Peer reviewed
Direct linkERIC Number: EJ960190
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1725
EISSN: N/A
How Constructivist-Based Teaching Influences Students Learning Science
Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John
Educational Forum, v76 n2 p265-271 2012
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.
Descriptors: Constructivism (Learning), Federal Legislation, Teaching Methods, Science Instruction, Educational Change, Epistemology, Science Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
