This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants' perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in.…

The article reviews the use of Web 2.0 environment in teacher education, emphasizing the constructivist social pedagogy approach. Pedagogical abilities of Web 2.0 tools are discussed, demonstrating their applications in teaching various subjects, especially to assist collaborative and creative learner-oriented teaching. Contributions of these…

This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the…

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

In the current study, we used Activity Theory as the conceptual framework for exploring students' perceptions about how learning in school is affected by the following five elements: Object, Tools, Rules, Community and Division of Labor. Data were collected by administrating a semi-structured questionnaire among 70 junior high school students and…

This study investigated how the use of two virtual platforms for learning--a Facebook group and a learning management system course website--affect students' perceptions of learning and participation. The theoretical basis for the research relied on social-constructivist theory. It was found that Facebook, although not originally created for…

This study was aimed at mapping features of constructivist activities in higher education settings, constructing and validating a new scale for measuring their presence in lecture face-to-face based environments (LBE), seminars (SM), and distance learning environments (DLE). A mix-method approach was implemented in three phases. The first phase…

This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary-school teachers who experienced a constructivist-based trans-disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme-oriented and project-based learning, teachers' educational beliefs had changed to…

This study provides a comprehensive look at a constructivist one-to-one computing program's effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings…

Administered questionnaires to 35 science teachers to test the hypotheses that teachers holding constructivist beliefs are more likely to detect alternative conceptions, have a richer repertoire of teaching strategies, use more effective teaching strategies for inducing conceptual change, and report frequent use of effective teaching strategies.…

Since biology is one of the most dynamic research fields within the natural sciences, the gap between the accumulated knowledge in biology and the knowledge that is taught in schools, increases rapidly with time. Our long-term objective is to develop means to bridge between the dynamics of biological discoveries and the biology teachers and…