Abstract
In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the theoretical part of the paper is represented the significance of the term teacher's conception of constructivist-oriented teaching and its real understanding of the constructivism theory in terms of school teaching. Based on the results of a research conducted through a questionnaire survey and a direct observation of lessons, we bring closer the reality of teaching of this epistemology, different perspectives, the teachers themselves as constructors of this paradigm.
Highlights
Many creative innovative teachers in the 21st century take such a concept of teaching that is consistent with constructivist learning
For the determination of the main goal we come up from problematic questions: What didactical consequences constructivist epistemology has in teaching? The aim of this research is to describe and subsequently explain the concept of constructivism and critical thinking, which is perceived as its integral part in the teaching of school practice
The results of the questionnaire survey showed how teachers perceive the category of constructivism and critical thinking
Summary
Many creative innovative teachers in the 21st century take such a concept of teaching that is consistent with constructivist learning. Many teachers in real-world schooling perceive critical thinking as a dimension in constructivist learning. In this way, as one of the dimensions in constructivist learning, defines the conception of constructivism by Kim, Fisher & Fraser, 2006, Taylor, Fraser, & White, 1994, Taylor, Fraser, & Fischer, 1997. Lai (2011) considers critical thinking in Bloom's taxonomy as the cognitive goals of the level of analysis, synthesis, and evaluation. The advantage of such perceived critical thinking is its direct grasp in teaching and learning. The key concept of this didactics is the above-mentioned thought operations
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