Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review

Mustafa Çakır

Опубликована Окт. 9, 2008

This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students achieve learning with understanding. Research about the constructive nature of students’ learning processes, about students’ mental models, and students’ misconceptions have important implications for teachers who wish to model scientific reasoning in an effective fashion for their students. This paper aims to communicate this research to teachers, textbook authors, and college …

Gaining Representations of Children’s and Adults’ Constructions of Sustainability Issues

Laura Barraza,

Ian Robottom

Опубликована Окт. 6, 2008

In this decade of Education for Sustainable Development, it is timely to consider the methodological issues associated with researching this topic not only with adults but also with the young children who, as members of the next generation, will experience the success or otherwise of current environmental sustainability efforts. We argue that it is important when making methodological choices to recognize that both the sustainability issues themselves and the way individuals learn about these issues, are socially and culturally constructed. In this article we are interested in ways of gaining representations of individuals’ mental constructions of environmental sustainability issues. We …

Effect of an Argumentation-Based Course on Teachers’ Disposition towards a Science-Indigenous Knowledge Curriculum

Meshach B. Ogunniyi

Опубликована Окт. 7, 2008

With the increased global awareness of the negative impact of scientific, technological and industrial activities on the environment and copious examples of sustainable practices existing in many an indigenous community, the new South African science curriculum statement has called on science teachers to integrate school science with the Indigenous Knowledge Systems (IKS). In response to this call, this study used an Argumentation-Based course (A-B course) to enhance teachers’ understanding of the Nature of Science (NOS) and IKS and their ability to integrate science and IKS in their classrooms. Nine teachers participated in the course over a six-month period. Using questionnaires …