The development,trial and evaluation of a constructiviust teaching and learning approach in a preservice science teacher education program

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dc.contributor.authorHand, Brianen
dc.contributor.authorPeterson, Raymond Fredericken
dc.contributor.departmentACUE (now Learning and Teaching Development Unit)en
dc.date.issued1995en
dc.descriptionAvailable online: Tuesday, April 11, 2006en
dc.description.abstractThis paper reports on the use of a constructivist teaching/learning approach to improve first year pre-service primary teachers' confidence in, and attitude to, teaching science. The two-semester program was based on allowing the students to explore science concepts in detail during the first semester and then developing constructivist pedagogy in the second semester. There were many benefits reported by students including ownership of knowledge, the development of pedagogic skills and the use of group work to develop ideas. However, a number of concems were raised such as uncertainty of knowing what to do when exploring knowledge for themselves and the lack of note taking which occurred. A number of issues that need to be considered when re-implementing the program are discussed.en
dc.description.statementofresponsibilityBrian Hand and Ray Petersonen
dc.identifier.citationResearch in Science Education, 1995; 25(1):75-88en
dc.identifier.doi10.1007/BF02356461en
dc.identifier.issn0157-244Xen
dc.identifier.urihttp://hdl.handle.net/2440/37602
dc.language.isoenen
dc.publisherAustralian Science Education Research Associationen
dc.rights© 1995 Springer, Part of Springer Science+Business Mediaen
dc.titleThe development,trial and evaluation of a constructiviust teaching and learning approach in a preservice science teacher education programen
dc.typeJournal articleen

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