Magaji, Adewale (2024) Promoting constructivism as a pedagogy of learning among secondary science trainee teachers. School Science Review, 105 (390). pp. 20-25. ISSN 0036-6811

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Abstract

Research shows that most science teachers do not practise constructivism, and this may pose a pedagogical challenge, especially for science trainee teachers (pre-service teachers). Teacher educators, therefore, should design a curriculum to support science trainee teachers in understanding what constitutes constructivism and how to implement it in their classrooms. This article draws upon two successful constructivist teaching strategies that can help science trainee teachers to promote learning in their classrooms. The strategies are not limited to science trainee teachers but apply to a broader range of disciplines in teacher education as the pedagogy is transferrable.

Item Type:	Article
Uncontrolled Keywords:	constructivism; pedagogical knowledge; sociocultural
Subjects:	L Education > L Education (General) Q Science > Q Science (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	22 Mar 2024 11:52
URI:	http://gala.gre.ac.uk/id/eprint/46229

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