression, clarify and feedback. (3)Through a two-way discussion and sharing, students can be involved in the course. This can reduce the sense of exclusion on math and stage fear at the same time. Based on the above research results, suggestions are proposed for the design and implementation of elementary instructor on approaching constructivist teaching method on mathematics teaching and related research in the future. Keywords: constructivism approach, mathematics communication, sixth-grader

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Omoniyi, Adebayo Akinyinka. "Impact of constructivist instructional approach on grade 12 learners' understanding of stationary points in differential calculus". Diss., 2016. http://hdl.handle.net/10500/21193.

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With the realization that traditional instructional approach has not yielded satisfactory results, quasi-experimental and descriptive research designs were employed to investigate whether the application of constructivist instructional approach in the learning of stationary points in differential calculus by Grade 12 learners in South Africa would improve conceptual learning. Three Gauteng high schools of 204 Grade 12 learners constituted the research fields – one served as the control group while the other two represented the experimental group. Being a mixed-method research, quantitative data were gathered through pre-test and post-test while qualitative data were collected from classroom observations. Both inferential and descriptive statistical methods of data collection and analysis were used. The results obtained indicate that the experimental group demonstrated a better understanding of the concept of stationary points than the control group.
Mathematics Education
M. Sc. (Mathematics Education)

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Chen, Shen-Fei, i 陳昇飛. "The pedagogical implementation of a social constructivist approach in an elementary Language Art classroom─An exploration of social interaction based teaching and the knowledge construction of Chinese language". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31148539936964081761.

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博士
國立臺灣師範大學
教育學系
93
The main purpose of this study was to explore the practice of social constructivist perspectives in an elementary Language Art classroom and the process of knowledge construction of children. The following two aspects are the major concerns of this study: firstly, how teachers grasp the social constructivist approach and how they adjust their way of language teaching; secondly, in a social interaction learning contexts how students construct their understanding and knowledge of Chinese language. This study was a qualitative research design. In stage Ⅰ: The researcher organized a teaching team for pedagogical dialogues which aimed at clarifying and applying the social constructist pedagogic approach through dialogues. In stage Ⅱ: Classroom observation and co-operative inquiry were conducted to collect data for the understanding of students’ knowledge construction. In addition, the research applied discourses analysis to show the process of knowledge construction. The findings of this study are as follows: 1.It is useful for teachers to change their pedagogic perspective through team efforts and group discussions. 2.Teachers who took efforts to advance social interaction based teaching would promote students’ learning in Language Art. 3.Linking learning contexts with life experiences for classroom discourses could improve students’ reading comprehension. 4.The ways students used to construct their language knowledge include modeling, reasoning, and reconstructing. 5.Social interactions are helpful to students’ creative language expressions. 6.Social interaction based learning context is beneficial for students’ learning and cognitive development. 7.Teachers’ involvement in social interaction based teaching would advance their professional development. 8.Social interaction based teaching improve the flows of traditional teaching approach but it could not replace all other teaching methods.

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Makoni, Robert Davison. "Teaching chemistry of water purification in grade 11 using locally available materials through the scientific inquiry approach". Diss., 2014. http://hdl.handle.net/10500/19033.

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This dissertation surveyed the validities of teaching the chemistry of water purification in South African schools using locally available materials (LAM) through the scientific inquiry (SI) approach. The researcher randomly selected four secondary schools that provided a small and purposive study sample of thirty-two Grade 11 learners and four teachers. The research design applied a mixed-method approach, consisting of qualitative and quantitative methods of data collection. Within this approach, the outcome of SI instruction that integrated LAM was compared with that of conventional instruction through a quasi-experimental control groups design. The researcher identified in the analysis of interviews and questionnaires the most complex aspects of the chemistry of water purification for learners to understand as redox reactions, acid-base systems, precipitations, and chlorination. However, the use of LAM through the scientific inquiry approach made it easier for learners to understand the concepts. The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the experimental groups taught through SI signified that those learners immensely benefited from an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of control groups could be attributed to a linear and passive participation of learners in the conventional classroom instruction. The marks of the two groups in post-test RBT2 were paired and contrasted using GraphPad software. The results showed that t =6.699, df =21 with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred that the difference between the means of the two groups was not only statistically important but also worth an explanation. The higher performance scores in RBT2 and the Rubric Assessment Tool (RAT) in experimental groups represents that the intervention was successful in the implementation of instructional design in the the study. In addition, the learners had mastered the crucial aptitudes that included self-discipline in understanding, cooperative learning, searching relevant text on topic, hands-on or laboratory practice and logical thinking in problem solving by working through the SI activities that used LAM.
Mathematics, Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)

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Mahlambi, Sizwe Blessing. "Assessment for learning : an approach towards enhancing quality in mathematics teaching and learning in grade 6". Thesis, 2020. http://hdl.handle.net/10500/26928.

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Abstracts in English, Afrikaans and Zulu
Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics.
Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ŉ Teoretiese raamwerk vir AvL is opgestel uit ŉ oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ŉ Kwalitatiewe benadering en ŉ gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ŉ omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ŉ Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ŉ gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur.
Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi.
Curriculum and Instructional Studies
D. Phil. (Education (Curriculum Studies))

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Nevhutanda, Ntshengedzeni Alfred. "Restructuring South African music education curriculum to meet the post-apartheid paradigm shift in education". Thesis, 2005. http://hdl.handle.net/2263/27386.

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Švihnosová, Kristýna. "Slovní úlohy s více řešeními a jejich místo na 1. stupni ZŠ". Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-438067.

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The diploma thesis is focused on the issue of word problems with different results, to which is not given systematic attention in the specialized literature. The focus of the work is to observe how pupils and teachers of elementary school work with a word problem with different results. The theoretical part focuses on the typology of word problems, the phases of their solution and solving strategies. Furthermore, the classification of word problems according to the number of results and the typology of word problems with different results is proposed. A significant part consists of the goals with which this type of task can be assigned in the teaching of mathematics and which change depending on the teacher and his approach to teaching. The work also deals with the basic characteristics of teaching styles. The selected qualitative research using the method of observation and questionnaire allows to describe the work of teachers with a word problem with different results and to identify elements of teaching styles, namely transmissive and constructivist approaches, which are reflected in the actions of teachers. An additional method is the analysis of selected textbooks in terms of the presence of word problems with different results, which reveals whether such tasks occur in textbooks and what...

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