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Teachers' Perspectives on Constructivist Teaching and Learning.

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Title: Teachers' Perspectives on Constructivist Teaching and Learning.
Language: English
Authors: Dharmadasa, Indranie
Peer Reviewed: N
Page Count: 17
Publication Date: 2000
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Constructivism (Learning), Curriculum Development, Curriculum Problems, Instructional Innovation, Primary Education, Teacher Attitudes, Teacher Effectiveness
Abstract: This study sought to answer three questions: (1) How do teachers perceive constructivist teaching and learning? (2) What are their perspectives after implementation of a constructivist curriculum? and (3) What are the problems pertaining to a transition to constructivist teaching and learning? The study analyzed the views of six third-grade teachers in six elementary schools in a Southeastern state prior to a proposed implementation of a constructivist curriculum, along with the views of the two teachers who implemented the constructivist science curriculum in their classrooms. Informal interviews prior to implementation indicated that teachers viewed a constructivist approach to teaching as a challenge and a concept that is difficult to grasp in a short period of time. They considered it an additional burden that they were unable to handle and were concerned about its effect on classroom discipline. The two teachers who did implement the constructivist approach were supportive of the curriculum but were not confident about providing appropriate materials, promoting experimentation, and initiating children's construction of knowledge. (Contains 22 references.) (EV)
Entry Date: 2000
Accession Number: ED442547
Database: ERIC
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  Data: Teachers' Perspectives on Constructivist Teaching and Learning.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Dharmadasa%2C+Indranie%22">Dharmadasa, Indranie</searchLink>
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  Data: N
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  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2000
– Name: TypeDocument
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Problems%22">Curriculum Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study sought to answer three questions: (1) How do teachers perceive constructivist teaching and learning? (2) What are their perspectives after implementation of a constructivist curriculum? and (3) What are the problems pertaining to a transition to constructivist teaching and learning? The study analyzed the views of six third-grade teachers in six elementary schools in a Southeastern state prior to a proposed implementation of a constructivist curriculum, along with the views of the two teachers who implemented the constructivist science curriculum in their classrooms. Informal interviews prior to implementation indicated that teachers viewed a constructivist approach to teaching as a challenge and a concept that is difficult to grasp in a short period of time. They considered it an additional burden that they were unable to handle and were concerned about its effect on classroom discipline. The two teachers who did implement the constructivist approach were supportive of the curriculum but were not confident about providing appropriate materials, promoting experimentation, and initiating children's construction of knowledge. (Contains 22 references.) (EV)
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  Data: 2000
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  Data: ED442547
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Curriculum Problems
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Primary Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
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      – TitleFull: Teachers' Perspectives on Constructivist Teaching and Learning.
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            NameFull: Dharmadasa, Indranie
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              M: 04
              Type: published
              Y: 2000
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