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Design principles and problem authenticity of constructivist learning environments for secondary science education
Author
Yeo, Jennifer Ai Choo
Supervisor
Hung, David
Abstract
Science is a human endeavour striving towards a better way of explaining scientific phenomena through experimental and theoretical investigations (Kuhn, 1970). The works of science is fundamentally situated and not objectively applied.
However, traditionally, science learning involves learning a great deal of scientific facts through lectures and demonstration, only to apply these facts in well-structured problems. Hence, students are having a knowledge unproblematic epistemology about science. As a result, they are often not able to apply their scientific knowledge in meaningful ways.
To overcome this problem, constructivists and situativists advocate authenticity in science learning. However, there is a lack of knowledge among educators in our local schools to design authentic science learning environments.
Thus, this dissertation aims to identify principles to guide educators in designing authentic science learning experiences for upper secondary science students. In this thesis, we firstly define the meaning of 'authenticity' in science learning. Based on the definition of science learning, we identified a set of principles for designing authentic science learning environments.
However, traditionally, science learning involves learning a great deal of scientific facts through lectures and demonstration, only to apply these facts in well-structured problems. Hence, students are having a knowledge unproblematic epistemology about science. As a result, they are often not able to apply their scientific knowledge in meaningful ways.
To overcome this problem, constructivists and situativists advocate authenticity in science learning. However, there is a lack of knowledge among educators in our local schools to design authentic science learning environments.
Thus, this dissertation aims to identify principles to guide educators in designing authentic science learning experiences for upper secondary science students. In this thesis, we firstly define the meaning of 'authenticity' in science learning. Based on the definition of science learning, we identified a set of principles for designing authentic science learning environments.
Date Issued
2003
Call Number
Q183.4.S55 Yeo
Date Submitted
2003