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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.
Pełny tekst źródłaScience, Faculty of
Mathematics, Department of
Graduate
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.
Pełny tekst źródłaMorris, 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.
Pełny tekst źródłaTitle 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.
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/.
Pełny tekst źródłaFok, 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.
Pełny tekst źródłaThompson, 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/.
Pełny tekst źródłaGreek, Lorelee Ann. "Integrating fractions into a constructivist classroom". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1312.
Pełny tekst źródłaScott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.
Pełny tekst źródłaAl, 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.
Pełny tekst źródłaOsborne, 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.
Pełny tekst źródłaGammon, 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.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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.
Pełny tekst źródłaHanrahan, 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.
Pełny tekst źródłaBridson, 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.
Pełny tekst źródłaThe 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.
Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
Pełny tekst źródłamanagement 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.
Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Pełny tekst źródłaRoss, 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.
Pełny tekst źródłaZhang, 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.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Philosophy
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.
Pełny tekst źródłaLam, 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.
Pełny tekst źródłaAlmutairi, 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.
Pełny tekst źródłaLlobet, 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.
Pełny tekst źródłaAquesta 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
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.
Pełny tekst źródłaTypescript. 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.
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.
Pełny tekst źródłaOlajide, 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.
Pełny tekst źródłaThe 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?
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.
Pełny tekst źródłaThesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013
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.
Pełny tekst źródłaBerglund, 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.
Pełny tekst źródłaUtgångspunkten 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.
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.
Pełny tekst źródłaChapman, Ronn. "Procedure for raising trout in the classroom as part of environmental education". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1800.
Pełny tekst źródłaLamb, Darren Hayes. "Project based learning in an applied construction curriculum". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
Pełny tekst źródła"Statistics learning : a constructivist approach". 2004. http://library.cuhk.edu.hk/record=b5892172.
Pełny tekst źródłaThesis (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
Chang, Sonia, i 張頌齡. "The Experimental Study of Constructivist Approach Music Teaching". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/88279789080038297233.
Pełny tekst źródła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.
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.
Pełny tekst źródłaHarling, Frederick Jibran. "Fifth-grade students' perspectives of learning through a constructivist approach". 2004. https://scholarworks.umass.edu/dissertations/AAI3118304.
Pełny tekst źródłaCHUANG, 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.
Pełny tekst źródła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.
Mensing-Triplett, Linda D. "Integrating computer technologies into elementary school teaching: A constructivist professional development approach". 2001. https://scholarworks.umass.edu/dissertations/AAI3012166.
Pełny tekst źródłaHuang, 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.
Pełny tekst źródła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
"Perception, implementation and mentoring: a constructivist approach to pre-service physical education teachers". Thesis, 2010. http://library.cuhk.edu.hk/record=b6075302.
Pełny tekst źródłaThe 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.
Booyse, Celia. "A constructivist approach in instructional design and assessment practice". Thesis, 2010. http://hdl.handle.net/10500/4680.
Pełny tekst źródłaTeacher Education
D.Ed. (Didactics)
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.
Pełny tekst źródła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
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.
Pełny tekst źródłaCurriculum and Instructional Studies
D. Ed. (Didactics)
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.
Pełny tekst źródła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
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.
Pełny tekst źródła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
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.
Pełny tekst źródłaMathematics Education
M. Sc. (Mathematics Education)
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.
Pełny tekst źródła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.
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.
Pełny tekst źródłaMathematics, Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)
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.
Pełny tekst źródłaAssessment 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))
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.
Pełny tekst źródłaŠvihnosová, Kristýna. "Slovní úlohy s více řešeními a jejich místo na 1. stupni ZŠ". Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-438067.
Pełny tekst źródła