Dynamics of a Constructivist Astronomy Course for In-service Teachers

Slater, Timothy F. and Carpenter, John R. and Safko, John L. (1996) Dynamics of a Constructivist Astronomy Course for In-service Teachers. Journal of Geoscience Education, 44. pp. 523-528.

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Abstract

Constructivist instructional strategies have been shown to be effective with K-16 students. Twenty-five in-service elementary and middleschool science teachers were taught astronomy using a constructivist strategy to determine its effectiveness in teacher enhancement. The teachers were monitored for changes in affective and cognitive domains during a 15-week special astronomy course. Quantitative measurement instruments and qualitative data analysis showed that the teacher-participants, who were exposed to the constructivist instructional environment, had significantly improved attitudes toward teaching astronomy and had made significant gains in knowledge of astronomy. These observations strongly suggest that using a constructivist instructional strategy in teacher-enhancement programs can create an effective learning environment for teachers that increases subject-matter knowledge and simultaneously improves attitudes, values, and interest levels.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Dr Michael Fitzgerald
Date Deposited: 12 May 2017 01:21
Last Modified: 19 Aug 2018 09:25
URI: http://istardb.org/id/eprint/704

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