Constructivist Classroom: Elements of Class Discourse as Measure of Constructivist Practice
Year: 2006
Type: preprint
Abstract: This paper aimed at determining the shift towards constructivist practice over a period of two years by identifying the changes in the following classroom discourse elements; Teacher Talk and Students Talk. Data collection included all lessons about “Solution ” for years 2001 and 2003 from 78 science students of grade five in a public school. Lesson’s video recordings were converted into protocol and analyzed. The analysis was conducted in two stages; 1) categorizing the class discourse in teacher, student and monitoring talk. Monitoring talk was further analyzed to examine the level and type of questions used by teacher to monitor students ’ learning progress. Results showed an improvement towards constructivist practice in terms of increase in the share of student talk by 10 % compared to 2001. Teacher talk in both cases is still more than 50 % but it reduced from 67 % in 2001 to 57 % in 2003. Consequently, student talk increased from 33 % in 2001 to 43 % in 2003. This change may not seem satisfactory but is encouraging and results were more interesting if looked by each category. The research helped in developing a constructivist interaction analysis model which can further be developed by expanding the scope of the result to diverse classrooms and increased number of teachers.
Source: SSRN Electronic Journal
Authors: Nasir Mahmood, Abdul Majid Khan Rana
Institution: University of the Punjab
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2396480102