Analysis of differences between teachers’ activity during their regular and constructivist lessons
Résumé
Different aspects involved in the constructivist teaching mode were assessed in the eight observed mathematics lessons conducted by four upper-secondary in-service teachers. Four among these lessons were identified as ‘regular’ by the teachers themselves, the other four lessons followed the same constructivist lesson plan designed by the respected educational expert. The main differences were found in the way how the students were working and achieved their independent learning capabilities. The lessons following the constructivist lesson plan were clustered together by the means of hierarchical cluster analysis. The regular lessons were more influenced by the teachers’ personalities then the constructivist lessons.
Origine | Fichiers produits par l'(les) auteur(s) |
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