Constructivism, curriculum, and the challenges in changing (Physics) classrooms
Abstract
The paper begins by clarifying constructivism as an approach to understanding learning and knowledge in contrast to more methodological conceptualizations of constructivism. The constructivist assumptions are then discussed in light of the new Department of Education Basic Education Curriculum of 2002. Particular attention is focused on the tension between curricular prescription and constructivist principles of learning. Within this tension, the important role of teachers is discussed. The challenges attendant to changing teaching practices in the classroom in relation to curricular requirement, constructivist recommendations, and teacher selection and preparation, particular in physics education are discussed. Finally, some prospects are considered for how physics educators can move towards more progressive constructivist physics education within the above constraints.
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