Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Roger; und weitere |
|---|---|
| Titel | A Triphasic Model of the Teaching-Learning Environment Based on Constructivist Principles. |
| Quelle | (1991), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Science; Experiential Learning; Junior High Schools; Models; Science Activities; Science Education; Student Attitudes; Teaching Methods; Theories |
| Abstract | A model of the teaching-learning environment, based on cognitive-constructivist theories of learning, is presented. The model consists of three dimensions. Dimension One (Opportunity for Constructivist Activity) represents the proportion of teaching-learning activity that is directed to encouraging self-reflection, mobilization of individual cognitive representations, and integration of new learning within existing understandings of the students. The second dimension (Affect) is the relative amount of affective support provided by the teacher including recognition of student accomplishment, generally positive perspectives on the learning enterprise and supportive statements as opposed to aversive statements. The third dimension (Pace) is the tempo of classroom activity as assessed by the rate of teacher discourse and time between teacher solicitation and student response. The three dimensions are arranged in a triangular graph (bounded by the three dimensions) that permits localization of a teaching-learning environment within the field of the graph. The rationale for the model predicts that student perceptions of satisfaction with the learning experience will increase as the characteristics of the lesson place it closer to the vertex of the model categorized as constructivist. We have assessed the predictive validity of the model by coding tape-recorded lessons from four classes with teachers who varied in style of teaching from more didactic toward constructivist. The lessons were mapped into the triangular field of coordinates based on the assessment of dimensions by three coders working independently (standard error of assessment = 0.04 to 0.06). We also obtained student perceptions of the lessons using a Likert-type device. The results of this study show that, as predicted by theory, lessons mapped closer to the constructivist vertex were rated more highly by the students for ease of understanding and positive emotional tone, compared to lessons that were more removed, in the triangular field, from the constructivist vertex. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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