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ERIC Number: EJ919630
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1366-4530
Initial Teacher Development in Science: The Impact of Constructivist-Informed Practice on Learning
Patterson, Eira Wyn
Teacher Development, v15 n1 p69-86 2011
This paper explores the perceptions of student teachers regarding the extent to which they consider a constructivist approach supports their learning in science. The research was carried out in two phases and drew on questionnaire and interview data. In Phase 1 a questionnaire was used to collect the views of 34 students regarding the effectiveness of a constructivist approach in facilitating their learning in science. Phase 2 was a more in-depth analysis of factors identified in Phase 1 as influencing the effectiveness of the learning process. The majority of students considered that a constructivist approach was effective in enabling them to learn in science. Findings highlighted the significance of social mediation within constructivist-informed practice, in particular collaborative group work and tutor questioning. These findings are discussed in the context of related research. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A