The Practice of Constructivism in Science Education

By Kenneth Tobin | Go to book overview

deeply rooted beliefs that may cause them much mental dissonance when they return to their classrooms. But through collaboration with other teachers, they can discuss, deal with, and support each other with their personal dilemmas and successes. The collaboration will also give teachers alternatives. Jessica is now more empowered: she has taken full responsibility for what happens in her classroom in terms of curricular and pedagogical decisions. She is now aware of the importance of the relationship between student empowerment and learning. She realizes that they, too, should take full responsibility for their own learning.


REFERENCES

Dewey J. How we Think, a Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath, 1933.

Etchberger M. L., and K. L. Shaw (in press). "Teacher Change as a Progression of Transitional Images: A Chronology of a Developing Constructivist Teacher." School Science and Mathematics.

Geertz C. The Interpretation of Cultures. New York: Basic Books, 1973.

Rogers C. Freedom to Learn. Columbus, OH: Merrill, 1969.

Shaw K. L., and E. H. Jakubowski. "Teachers Changing for Changing Times." Focus on Learning Problems in Mathematics, 13( 4), ( 1991): 13-20.

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