Teaching the Primary Curriculum for Constructive Learning

Littledyke, Michael; Huxford, Laura

doi:10.4324/9781315068169

Cited by 8 publications

(25 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The underlying principle of constructivist teaching/instruction comes from an epistemological difference between the objectivist/positivist and the constructivist epistemology of knowledge. To the objectivist epistemology, knowledge is believed to exist independently of the learner, and then to become internalized as it is transferred from the mind of the teacher/external sources to the mind of the learner, seeing that it is infused directly (Littledyke, 2001;Mayer, 2003;Hillocks, 1999). In other words, knowledge is independent of a thinking being and can be mapped onto a learner.…”

Section: Background Of the Studymentioning

confidence: 99%

“…Positivist/objectivist assumptions about education can result in mechanistic/transmission approach to teaching and learning which commonly produce rote learning without meaningful learning or understanding (Littledyke, 2001;Rose and Billett, 1999;Mayer, 2003;Petty, 2004;Hillocks, 1999). In line to this, teaching is viewed as:…”

Section: Background Of the Studymentioning

confidence: 99%

“…Such a model has epistemological implications, namely that knowledge is objective, and may be acquired through words and senses. The traditional, objectivist epistemology is the underpinning assumption of teachercentered teaching methods (Hillocks, 1999;Mayer, 2003;Littledyke, 2001). In the traditional teaching methods, the teachers' job is "giving out" or to transfer knowledge to the students directly.…”

Section: Background Of the Studymentioning

confidence: 99%

“…According to this view, there is a belief that knowledge could be transfused intact into the mind of one another. That is knowledge could be conveyed directly through words or via information delivering methods/expositors and could be apprehended directly by anyone having adequate facility in the language (Hillocks, 1999;Mayer, 2003;Littledyke, 2001).…”

Section: Background Of the Studymentioning

confidence: 99%

“…According to the constructivist, in contrast to the objectivist view, knowledge is being actively constructed by the individual and knowing is an adaptive process, which organizes the individual's experiential world (littldyke, 2001;Mayer, 2003 ). Hence, the learner is not considered as passive recipients but as 'already a scientist' (Bruner, 1966in Kumari, 2004 who actively constructs knowing while striving to make sense of the world on the basis of personal filters: experiences, goals, curiosities and beliefs (Hillocks, 1999;Littledyke, 2001).…”

Section: Background Of the Studymentioning

confidence: 99%

See 4 more Smart Citations

Teachers’ Awareness, Attitude and Practice of Teaching Primary School Science Curriculum Vis-A-Vis Constructivist Approach

Lemma¹

2021

JEP

View full text Add to dashboard Cite

The purpose of this study was to investigate teachers' awareness, attitude and practice of teaching primary school science curriculum towards constructivist approach. The study was to see how teachers teach the primary science curriculum at classroom level vis-à-vis constructivist approach, as well as, to identify teachers' awareness and attitude toward constructivist view of teaching and learning in science education. The sources of the data were selected purposefully from science teachers, who teach from grade one to grade six, of one purposefully selected primary school. Qualitative research paradigm and case study research design were used as the methods of the study. The data was analyzed qualitatively. The result revealed that: 1) Teachers were using the traditional approach, lecture as pivotal tool in their classroom episodes; 2) Teachers did not have the understanding of constructivist approach in-depth. Teachers perceived as their direct teaching/purveying of scientific findings could develop the understanding of scientific concepts and skills; 3) Teachers' attitude towards students' motivation and capabilities in their learning with respect to constructivist view of learning reflected more of pessimistic views. This attitude is the result of the deep rooted thoughts of positivist/objectivist view and lack of awareness towards constructivist view of learning. Finally, the following solutions were recommended for the identified problems as:1) The Regional Education Bureau, the Zonal Education Office and the Town administration Education Office ought to provide workshops, short term trainings on constructivist approach as referent thinking in science education. 2) The Schools' Administrators also need to arrange experience sharing among science teachers on content pedagogy in line to constructive view of learning. 3) Teachers educators ought to develop the understanding of the would-be teachers towards constructivist approach.

show abstract

Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ Awareness, Attitude and Practice of Teaching Primary School Science Curriculum Vis-A-Vis Constructivist Approach

Lemma¹

2021

JEP

View full text Add to dashboard Cite

show abstract

Development of Turkish Education Policy and the Modernization of Primary Education Revisited

Sevinç

2006

Childhood Education

View full text Add to dashboard Cite

Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power

Mackie

2020

Journal of Education for Teaching

View full text Add to dashboard Cite

This study critically addresses mentor and mentee understandings of mentoring primary education student teachers within existing operations of power in the context of Scottish Initial Teacher Education. Semi-structured interviews of mentors and student teachers were used to elicit relational understandings of the mentoring process within an instrumental, collective case study research design. Findings indicate that participants understood mentoring as a multifaceted process aimed at supporting the professional learning of student teachers. The article addresses the main mentoring relationship between class teacher mentor and student teacher mentee. Analysis of their responses suggests an understanding of mentoring as involving both personal and professional dimensions. From these dimensions emerge the focus of this article: implicit collaboration and conceptions of power as a relational duality situated within a more Foucauldian 'flux' form. Critical discussion of findings extends understandings of the complexity of the mentoring process with reference to perceptions of collaboration, power and their co-existence. Conclusions focus on the need for a quality, consistent mentoring education programme to promote an informed knowledge and understanding of the complex nature of mentoring in order to improve the quality and consistency of mentee learning experiences.

show abstract

Teaching the Primary Curriculum for Constructive Learning

Cited by 8 publications

References 0 publications

Teachers’ Awareness, Attitude and Practice of Teaching Primary School Science Curriculum Vis-A-Vis Constructivist Approach

Teachers’ Awareness, Attitude and Practice of Teaching Primary School Science Curriculum Vis-A-Vis Constructivist Approach

Development of Turkish Education Policy and the Modernization of Primary Education Revisited

Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power

Contact Info

Product

Resources

About