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1.
In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers.  相似文献   

2.
Graham Nuthall's work cuts across methodological and conceptual divides that have worked against the development of a theory of learning and teaching that is at once predictive and practical. The micro-genetic approach to research on learning in classrooms that he developed with Adrienne Alton-Lee successfully transcends the unhelpful dichotomy between qualitative and quantitative methods. Crossing the borders between the individual focus of cognitive psychology and the central role of social activity of sociocultural theory, he has suggested a synthesis that is both grounded in social context and predictive of individual learning. His theoretical contribution can become still more useful by extending it to the larger realities of students’ lives outside of the classroom by relating it to dynamic notions of culture and identity.  相似文献   

3.
Nuthall's exceptional quantitative and qualitative analyses provide us with an illuminating picture of the cognitive and emotional struggles of low-scoring students. His poignant portrayals leave us to consider the types of classroom modifications and settings that will best help these students. The second section explores some apparent differences between Nuthall's finding that the need for four spaced encounters applies to all students and the older research on individual differences in the rate at which students learn new material.  相似文献   

4.
This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education.  相似文献   

5.
《Assessing Writing》2000,7(1):5-21
Although the subject of error has been the focus of considerable scholarly inquiry, little is known about the effects of error on teachers' responses to students' writing. This article offers a prolegomenon to further research on response to error from a social constructivist perspective. Three areas for investigation are suggested and illustrated with more specific focuses: the effects of error on teachers' processing of student writing; the relationship between error and the and the teachers' construction of the writer's persona; and the relationship between the changing status of socially constructed norms of language use and response to error. Acknowledging the general disjunction between scholarship and teaching practices, the second half of the article turns to another kind of needed inquiry within the “scholarship of teaching.” Greater focus on reflective practice allows teachers to develop more sophisticated approaches to error in the classroom, especially in the relationship between instruction and response to students' writing.  相似文献   

6.
Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist‐teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and largely severed from communications among colleagues. Two types of representations of communication patterns among faculty members (i.e., sociographs) were created and analyzed for each faculty. One type of sociograph plotted communications concerning content/pedagogical issues while the other type plotted social/informal communications. Trained raters assessed constructivist‐teaching practices using the Reformed Teaching Observation Protocol (RTOP). Positive relationships were found between constructivist‐teaching practices and the frequency and significance of communications within both faculties—more so for content/pedagogical issues than for social/informal communications. Importantly, peers sought out constructivist teachers more often than they did traditional teachers, presumably seeking advice regarding teaching practice. Results support the constructivist‐teacher hypothesis and indicate that constructivist teachers are not isolated from their peers. Instead, they appear to play an active role, particularly when colleagues are discussing issues related to content and pedagogy. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 490–505, 2007  相似文献   

7.
This paper describes the findings of a 3 year research project on teacher development in which some New Zealand teachers of science were developing their teaching to take into account students' thinking and constructivist views of learning. The main finding was that the teacher development involved professional, personal, and social development. These three aspects are discussed in an overview.  相似文献   

8.
A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues.  相似文献   

9.
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10.
Using case examples and guidelines from the author's teaching and curriculum development experiences, a method is described for integrating ethnic minority content and research design issues in social work curriculum. After an examination of the didactic uses of research case examples infused with ethnic minority content, the point is made that a contribution can be made not only to the teaching of ethnic minority issues, but also to the understanding of social work research issues. In particular, a rationale for teaching and a motivational technique for understanding alternatives to experimentation is presented as a derivative of ethnic minority content in the research curriculum.  相似文献   

11.
In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology. Unlike past research on this issue, the results from this study show that belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology. However, a belief in traditional teaching is only significantly correlated (negatively) with constructivist use of technology. Implications for teaching training and future research are discussed.  相似文献   

