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ERIC Number: EJ906186
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1094-3277
The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers
Lew, Lee Yuen
Science Educator, v19 n2 p10-21 Fall 2010
The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving ten different preparation programs across the USA and (ii) experienced teachers (ETs) who are nationally-recognized as effective constructivist teachers. All three sources of data were collected using the same instrument. As expected, it was found that the ETs outperformed NTs in general in their perceived use of all six sub-categories of constructivist teaching practices. However, it was also found that, in three sub-categories of constructivist teaching practices, the NSTs outperformed their counterparts from different programs. For these three sub-categories, the NSTs achieved at the level of "Student-Centered/Early Constructivist," as did the ETs. For the other three sub-categories, the levels of achievements of the NSTs were similar to those of their counterparts. Qualitative data from videotapes and open-ended interviews further substantiate the finding that the NSTs are generally early constructivists, in both their practices and beliefs. These results support the idea that future educators should explicitly be taught the theory of constructivism and how to use it as a basis for teaching. (Contains 3 tables.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A