ERIC Number: ED451079
Record Type: RIE
Publication Date: 2001-Mar
A Longitudinal Study of the Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Mathematics and Science.
Gibson, Helen L.; Van Strat, Georgena A.
This paper documents a 3-year longitudinal study designed to track changes in preservice teachers' attitudes toward teaching and learning mathematics and science while enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) Project. The primary goal of this project was to provide a pathway for urban para-educators of color to become certified teachers. The pilot project was designed to address the need for more teachers that reflect the ethnicities of the student population in urban public school districts. Data indicate that constructivist instructional methods used in science and mathematics courses had a positive impact on preservice teachers' understanding of mathematical and scientific concepts and their attitudes. (Contains 42 references.) (ASK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (St. Louis, MO, March 26-29, 2001). Also supported by the Massachusetts Eisenhower Higher Education Development Program.