Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Year 2018, Volume: 7 Issue: 2, 359 - 372, 15.04.2018

Ozlem Ates , Gul Unal Coban , Serap Kaya Sengoren

https://doi.org/10.12973/eu-jer.7.2.359

Abstract

This study aims to explain the extent to
which prospective physics teachers’ views and practices are consistent with the
constructivist framework. A case study design was employed as the research
approach. The study was conducted with 11 prospective physics teachers
attending a state university in Turkey. Data was collected through
semi-structured interviews, observation notes and lesson plans. The interview
guide consisted of questions which allowed the interviewer to probe participants’
views of constructivism based on 5E learning model. Such questions as “how do
you plan your teaching?” (introducing new topics, continuing the lecture, types
of questions to ask, evaluating students’ understanding etc.) were included in
the interview. Following the analysis of the interview data, participants’
profiles were classified into three categories: traditional, transition and
constructivist under the dimensions “beginning of a lesson,” “learning
process,” “learning environment” and “assessment.” Observations were carried
out using an observation checklist consisting of 24 items based on 5E learning
model. Another checklist developed by the researchers was used to evaluate
participants’ teaching qualifications. Interview results showed that seven participants
had transitional, three had constructivist and one had traditional views.
However, none of the participants were observed to exhibit constructivist
teaching styles. Moreover, observation and interview results were consistent
only for six participants, indicating that almost half of the participants had
difficulty putting their views into practice.

Keywords

Constructivism, prospective physics teachers, teaching practice, teacher education

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