Publication 6506

Seidel T., Schwindt K., Rimmele R. & Prenzel M. (2008) Konstruktivistische Überzeugungen von Lehrpersonen: Was bedeuten sie für den Unterricht. In: Meyer M. A., Prenzel M. & Hellekamps S. (eds.) Perspektiven der Didaktik. VS Verlag für Sozialwissenschaften, Wiesbaden: 259–276.
This essay investigates the role of constructivist beliefs of teachers for teaching practices and the learning processes of students. The data of a national video study (1PN video study) are analyzed using information on teachers’ beliefs (about the nature of science, student learning: teacher questionnaire), teaching practices (from the perspective of teachers:teacher questionnaire; independent observers: video analysis) and student learning (knowledge: test; interest: student questionnaire). Multi-level analyses include 50 German physics teachers and their 1249 students. The results show diverse findings that do not support all assumed conjectures. They demonstrate a systematic relationship between teacher beliefs about the nature of science and the nature of student learning. However, it has not been possible to show that a constructivist understanding of student learning is related to student-oriented teaching practices and a positive knowledge and interest development of the students
We will upload a full textversion shortly.

The publication has not yet bookmarked in any reading list

You cannot bookmark this publication into a reading list because you are not member of any
Log in to create one.

There are currently no annotations

To add an annotation you need to log in first

Download statistics

Log in to view the download statistics for this publication
Export bibliographic details as: CF Format · APA · BibTex · EndNote · Harvard · MLA · Nature · RIS · Science