Constructivist instructional approaches have gained significant popularity in education as educators seek to create more engaging and effective learning environments. However, the effectiveness of these approaches in promoting student learning remains a subject of debate. This systematic review aims to synthesise existing evaluation-based research…

This study develops a framework for describing the components and variations of pedagogic content beliefs (PCBs) held by accounting teachers in vocational schools in Shanghai. Semistructured interviews were held with 17 in-service teachers from four vocational schools in Shanghai. The findings show that the PCBs of accounting teachers are a…

The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores…

This study explores the relationships between teachers' beliefs about teaching, self-efficacy beliefs for teaching and their attitude towards the implementation of curriculum change through the mediating role of their readiness for change. In so doing, the study seeks to suggest an advanced approach to manifest the complex relations among the…

This research was conducted to determine classroom teachers' positive and negative experiences, opinions, and suggestions regarding online education and mathematics teaching during COVID-19. A phenomenographic research method was used in the study to achieve this aim. The sample group of the study consisted of 14 classroom teachers. This research…

The purpose of this mixed-method survey-based study addresses the underexplored area of undergraduate student perceptions of artificial intelligences (AI) impact in academia, specifically within the FCSEI in Romania. This research study will provide comprehensive findings on how AI can revolutionize teaching methodologies, learning processes, and…

In interdisciplinary studies, multiple definitions and practices proliferate. Interdisciplinarians such as William H. Newell claim that complex systems theory provides the rationale that we need to guide reform. However, complex systems theory alone cannot rationalize interdisciplinarity and inform what Ernest Boyer calls the scholarship of…

The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption…

Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to…

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which…

This exploratory transcendental phenomenological study delved into the perceptions of selected South Texas public elementary school parents and students as they transitioned from traditional math practices to a personalized pedagogy which incorporated the constructivist model of instruction--blended learning. This study focused on fourth and fifth…

Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and…

Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to…

Student-teachers are exposed to different approaches to teaching Religion Education in South Africa. Amongst these have been the phenomenological-reflective-dialogical approach of Cornelia Roux and the empathetic-reflective-dialogical approach of Janet Jarvis. These different approaches made immeasurable contributions as they started to shift how…

This study investigated the change in pre-service teachers' conceptions of teaching and learning and teaching approach preference over the course of a teacher education program. One group pretest-posttest design was employed. Conceptions of Teaching and Learning Questionnaire (CTLQ) and Approaches to Teaching Inventory (ATI) were used for data…