Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/5464
Title: A critique of constructivist theory in Science teaching and learning
Authors: Almon Shumba
Amasa Philip Ndofirepi
Pesanayi Gwirayi
University of Technology, Free State. Bloemfontein 9300.South Africa
Wits School of Education, University of the Witwatersrand South Africa
Faculty of Education, Midlands State University, Zimbabwe
Keywords: Constructivism
Epistemology
Learning Theory
Science Teaching–Learning Processes
Teachers
Students
Schools
Issue Date: 2012
Publisher: Kamla Raj Enterprises (KRE)
Abstract: The objective of this concept paper is to critique constructivism in teaching and learning. This is a concept paper that reviews and critiques constructivism as epistemology and a learning theory and how teachers can apply this approach in the classroom. Based on research evidence, constructivism contributes significantly to the teaching–learning processes in schools. This concept paper will benefit teachers, learners, policy–makers and researchers in their quest to improve the quality of classroom learning in schools.
URI: https://cris.library.msu.ac.zw//handle/11408/5464
Appears in Collections:Research Papers

Files in This Item:
File Description SizeFormat 
A Critique of Constructivist Theory in Science Teaching and Learning.pdfAbstract93.73 kBAdobe PDFView/Open
Show full item record

Page view(s)

94
checked on Jul 16, 2024

Download(s)

30
checked on Jul 16, 2024

Google ScholarTM

Check

Altmetric


Items in MSUIR are protected by copyright, with all rights reserved, unless otherwise indicated.