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ERIC Number: EJ1166562
Record Type: Journal
Publication Date: 2018-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Democratic Practices in a Constructivist Science Classroom
Daher, Wajeeh; Saifi, Abdel-Gani
International Journal of Science and Mathematics Education, v16 n2 p221-236 Feb 2018
The constructivist learning approach is suggested as a means for facilitating students' learning of science and increasing their participation in this learning. Several studies have shown the contribution of this approach to the different aspects of students' learning of science, though little research has examined the contribution of this approach to the democratic environment of the science classroom. The present study attempted to do so. 34 grade 5 science students studied the energy unit of the science book using the V-shape strategy, and 38 grade 5 science students studied the same unit without using the strategy. The research results show that students who used the V-shape strategy had significantly higher scores in democratic practices than students who did not use the strategy. Moreover, the democratic practices in the science classroom were not influenced significantly by the independent variables (science ability, general ability, and preferred subject). The results of the current study also show that, in the experimental group, only the correlation between involvement and freedom was significant, while in the control group, all of the correlations among involvement, freedom, and equality were significant.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A