In the last two decades several of our experts have been researching ways that would instead of the traditional approach to teaching involve pupils to be more active in the pedagogical process. One of the approaches used in teaching natural science is constructivism. Such lesson is diverse and creative, it takes into account the individual, his/her previous knowledge and possible misconceptions, and encourages him/her to build knowledge on the basis of previous experience. Constructivist approach to teaching encourages pupils’ independency and their problem-solving skills. The teacher leads the learners, whereas they come to new revelations through their own conversational experimentation. This approach is used primarily to achieve knowledge with understanding. In the master's thesis we determined whether classroom teachers are familiar with the constructivist approach, how often they use it in teaching science, and whether there are differences in the frequency of use of the constructivist approach among teachers with various length of employment, various institutions where they used to study (LJ, KP, MB), among teachers who work with pedagogical faculties (student practice, special didactics appearances in natural science) and those who do not. We were also interested in whether teachers are looking for information to upgrade knowledge in natural science and how they acquire this information. A quantitative approach with a descriptive and causally non-experimental research method was used in the research part of the thesis. The sample in the survey was random and there were 106 elementary school teachers from all over Slovenia who participated. Results of the research show that most teachers know and use the constructivist approach to teaching. There are no statistically significant differences in the frequency of use of the constructivist approach among teachers with different length of employment and various institutions where they used to study (LJ, KP, MB). Cooperation with pedagogical faculties also does not affect the frequency of using the approach in teaching natural sciences. Teachers improve their knowledge of natural science teaching by reading professional magazines, consulting their colleagues or other teachers, by finding information online, attending seminars, exchanging examples of good practices, etc. The results of the research cannot be generalized to the basic but they can be the starting point for further research. Also is this research one of the newest among those which are about using constructivist approach in Slovenia and shows actual condition.
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