Key word "educational methods"
Alsup J. (1993) Teaching probability to prospective elementary teachers using a constructivist model of instruction. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7242
Alsup J.
(
1993)
Teaching probability to prospective elementary teachers using a constructivist model of instruction.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7242
This paper is a report of a study conducted with preservice elementary teachers at the University of Wyoming during the summer of 1993. The study had two purposes: (1) to observe the effectiveness of using a constructivist approach in teaching mathematics to preservice elementary teachers, and (2) to focus on teaching probability using a constructivist approach. The study was conducted by one instructor in one class, The Theory of Arithmetic II, a required mathematics class for preservice elementary teachers.
Cheung K. C. (1993) On meaningful measurement: Issues of reliability and validity from a humanistic constructivist information-processing perspective. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY. https://cepa.info/7243
Cheung K. C.
(
1993)
On meaningful measurement: Issues of reliability and validity from a humanistic constructivist information-processing perspective.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY.
Fulltext at https://cepa.info/7243
In the past decade, there have been ample interests in the assessment of cognitive and affective processes and products for the purposes of meaningful learning. Meaningful measurement has been proposed which is in accordance with a humanistic constructivist information-processing perspective. Students’ responses to the assessment tasks are evaluated according to an item response measurement model, together with a hypothesized model detailing the progressive forms of knowing/competence under examination. There is a possibility of incorporating student errors and alternative frameworks into these evaluation procedures. Meaningful measurement drives us to examine the composite concepts of “ability” and “difficulty.” Under the rubric of meaningful measurement, validity assessment (i.e. internal and external validities) is essentially the same as an inquiry into the meanings afforded by the measurements. Reliability, measured in terms of standard errors of measurement, is guaranteed within acceptable limits if testing validity is secured. Further evidences of validity may be provided by indepth analyses of how “epistemic subjects” of different levels of competence and proficiency engage in different types of assessment tasks, where affective and metacognitive behaviors may be examined as well. These ways of undertaking MM can be codified by proposing a three-level conceptualization of MM, where reliability and validity are central issues for an explication of this conceptualization.
Lewicki D. (1993) The effects of a constructivist method of instruction in general chemistry laboratory on college students’ achievement and conceptual change. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7245
Lewicki D.
(
1993)
The effects of a constructivist method of instruction in general chemistry laboratory on college students’ achievement and conceptual change.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7245
Excerpt: It is argued that laboratory experiences may be a worthwhile or essential aspect of science education, but the literature relating to research in this area does not always support these assumptions. While the laboratory may have value for nurturing positive student attitudes and for providing opportunities for students of all abilities to demonstrate skills and techniques (Bates, 1978), it appears that students fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984)
Osborne J. (1993) Beyond constructivism. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7248
Osborne J.
(
1993)
Beyond constructivism.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7248
During the past decade ‘Constructivism’ or one of its many variants has become the dominant ideology in science and mathematics education. A casual, disinterested observer might be shocked at the rate at which this school of thought has permeated research communities across the globe and at the grip that it holds on their work. In this paper, I wish to concentrate on the notion of Constructivism prevalent in science education as defined by the the Generative model of learning (Osborne and Wittrock 1985), Driver’s (1985) account of a constructivist approach to curriculum development and White’s (1988) position on the learning of science.
Russell T. & Osborne J. (1993) Constructivist research, curriculum development and practice in primary classrooms: Reflections on five years of activity in the science processes and concept exploration (SPACE) project. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7249
Russell T. & Osborne J.
(
1993)
Constructivist research, curriculum development and practice in primary classrooms: Reflections on five years of activity in the science processes and concept exploration (SPACE) project.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7249
This paper reflects on the implications of a five year programme of research and development with non-specialist teachers of science in primary (elementary) classrooms in England. Within a constructivist framework defined by University-based researchers, groups of teachers explored the viability of a range of methods of eliciting children’s ideas prior to helping children to develop their thinking in the direction of conventional scientific understanding. This research led to the development of curriculum materials, (Nuffield Primary Science) generated in a similar manner, with groups of teachers operating under normal classroom conditions. The outcomes and implications of this programme of research and curriculum development are described and critically discussed. Particular reference is made to the needs of teachers wishing to operate within a constructivist orientation, bearing in mind the constraints of normal classroom conditions.
Schultz K. (1993) Paradoxes of “constructivist teaching” and their implications for teacher education. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7250
Schultz K.
(
1993)
Paradoxes of “constructivist teaching” and their implications for teacher education.
In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**.
Fulltext at https://cepa.info/7250
The implications of constructivist epistemology and conceptual-change ideas have received less attention in teacher education than in the case of teaching science to pupils. However, some paradoxes mentioned in the literature apply to teacher education in special ways: 1. Even if we accept the validity of a constructivist epistemology, does that imply a specific teaching strategy? 2. If we say we want learners to construct their knowledge, but we define success according to whether they change their conceptions in a certain direction, are we trying to have it both ways? These questions have two layers of meanings in the context of teacher education: what to “tell” teachers about instruction, and how to “tell” them. Teachers continually construct their views of the nature of learning and teaching science. These views are major determinants of how they carry out their teaching functions. How the informal and formal experiences of teacher education influence thses views in an important issue.
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