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Assessment of the constructivist physics learning environments  [cached]
?mer Faruk KESER,Ali Riza AKDENIZ
Asia-Pacific Forum on Science Learning and Teaching , 2010,
Abstract: Nearly last two decades, constructivist theory has had a great importance in shaping science learning environments. Learning theories have been implemented in different instructional models in learning environments. Measuring learning environments has been found to be sensitive and related to instructional methods, and they can be used in order to improve teaching in certain scientific subjects taught in schools. The purpose of this study is to develop and use a survey according to a constructivist 5E model to assess related factors effecting the physics learning environments. Interviews and classroom observations are used to confirm the constructed survey.
A PHYSICS LESSON DESIGNED ACCORDING TO 7E MODEL WITH THE HELP OF INSTRUCTIONAL TECHNOLOGY (LESSON PLAN)  [PDF]
Selahattin GONEN,Serhat KOCAKAYA
The Turkish Online Journal of Distance Education , 2010,
Abstract: Students enter the classrooms with a preexisting knowledge of science concepts. These science concepts sometimes show inconsistency with the accepted ones by the scientists and called as misconceptions. Studies applied science field have to get possession of abilities that not only detect these misconceptions also help to solve these problems. Hence, instructional methods that correct students’ misconceptions become important. In this sense, a material related to the physics course is designed according to 7E model with the help of instructional technology.
Implementations of a constructivist physics teaching design:An example on the kinetic theory of gas  [cached]
Wheijen CHANG
Asia-Pacific Forum on Science Learning and Teaching , 2004,
Abstract: This article introduces an innovative teaching design in university physics in Taiwan, based on a personal and social constructivist view of learning. The program was designed and implemented by the author. The author firstly elaborated on the rationale of the constructivist view of learning followed by the implementing teaching strategies of the innovative teaching. The links between the adopted teaching strategies and the themes of the constructivism were discussed in details. On the topic of the kinetic theory of gas, specific teaching sequences were described along with the video clips of the classroom activities. The learning outcomes, both in academic and affective aspects of the innovation program were then summarized. Based on the learning outcomes and the students’ reactions appeared in the video clip, the author gives reflections on her constructivist teaching design, as well as providing suggestions to the teachers, who committed to the didactic way of teaching.
Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools  [cached]
Folashade Afolabi,Akinyemi Olufunminiyi Akinbobola
Eurasian Journal of Physics and Chemistry Education , 2009,
Abstract: The study investigated the effects of constructivist problem based learning technique on the academicachievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test controlgroup design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40-co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used forthe study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data.The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively.Three hypotheses were tested at p<0.05 level of significance using t- test analysis. The result of the findingsshowed that the physics students with low ability level taught with problem based learning technique performedsignificantly better than those taught with conventional learning method. Also, student taught with problembased learning technique performed significantly better than those taught with conventional method. There wasno significant gender difference in the performance of students taught with problem based learning technique. Itis recommended that problem-based learning technique should be used in schools to teach various concepts inphysics.
A proposal to facilitate learning of procedural contents  [PDF]
Ma José Insausti,Mariano Merino
Investiga??es em Ensino de Ciências , 2000,
Abstract: As learning objectives experimental procedures are essential in the constructivist model of science teaching learning, although their treatment is somewhat uncertain since there are no clear and well defined instructional methods in this area. In this paper we clearly distinguish between scientific procedures and procedural contents and we suggest the didactical laboratory as the most important instructional resource to facilitate the learning of such contents. We propose an instructional model for practical activities designed as "small scale investigations"which provides guidance for the teaching/learning process of procedural contents of the physics and chemistry curriculum for the 16-18 years age range. We also propose a specific method for the evaluation of learning outcomes.
Constructivist approach based 5E model and usability instructional physics  [PDF]
?smet Ergin
Latin-American Journal of Physics Education , 2012,
Abstract: In this study, the studies regarding the 5E model, which grounds on the constructivist approach in educational levels in the world and Turkey, and is used as an educational model and its properties were analysed and information were presented in respect of this model. In the study, which was performed in accordance with the descriptive scanning method in this research, primarily the papers, dissertations in magazines indexed in databases such as the Dissertation scanning center of the Board of Higher Education, Ebsco Host, Science Direct, Taylor and Francis and Web of Science etc. and the literature were scanned in a broad perspective. The dissertations, papers attained as a result of scanning were analysed by taking the grades of objective, conclusion and education into consideration. The 5E Model was developed by one of the leading names of the BSCS (Biological Science Curriculum Study) project, Rodger Bybee, and used in applications aimed at this project. The 5E Model grounds on the Constructivist Approach and the Model of Learning Ring. There is a good deal of “E” release in the literature. These are encountered as 3E, 4E, 5E, 7E etc., however, this study analyses the 5E Model. The 5E Model is consisted of the grades of Engage, Explore, Explain, Elaborate, Evaluate
Constructivist E-Learning Activities in a Computer Programming Course  [cached]
Palmárová Viera
Technológia vzdelávania , 2011,
Abstract: Programming courses are considered demanding. Besides coping with the difficult content, there are more factors influencing the learning/teaching process significantly. The number of students is typically high. They differ a lot as for their previous education, programming experience, motivation, learning styles and learning competences. To realize the individual approach better and to enance the quality of computer programming teaching/learning, we suggest the blended teaching/learning strategy as an effective solution. Blended model integrates two learning environments, the classroom and the virtual one, into a single system. This paper deals mainly with the e-learning component of the blended model. We give examples of Moodle activities grounded in constructivist and constructionist learning theories. The suggested learning activities were designed, verified and improved repeatedly in more successive iterations.
Constructivist learning perspectives in the online public relations classroom  [PDF]
Ann Peru Knabe
PRism Online PR Journal , 2004,
Abstract: Many researchers and educators use constructivist theory to analyse what works well in online classrooms. Past research suggests successful online teaching strategies involve community learning, shared interactions, and meaningful learning experiences. In this study, educators who taught public relations online, in either graduate or undergraduate settings, were interviewed using in-depth key informant surveys. Most interviewees reported successful integration of community learning, shared interactions, peer activities, real-world problem analysis, and other activities that reflect constructivist learning theory. The majority of online PR educators described themselves as guides on the side or people who facilitate learning, such as coaches. None fell into the sage on the stage category. The findings of this study suggest that constructivist learning theory is a successful framework for online public relations curriculum design.
Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics  [cached]
Akinyemi Olufunminiyi Akinbobolaa,Folashade Afolabib
Eurasian Journal of Physics and Chemistry Education , 2010,
Abstract: The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.
Constructivist Practicies Through Guided Discovery Approach: The Effect on Students' Cognitive Achievements in Nigerian Senior Secondary School Physics  [PDF]
A.O. Akinbobola,F. Afolabi
Bulgarian Journal of Science and Education Policy , 2009,
Abstract: The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder-Richardson formula (21) was the instrument used in collecting data. The data were analyzed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavor to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.
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