How Constructivist-Based Teaching Influences Students Learning Science

被引：7

作者：

Seimears, C. Matt ^{[1
]}

Graves, Emily ^{[1
]}

Schroyer, M. Gail ^{[2
]}

Staver, John ^{[3
]}

机构：

[1] Emporia State Univ, Elementary Early Childhood Special Educ, 1200 Commercial St,Box 4037, Emporia, KS 66801 USA

[2] Kansas State Univ, Elementary Educ, Manhattan, KS 66506 USA

[3] Purdue Univ, Sci Educ Ctr, W Lafayette, IN 47907 USA

来源：

EDUCATIONAL FORUM | 2012年 / 76卷 / 02期

关键词：

curriculum and instruction; elementary education; science education;

D O I：

10.1080/00131725.2011.653092

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.

引用

页码：265 / 271

页数：7

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