The study presented in this book is embedded within the -Video Study of Physics Lessons- conducted by the Institute for Science Education at the University of Kiel. The study aims at analysing whether physics lessons taught by a sample of German physics teachers meet key characteristics of constructivist learning environments and constructivist teaching sequences as identified in the literature. Classroom learning environments are assessed using a category system called the Constructivist Oriented Science Classrooms (COSC), while teaching sequences are assessed using a category system called the Constructivist Teaching Sequences (CTS). This book presents the results of the analyses as well as the correlations between the appearances of the characteristics of constructivist-oriented lessons and students' achievement and students' interest."
The Learning Environments and the Teaching Sequences
Author: Ari Widodo
Publisher: Peter Lang Pub Incorporated
Designed from the ground up with a constructivist framework, BUILDING TEACHERS: A CONSTRUCTIVIST APPROACH TO INTRODUCING EDUCATION, 2nd Edition helps future teachers create their own understanding of education. As the authors address the key topics generally covered in an introductory book, they encourage readers to develop their own understandings by connecting their prior knowledge, experiences, and biases with new experiences to which they will be exposed during the course. Highlights of the new edition include stronger standards integration and expanded material on diversity and technology. By interacting with the materials presented, rather than merely memorizing the book's content, readers learn what teaching is all about in an exploratory, inquiring, constructivist-based manner. In turn, they can help the children in their classrooms learn meaningfully. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: David Jerner Martin,Kimberly S. Loomis
Publisher: Cengage Learning
This text has received wide acclaim for its applied, practical, and student-oriented approach to educational psychology, which demonstrates how complex psychological theories apply to the everyday experiences of in-service teachers. Coverage of educational psychology is framed so that the aspiring and developing teachers who read it can see themselves as engaged learners: professionals who continuously seek, find, and test better ways to help their students succeed. PSYCHOLOGY APPLIED TO TEACHING, 13th Edition, combines fresh concepts and contemporary research with long-standing theory and applications to create a textbook that addresses the needs of today’s teachers and students. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: Jack Snowman,Rick McCown
Publisher: Cengage Learning
This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionals to consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.
Conceptions and Applications in Teaching and Learning
Author: Joyce Hwee Ling Koh,Ching Sing Chai,Benjamin Wong,Huang-Yao Hong
Ph.D. students from 14 European countries, Israel, Turkey and Venezuela in addition to supervisors and lecturers from 11 countries including Israel and USA worked for one week to understand each other with the goal of improving and sharpening features of their respective theoretical backgrounds, research questions, and design and methodological demands. The projects presented reflect a multitude of topics and goals of research in science education in Europe as well as the variety and elaboration of theoretical frameworks used and a remarkable level of methodological expertise. The following topics are included: Teachers’ thinking and beliefs and teachers’ actions in the classroom, the interaction between specific programs of science museums and teachers’ and classes’ plans for engagement with them, teaching, learning and understanding of new subject matter for science classes, different interaction processes in the classroom, discourse analysis, decision making processes in science classes and the use of models in chemistry lessons and last but not least specific characters and the function of text when learning physics by means of computer-based multimedia. All science subjects including earth science are involved in these articles and the level of analysed e
The ESERA Summer School 2004
Author: Fischer Hans E
Publisher: CRC Press
Category: Business & Economics
Constructivist Instruction: Success or Failure? brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. This volume presents: the evidence for and against constructivism; the challenges from information-processing theorists; and commentaries from leading researchers in areas such as text comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research.
Success Or Failure?
Author: Sigmund Tobias,Thomas M. Duffy
The text that pioneered a constructivist approach to elementary science teaching is based on two fundamental and complementary ideas: that it's more important for children to learn how to do science than to learn about science, and that elementary science teachers needing to know a great deal of science, but rather should be co-inquirers with their students. ELEMENTARY SCIENCE METHODS: A CONSTRUCTIVIST APPROACH, Sixth Edition, features a wealth of exercises, including open-ended inquiry activities that help teacher candidates construct their own conceptualizations about science content and teaching methods. More than 170 process-oriented, open-ended activities, organized by grade level, can be used to encourage children to develop and perform their own investigations. All activities and much of the text content are clearly linked to National Science Education Standards (NSES) for content, professional development, assessment, and teaching. Also included are suggestions for appropriate children's literature to encourage interdisciplinary learning. The book's website, Education CourseMate, provides valuable tools and resources such as additional activities and video clips that students can use both in their college course and later in elementary science classrooms. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: David Jerner Martin
Publisher: Cengage Learning
This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.
Author: Sharon Adelman Reyes,Trina Lynn Vallone
Publisher: Corwin Press
Category: American literature
Author: Paul D. Eggen,Don Kauchak
Publisher: Simon & Schuster Books For Young Readers
Category: Educational psychology
First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Ernst von Glasersfeld
Piaget’s influence on psychology has been profound. His pathbreaking investigations and theories of cognitive development have set child psychology moving in entirely new directions. His bold speculations have provided the inspiration for the work of others. His studies have been the subject of many books and countless articles. And, significantly, his influence has spread to other disciplines and is having an ever-growing impact on the general culture at large.Here Jean Piaget, with the assistance of his long-time collaborator Bärbel Inhelder, offers a definitive presentation of the developmental psychology he has elaborated over the last forty years. This comprehensive synthesis traces each stage of the child’s cognitive development, over the entire period of childhood, from infancy to adolescence.
Author: Jean Piaget,Barbel Inhelder
Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.
Author: Ken Bain
Publisher: Harvard University Press
Biographical note: Oleg Tarnopolsky (Doctor of Pedagogy, Fulbright Awards, 1994 and 2005) is Full Professor at Alfred Nobel University, Dnipropetrovsk (Ukraine) where he heads the Department of Applied Linguistics and Methods in Foreign Language Teaching. His research and publications focus on different aspects of language teaching. He is the author of more than 250 works (books, articles, textbooks) on teaching English as a foreign language published in his home country and across Europe, in Canada and in China. Contact:Managing Editor: Anna Borowska, PhD, [email protected]
To Teaching English for Specific Purposes
Author: Oleg Tarnopolsky
Publisher: de Gruyter Open
Category: Constructivism (Education)
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Brain, Mind, Experience, and School: Expanded Edition
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Publisher: National Academies Press
The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays.
The Development of Higher Psychological Processes
Author: L.S. Vygotsky
Publisher: Harvard University Press
Argues for the development of classrooms based on constructivist pedagogy.
The Case for Constructivist Classrooms
Author: Jacqueline Grennon Brooks,Martin G. Brooks
Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
Professional Development that Matters
Author: Ann Lieberman,Lynne Miller
Publisher: Teachers College Press
The foundation for science, technology, engineering, and mathematics (STEM) education begins in the early years. This book provides more than ninety activities and learning center ideas that seamlessly integrate STEM throughout early childhood classrooms. These hands-on STEM experiences enhance cooking, art, and music activities, block play and sensory table exploration, and field trips and outdoor time. Information on assessment and early learning standards is also provided. Sally Moomaw, EdD, has spent much of her career researching and teaching STEM education. She is an assistant professor at the University of Cincinnati and the author of several early education books.
Activities for Integrating Science, Technology, Engineering, and Mathematics
Author: Sally Moomaw
Publisher: Redleaf Press