Izvorni znanstveni članak
Frequency of Use of Constructivist Approaches to Learning in Science and Social Studies Classes
Alena Letina
; Učiteljski fakultet, Sveučilište u Zagrebu Republika Hrvatska
Sažetak
This paper presents a comparative analysis of the characteristics of constructivistand traditional teaching in Science and Social Studies classes. The starting point is the assumption that the constructivist approach to Science and Social Studies teaching is a significant factor for development of students' competencies, and that this approach
should form the basis of modern education. For this purpose, the results of the empirical research are presented. The main research objective was determining the application of constructivist approachesduring Science and Social Studies classes. The survey was conducted among primary school teachers in Zagreb and Zagreb County to detect constructivist methods which are frequently or very rarely used. The results show that teachers use constructivist
approach in Science and Social Studies classes fairly often, especially the methods for activating students` deeper thinking processes. It was detected that teachers rarely connect lesson content with a real-world context. Based on the results of this study, we can conclude that Science and Social Studies classes already have attributes of constructivist paradigm of learning and teaching. It can be concluded that the Science and Social Studies teaching has already achieved a positive shift from traditional, teacher-centred, towards more contemporary student-centred teaching, which represent a good basis for the incoming curriculum reform.
Ključne riječi
active learning; constructivist approach; Science and Social Studiesteaching; traditional teachers; teaching
Hrčak ID:
162165
URI
Datum izdavanja:
28.12.2015.
Posjeta: 1.647 *