Year: 2010
Type: article
Study design: Observational Study
Abstract: Samples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science that reflect aspects of the constructivist approach.The dimensions concerned the actual experience of (1) teachers' and (2) pupils' and (3) teachers' desired experience in relation to (1) personal relevance/ learning about the world; (2) uncertainty/ learning about science; (3) critical voice/ learning to speak out; (4) shared control/ learning to learn; and ( 5) student negotiation/ learning to communicate.There were significant differences between countries in each of these three data sets.Results are discussed in terms of the convergences and divergences between primary and secondary data in each country in each of these three domains for the five variables.The issue is whether science teaching is represented as about memorising or about investigating.
Source: DergiPark (Istanbul University)
Authors: Adile Hugh Gash, Thomas McCloughlin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2265876978