12.
This study investigates the effect of a training course, based on constructivism, on the student teachers' perceptions of teaching, learning and the roles of teachers and students in the teaching‐learning process. A sample of 188 student teachers (92 of them in the experimental group and 96 in the control group) from the Hashemite University were subjected to a pre‐test that was developed and validated for the purpose of the study, and the experimental group was then trained using a four‐step training course based on constructivist ideas. Results showed that the two groups' perceptions were not consistent with constructivist ideas before the training took place, but after training, there were significant differences between the two groups' perceptions about the four areas. Also, there were significant differences between the constructivist perceptions of males and females, with females' perceptions being more consistent with constructivist ideas than males. The study concluded with recommendations concerning the introduction of constructivist ideas in educational courses that are designed to prepare student teachers for science teaching, and further research to examine the effect of this course on the student teachers' practices in the classrooms.  相似文献   

13.
This article is a study of a South African teacher educator's interpretations and approaches to implementing a constructivist approach to teaching. It examines his beliefs about teaching physical science to prospective teachers as it relates to his aligning his teaching with the new reform: outcomes-based education. The goals of the reform include emphasis on cooperative learning, a student-centered approach, and focus on teaching for conceptual understanding. Through observations, interviews, and documents (assignments for students, graded group assignments, and course outlines), I examined this teacher educator's interpretations and approaches to implementing constructivist curriculum and his understanding of the reform. The findings show that without confronting teachers' beliefs about teaching and learning, providing clear meaning of reforms, and facilitating in-depth professional development, the interpretation and implementation of reforms will be hindered.  相似文献   

14.
Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.  相似文献   

15.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice.  相似文献   

16.
This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.  相似文献   

17.
Educators usually recognise the value of drama-in-education, but hesitate to use it with unpredictable diverse groups that have limited communication and social understanding. This article evaluates a professional development initiative in an all-age special school (3–19 years) in eastern England as a whole-school improvement strategy to promote drama for enhancing children's communication through dialogic teaching. The project was the culmination of an action research cycle to refine an original constructivist five-staged professional developmental model for teaching inclusive groups with children with special educational needs and disabilities. Following a staff training session, the researcher supported each teacher in class once a week for 6 weeks, using collegial mentoring strategies. The model enabled their starting point and priority next step to be accurately identified towards them gradually taking over leading drama sessions. A pedagogical framework for early drama – Prescribed Drama Structures – proved pivotal, enhanced by a flexible model for exploring story and understanding social narrative.  相似文献   

18.
行动导向教学的建构主义逻辑及其应用探讨   总被引：1，自引：0，他引：1  
行动导向教学是职业教育适应社会人才需求的重要教育方式之一。行动导向教学的内涵体现出一种逻辑建构。分析建构主义学习理论对教和学的认识,可以看出建构主义学习理论是行动导向教学的基础。行动导向教学设计也应该注意相应的原则和问题。  相似文献   

19.
Teachers' reflections are presented on the changes occurring while fostering children's social competence and skills in an intervention program. Classroom discussion on interpersonal relationships and conflict resolution was emphasized as a constructive teaching strategy in promoting children's social growth. The curriculum themes focused on friendship, the school community, and the family. The focus is on how the teachers perceived changes in their knowledge of students' social growth and their own teaching skills and attitudes towards working on sociomoral issues in the classroom. In addition, their reflections on changes in the students' social interactions and sense of classroom community are included.  相似文献   

20.
This article describes a case study of the social construction of knowledge when undergraduate students are engaged in collaborative analysis of repertory grids produced by themselves and their instructor. The research is based on the elicitation of students' private understanding and instructors' public knowledge with the use of the repertory grid. This technique is derived from Kelly's personal construct psychology (Kelly, 1955), a constructivist theory that emphasizes the idiosyncratic nature of meaning. The teaching experience that follows was conducted adopting the educational paradigm of self-organized learning, in which the principles of constructivism, conceptual change, personal construct psychology, public knowledge and private understanding, and social learning are integrated to some extent. Results indicate that the repertory grid technique is (a) an approach that motivates students to be responsible for their own learning; (b) one means to get students to communicate their understanding and make this understanding open for inspection and scrutiny; (c) a way to negotiate the meanings of the concepts under study; (d) a tool to match students' understanding with their instructor's knowledge; and (e) a way for students to structure their knowledge. © 1996 John Wiley & Sons, Inc.  相似文献   

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