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Direct linkLew, Lee Yuen – Science Educator, 2010
The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving…
Descriptors: Constructivism (Learning), Secondary School Teachers, Science Teachers, Teaching Methods
Miller, Kenneth W. – Science Educator, 2008
With universities, teacher education institutions, and high schools gearing up heavily in online course delivery in every discipline, science educators specifically are asking themselves "How do we provide this access to our students and still maintain our pedagogical integrity in science instruction?" This question seems to be at the heart of a…
Descriptors: Electronic Learning, Distance Education, Online Courses, Science Instruction
Peer reviewedDrayton, Brian; Falk, Joni – Science Educator, 2002
Explains the inquiry teaching strategy and how the learning process occurs with inquiry-based instruction. Discusses how teachers can facilitate the development of science understanding and maintain inquiry-oriented classrooms. (Contains 31 references.) (YDS)
Descriptors: Constructivism (Learning), Inquiry, Middle Schools, School Districts
Peer reviewedMiller, Kenneth W.; Sindt, Kathleen M. – Science Educator, 2000
Examines the role of constructivism as a philosophy to incorporate technology into the science classroom specific to the parameters of the National Science Education Standards and the National Educational Technology Standards. Concludes that care must be taken to provide for appropriate pedagogical strategies based upon inquiry and discovery…
Descriptors: Constructivism (Learning), Educational Change, Educational Innovation, Educational Technology
Peer reviewedWallace, John; Wildy, Helen – Science Educator, 1995
Argues that the regulated approach to schooling needs to be replaced by one that is more highly responsive and adaptable to changing circumstances and requirements. States that traditional structures and organizational arrangements inhibit the growth of scientific knowledge skills. Contains 20 references. (DDR)
Descriptors: Constructivism (Learning), Cooperation, Educational Change, Educational Philosophy
Peer reviewedMiller, Kenneth W. – Science Educator, 1996
Argues that the traditional paradigm used in teaching science and mathematics should be replaced by one which focuses on the students' own conceptions, prior experiences, and active participation in learning. (DDR)
Descriptors: Constructivism (Learning), Educational Change, Educational Philosophy, Elementary Secondary Education
Peer reviewedEstes, Thomas H.; Prather, J. Preston – Science Educator, 1998
Describes the Science Concept-Vocabulary Acquisition (SCVA) model which promotes simultaneous cognitive construction of science concepts and the scientific nomenclature needed to understand and communicate those concepts. Contains 19 references. (DDR)
Descriptors: Cognitive Processes, Concept Formation, Constructivism (Learning), Elementary Secondary Education
