Expanding Our View of Teaching and Learning: Applying Constructivist Theory(s) to Teachers Education.
TITLE Expanding Our View of Teaching and Learning: Applying Constructivist Theory(s) to Teachers Education. PUB DATE 2003-00-00 NOTE 33p.; Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (New Orleans, LA, January 24-27, 2003). PUB TYPE Information Analyses (070) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS Portfolio Assessment; Action Research; *Constructivism (Learning); Cooperative Learning; Educational Environment; Elementary Secondary Education; Field Experience Programs; Higher Education; *Inservice Teacher Education; Interpersonal Relationship; *Preservice Teacher Education; Problem Solving; Reflective Teaching; Student Attitudes; Student Participation; Teacher Attitudes IDENTIFIERS Authenticity; Learner Centered Instruction
Foxfire: Constructivism for Teachers and Learners
Abstract The Foxfire approach to teaching, first popularized by the magazine and book series with the same name, actively involves students in the process of planning, implementing, and evaluating activities designed to meet mandated curricular goals and objectives. The purpose of the article is to demonstrate how the Foxfire approach to teaching is undergirded by a constructivist framework and how the approach serves to assist both teachers and students in developing ownership for their learning. The Foxfire Level One course for teachers is described, illustrating how the approach is modeled for teachers. Responses of teachers to Foxfire training demonstrate that the experience of having the approach modeled for them is a powerful tool for changing their attitudes and beliefs about using learner-centered strategies in their own classrooms.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.