ERIC Number: ED476252
Record Type: RIE
Publication Date: 2002-Apr
The Impact of Constructivist Teaching on Students' Perceptions of Teaching and Learning.
This study investigated the impact of different teaching styles on students' perceived effective learning strategies, and students' perceived learning goals for a university physics course. Participants included 55 students taught by an education researcher (the author) based on a constructivist view of learning, and 51 students taught by a physicist. Students' responses showed that the main features of the constructivist teaching, in comparison with the physicist's, included a reduction in teaching time spent on mathematical derivation, the introduction of challenging questions to stimulate thinking, and providing time for discussion. Results indicated that the constructivist group seemed to place higher value on facilitating learning engagement, whereas the physicist's students seemed to place more value on information presentation regarding effective teaching strategies. The students' perceived effective learning strategies appeared to be consistent in both groups, while their perceptions distorted significantly regarding obtaining good grades and understanding concepts. With respect to the goals of the course, the constructivist students ranked more highly both developing thinking to focus more on knowledge accumulation. Suggestions regarding the implications of these findings for instruction are then discussed. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 7-10, 2002).