Abstract
The purpose of this study was to investigate teachers’ awareness, attitude and practice of teaching primary school science curriculum towards constructivist approach. The study was to see how teachers teach the primary science curriculum at classroom level vis-a-vis constructivist approach, as well as, to identify teachers’ awareness and attitude toward constructivist view of teaching and learning in science education. The sources of the data were selected purposefully from science teachers, who teach from grade one to grade six, of one purposefully selected primary school. Qualitative research paradigm and case study research design were used as the methods of the study. The data was analyzed qualitatively. The result revealed that: 1) Teachers were using the traditional approach, lecture as pivotal tool in their classroom episodes; 2) Teachers did not have the understanding of constructivist approach in-depth. Teachers perceived as their direct teaching/purveying of scientific findings could develop the understanding of scientific concepts and skills; 3) Teachers’ attitude towards students’ motivation and capabilities in their learning with respect to constructivist view of learning reflected more of pessimistic views. This attitude is the result of the deep rooted thoughts of positivist/objectivist view and lack of awareness towards constructivist view of learning. Finally, the following solutions were recommended for the identified problems as:1) The Regional Education Bureau, the Zonal Education Office and the Town administration Education Office ought to provide workshops, short term trainings on constructivist approach as referent thinking in science education. 2) The Schools’ Administrators also need to arrange experience sharing among science teachers on content pedagogy in line to constructive view of learning. 3) Teachers educators ought to develop the understanding of the would-be teachers towards constructivist approach. Keywords: Constructivist approach, Awareness, Attitude and Practice DOI: 10.7176/JEP/12-13-06 Publication date: May 31 st 2021
Highlights
Background of the StudyThe underlying principle of constructivist teaching/instruction comes from an epistemological difference between the objectivist/positivist and the constructivist epistemology of knowledge
3) Teachers educators ought to develop the understanding of the would-be teachers towards constructivist approach
Knowledge is believed to exist independently of the learner, and to become internalized as it is transferred from the mind of the teacher/external sources to the mind of the learner, seeing that it is infused directly (Littledyke, 2001; Mayer, 2003; Hillocks, 1999)
Summary
Background of the StudyThe underlying principle of constructivist teaching/instruction comes from an epistemological difference between the objectivist/positivist and the constructivist epistemology of knowledge. Knowledge is believed to exist independently of the learner, and to become internalized as it is transferred from the mind of the teacher/external sources to the mind of the learner, seeing that it is infused directly (Littledyke, 2001; Mayer, 2003; Hillocks, 1999). Positivist/objectivist assumptions about education can result in mechanistic/transmission approach to teaching and learning which commonly produce rote learning without meaningful learning or understanding (Littledyke, 2001; Rose and Billett, 1999; Mayer, 2003; Petty, 2004; Hillocks, 1999). In line to this, teaching is viewed as: Teaching is tantamount to telling. This telling may take place through a text book, a lecture, recitation, or visual demonstrations. The assumption is that, if one tells or gives students appropriate information, their learning will indicate that they have received the information and made use of it (Hillocks, 1999:19)
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