In science education the word constructivism is commonly used by science educator. Constructivism is a learning theory based on the idea that leaners learn and construct meaning and develop understanding based on their experiences in connection to their prior understanding. It may sound that the constructivist science educators favor the traditional teaching approaches by bombarding students with facts, however, the inquiry-based approaches in teaching support constructivist idea of learning as well. In inquiry oriented classroom, teacher-student interaction forms the important component of classroom talk. Teachers are regular component of classroom talk and they play a crucial role in constructing the nature of discourse in a lesson.
Direct instruction style falls under the teacher centred approach because the teachers are the main resource of knowledge and information. This style can also be considered as a traditional teaching method because it relies heavily on explicit teaching by the teachers. Basically, teachers will need to lead the students through the learning tasks (Carnine et al., 2004). Next, inquiry based learning is a method that provides the opportunity for the students to explore the knowledge through discovery and hands-on learning. Inquiry based learning can be classified under the student centred approach in which the students play an active role in taking control of their own learning.
In order to have an unforgettable science experience, you have to have a hands-on experience. After all of my science experiences, both learning and teaching, the ones that I remember most are the ones that were hands-on. I believe that science should be very hands-on because it provides an experience that cannot really be done with any other subject. Hands-on lessons are also known as inquiry-based learning. When teaching an inquiry-based lesson, teachers have to think out of the box and create experiments for students to perform to come to a conclusion for their learning.
This paper describes the characteristics of teacher-centered classrooms and student-centered learning environment. In addition, this paper will explain the significance of teacher education for the effective implementation of technology as well as student-centered learning environment in K-12 classrooms. In the traditional teacher-centered classroom, teachers are expected to be the subject matter experts. They present the information in textbooks and when students asked questions, it is the job of the teacher to guide the students to think in such a way that they arrive at ‘correct’ answers (Carter, 1997). Students are also expected to learn factual-based knowledge and assessment is often based on the information they delivered from their rote skills.
The researchers coded the data looking for patterns to define categories which is a qualitative in design. The interviews which are also qualitative, were audiotaped and used by the researchers to clarify the teachers’ beliefs, refine classroom observation data, and used to establish a hypothesis and research question used by Fischer-Mueller & Zeidler (2002). The role of the researchers during the interviews is to actively engage the teachers but not illicit a desired response. The interviewer is to question the teachers in order to clarify questions which arose from the observations and further probe the teachers in their beliefs and classroom practices. Works Cited Fischer-Mueller, J., & Zeidler, D. L. (Spring 2002).
Teachers must be dedicated to curriculum planning and instructional decision-making, and encourage students to be responsible for their learning and take an active role in the learning process. Individualized instruction is not just a philosophy, but rather is comprised of a specific plan for meeting every student’s educational needs. Individualized instruction begins with a system to diagnose student strengths and weaknesses. Teachers use this pre-assessment to define goals for the student and understand their academic interests. The next step is to determine the best possible arrangement to group students for instruction, whether it is by needs, interests, or developmental levels.
Principles of learning identify specific factors that consistently influence learning and describe the particular effects that these factors have. Studies have shown given the same piece of information, individuals interpret it differently and learn it at different rates through different methods. Thus, the challenge of effective instruction is not only delivering the desired instruction, but in a way that learners of various background, skills, and experiences can take that learning into their personal world of knowledge and make it their own. By addressing the fundamental concern of instructional design and incorporating learning theories to support the process of learning, Robert Gagné's instructional design theory has emerged as a primary model used for effective instructional design. This paper will outline Gagné's instructional design theory and provide information on how it is applied to instructional technology.
What Wallace (2001) suggests is that teachers might be more interested in a type of research which is more under their own control and which might also be more relevant to the classroom, i.e. what is often called “action research”. Now, what is it about and what does it need? First of all, I would like to refer to the act of reflection for us as teachers. To develop a profesional competence we need to accomplish a cycle that is called the reflective cycle, stated by Wallace (2001), and that requires two main stages: the first one is Pre-training whose core is the learner’s existing conceptual schemata, that is to say, the prior knowledge the student has, an...
Below, I will discuss how these ideas can be combined for success. As essentialism states, the teacher needs to have control in the instruction of the classroom. Lecturing and supervising the improvement of skills are great ways to teach materials. A case in point here shows one of the teaching fundamentals, of the core subjects reading, writing, math, and nature sciences. This gives you the intellectual discipline to solve problems that involve complex ideas.
This essay is aimed at development of an academic resource nature of a learning object through which many objects can be supported. It evaluates the learning object; which has been incorporated in the modern learning. The study bases the argument on the perspective in which the learning objects are perceived to be structured materials, categorized in a meaningful way based on the educational objective. The study also evaluates on the usefulness of the topic, the benefits and costs among others. The discussion is based on the analysis of the various studies relevant to the topic together with the primary arguments for and against the learning object.