The Application of Constructivist Strategies in the Teaching of Upper-Primary School Sciences
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Date
2001-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the application of elements of constructivist
strategies in the teaching and learning process of the upper primary school sciences
in the Addis Ababa Administrative Region government schools. The sources of data
were grade seven science (Biology, Chemistry, and Physics) teachers and their
classrooms. Three data collection instruments were used: classroom observation,
questionnaire, and interview. Accordingly, 12 classrooms were observed, 48
teachers (including those observed) filled questionnaires and 4 teachers (from those
observed) were interviewed.
The results of the study revealed that the teachers lacked the necessary knowledge
base to use elements of constructivist strategies in their classrooms. About 30% of
the respondents rated 'strongly disagree' and' disagree' on very important issues
related to the strategies with only 24.8% strong agreement. Therefore, it can be said
that most of the teachers are guided by traditional philosophies and theories of
learning. However, it is found out that these teachers have the necessary attitude to
use the strategies. About 98% (with mean value 2.68) rated that the
strategies/techniques as 'very much useful' and 'useful' for the teaching and learning
processes in their classrooms
The assessment regarding the extent of use of these strategies have also shown that
the strategies are only rarely and sometimes used in most upper-primary science
classrooms. Among the observed teachers, only 5.83% of them found applying them
very well. The other 28.33% applied them moderately and 36.66% not applied them
at all. . The analysis of the data collected through questionnaire has also revealed
that about 50% of the respondent teachers are only rarely and sometimes applying,
and about 10% do not apply them at all. However, about 30% of them applied
frequently and always.
The most serious factors affecting the use of elements of constructivist strategies
are found to be: the lack of facilities such as the laboratories and laboratory
resources; the classroom conditions, in general, and also the large number of
students in a class; student's lack of interest and the textbook/the curriculum.
Thus, urgent in-service training through workshops, and also small-scale training
programs should be given to the upper-primary science teachers on modern theories
of learning, parlicularly on the philosophical bases to teach science and also on how
to incorporate elements of constructivist strategies into their classroom teaching. The
stakeholders, the government and also the general public should seriously think upon
providing the necessary facilities. Science teaching should also focus on student's
developments of knowledge, skills in science and also attitudes and interest in
science. The serious considerations the textbook designers give to modern theories
and models of learning during the designing of the textbooks will also be very crucial.
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Keywords
Application of Constructivist, Strategies in the Teaching