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How to tell a constructivist science teacher: An interview protocol to diagnose a constructivist teacher
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- Authors
- Issue Date
- 2001
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.11, pp. 53-95
- Keywords
- educational constructivism ; epistemology ; interview protocol ; constructivist profile ; teacher education
- Description
- 2001
- Abstract
- As a research paradigm, constructivism offers accounts of the epistemology of science,
inspires science education curriculum reform programs, underpins major research
programs in science education, and is also the foundation of many science-teacher
training programs where constructivist teaching methods are widely advocated.
Underlying all versions of constructivism are the philosophical constructs of
epistemological commitments and ontological beliefs. Specifically, educational
constructivism can be divided into individual, radical, and social constructivism
depending on the unique ontological, epistemological, and pedagogical commitments for
each version. In this article, we present an interview protocol with which researchers can
elicit the philosophical foundations (i.e., ontological beliefs and epistemological
commitments) that preservice teachers gave to support of their developing notions of
several versions of educational constructivism through in-depth interviews. By providing
researchers and educators with our interview protocol and methods, we intend to show
one way of revealing an individuals often implicitly held philosophical beliefs and
commitments. For each ontological and epistemological beliefs subcategory, a detailed
definition along with two to three exemplary quotes taken from the interview transcripts
from a previous research is also provided. The development of a system of categories
for identifying constructivist ideas (i.e., ontological, epistemological, and pedagogical
profiles), and its use in tracing of the development of preservice teachers beliefs changes
throughout their university coursework, has the potential to contribute to a better
understanding of how preservice teachers learn to teach. Accordingly, this interview
protocol will be a valuable theoretical and analytical framework in describing the
relationship between a teachers beliefs about nature of knowledge (or reality) and his or
her conceptions of science teaching and learning. This understanding can lead to a
restructuring of the science teacher education program's methods courses.
- ISSN
- 1225-5335
- Language
- English
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