Constructivist and Objectivist Approaches to Teaching Chemistry Concepts to Junior High School Students.Report as inadecuate




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The primary purpose of this study was to understand what happens when some aspects of the constructivist approach, namely prediction, explanation, student-centered, and teacher-centered discussions, are applied to science teaching. The study involved 363 junior high school students in Taiwan. It combined the effectiveness of four alternative teaching strategies and the conventional teaching strategy using different combinations of the instructional design variables under study. The results showed that students who were asked to predict and explain provided better explanations than students who were asked to predict only. In addition, students in the constructivist student-centered approach produced much higher explanation scores than students in the conventional approach. However, students in the constructivist approaches did not perform significantly higher than students in the conventional treatment on multiple-choice scores. Students in the constructivist student-centered approach did not produce higher scores in higher-level questions (non-recall). A retention test revealed that regardless of the teaching strategy, teacher, or worksheet, no student performance differences persisted two weeks after instruction. The results of this study provide an insight into the extent to which constructivist approaches can be incorporated into current science teaching. Contains 37 references. (Author/ZWH)

Descriptors: Chemistry, Classroom Research, Constructivism (Learning), Discussion, Foreign Countries, Junior High School Students, Junior High Schools, Learning Strategies, Objectivity, Science Instruction, Scientific Concepts, Thinking Skills











Author: Chang, Marjorie Mei-yu; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12536&id=ED404128







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