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Peer reviewed Peer reviewed
ERIC Number: EJ522187
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
A Case Study of a Teacher's Progress toward Using a Constructivist View of Learning to Inform Teaching in Elementary Science.
Appleton, Ken; Asoko, Hilary
Science Education, v80 n2 p165-80 Apr 1996
Describes the extent to which an elementary teacher used teaching principles based on constructivism after attending an inservice program. Use of the new principles was influenced by his views of science and of learning, how he usually planned his teaching, and his confidence in his own understanding of the topic. Describes inservice program based on constructivist framework. (Author/MKR)
Descriptors: Constructivism (Learning), Educational Change, Elementary School Teachers, Inservice Teacher Education, Science Instruction, Science Teachers, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Change