Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This article reports on the impact of different teaching styles on students’ beliefs about teaching and learning—concerning effective teaching strategies, effective learning strategies, and learning goals—in an introductory physics course in engineering. A questionnaire including closed and open‐ended questions was administered to two groups: 55 students taught based on a constructivist view of learning by the author, and 51 students in a traditional class taught by another instructor. Eight students from each group were then interviewed. The results show that the constructivist teaching seemed to effectively shift students’ beliefs about the teaching and learning tasks towards a constructivist orientation, as well as develop their epistemological beliefs about science knowledge to a more sophisticated perspective. On the other hand, the traditional teaching, limited to a didactic way of lecturing, seemed to have enhanced students’ commitments to transmission views of learning and objectivist‐positivist perspectives of science knowledge. However, both groups were found to consistently favour superficial learning strategies when aiming to achieve good grades. The current constructivist teaching program may need further modifications to facilitate the abandonment of superficial learning strategies.

Original languageEnglish
Pages (from-to)95-109
Number of pages15
JournalCanadian Journal of Science, Mathematics and Technology Education
Volume5
Issue number1
DOIs
Publication statusPublished - 2005 Jan

Fingerprint

physics
Teaching
learning strategy
learning
student
teaching style
teaching program
Group
teaching strategy
science
didactics
instructor
commitment
engineering
questionnaire

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{9ca49a51dddd4022ac806dff1fb31cd8,
title = "Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics",
abstract = "This article reports on the impact of different teaching styles on students’ beliefs about teaching and learning—concerning effective teaching strategies, effective learning strategies, and learning goals—in an introductory physics course in engineering. A questionnaire including closed and open‐ended questions was administered to two groups: 55 students taught based on a constructivist view of learning by the author, and 51 students in a traditional class taught by another instructor. Eight students from each group were then interviewed. The results show that the constructivist teaching seemed to effectively shift students’ beliefs about the teaching and learning tasks towards a constructivist orientation, as well as develop their epistemological beliefs about science knowledge to a more sophisticated perspective. On the other hand, the traditional teaching, limited to a didactic way of lecturing, seemed to have enhanced students’ commitments to transmission views of learning and objectivist‐positivist perspectives of science knowledge. However, both groups were found to consistently favour superficial learning strategies when aiming to achieve good grades. The current constructivist teaching program may need further modifications to facilitate the abandonment of superficial learning strategies.",
author = "Wheijen Chang",
year = "2005",
month = "1",
doi = "10.1080/14926150509556646",
language = "English",
volume = "5",
pages = "95--109",
journal = "Canadian Journal of Science, Mathematics and Technology Education",
issn = "1492-6156",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics

AU - Chang, Wheijen

PY - 2005/1

Y1 - 2005/1

N2 - This article reports on the impact of different teaching styles on students’ beliefs about teaching and learning—concerning effective teaching strategies, effective learning strategies, and learning goals—in an introductory physics course in engineering. A questionnaire including closed and open‐ended questions was administered to two groups: 55 students taught based on a constructivist view of learning by the author, and 51 students in a traditional class taught by another instructor. Eight students from each group were then interviewed. The results show that the constructivist teaching seemed to effectively shift students’ beliefs about the teaching and learning tasks towards a constructivist orientation, as well as develop their epistemological beliefs about science knowledge to a more sophisticated perspective. On the other hand, the traditional teaching, limited to a didactic way of lecturing, seemed to have enhanced students’ commitments to transmission views of learning and objectivist‐positivist perspectives of science knowledge. However, both groups were found to consistently favour superficial learning strategies when aiming to achieve good grades. The current constructivist teaching program may need further modifications to facilitate the abandonment of superficial learning strategies.

AB - This article reports on the impact of different teaching styles on students’ beliefs about teaching and learning—concerning effective teaching strategies, effective learning strategies, and learning goals—in an introductory physics course in engineering. A questionnaire including closed and open‐ended questions was administered to two groups: 55 students taught based on a constructivist view of learning by the author, and 51 students in a traditional class taught by another instructor. Eight students from each group were then interviewed. The results show that the constructivist teaching seemed to effectively shift students’ beliefs about the teaching and learning tasks towards a constructivist orientation, as well as develop their epistemological beliefs about science knowledge to a more sophisticated perspective. On the other hand, the traditional teaching, limited to a didactic way of lecturing, seemed to have enhanced students’ commitments to transmission views of learning and objectivist‐positivist perspectives of science knowledge. However, both groups were found to consistently favour superficial learning strategies when aiming to achieve good grades. The current constructivist teaching program may need further modifications to facilitate the abandonment of superficial learning strategies.

UR - http://www.scopus.com/inward/record.url?scp=85011463028&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011463028&partnerID=8YFLogxK

U2 - 10.1080/14926150509556646

DO - 10.1080/14926150509556646

M3 - Article

AN - SCOPUS:85011463028

VL - 5

SP - 95

EP - 109

JO - Canadian Journal of Science, Mathematics and Technology Education

JF - Canadian Journal of Science, Mathematics and Technology Education

SN - 1492-6156

IS - 1

ER -