Cognitive Constructivist Way of Teaching Scientific and Technical Contents
For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Association for the Development of Science, Engineering and Education
2021-04-01
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| Series: | International Journal of Cognitive Research in Science, Engineering and Education |
| Subjects: | |
| Online Access: | https://ijcrsee.com/index.php/ijcrsee/article/view/716 |
| _version_ | 1811180671271436288 |
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| author | Darjo Zuljan Milena Valenčič Zuljan Petra Pejić Papak |
| author_facet | Darjo Zuljan Milena Valenčič Zuljan Petra Pejić Papak |
| author_sort | Darjo Zuljan |
| collection | DOAJ |
| description | For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development. |
| first_indexed | 2024-04-11T09:06:02Z |
| format | Article |
| id | doaj.art-49df117e40b04a23ba525fff09ac2768 |
| institution | Directory Open Access Journal |
| issn | 2334-847X 2334-8496 |
| language | English |
| last_indexed | 2024-04-11T09:06:02Z |
| publishDate | 2021-04-01 |
| publisher | Association for the Development of Science, Engineering and Education |
| record_format | Article |
| series | International Journal of Cognitive Research in Science, Engineering and Education |
| spelling | doaj.art-49df117e40b04a23ba525fff09ac27682022-12-22T04:32:37ZengAssociation for the Development of Science, Engineering and EducationInternational Journal of Cognitive Research in Science, Engineering and Education2334-847X2334-84962021-04-0191233610.23947/2334-8496-2021-9-1-23-36716Cognitive Constructivist Way of Teaching Scientific and Technical ContentsDarjo Zuljan0https://orcid.org/0000-0003-2374-4515Milena Valenčič Zuljan1https://orcid.org/0000-0002-1727-1347Petra Pejić Papak2https://orcid.org/0000-0003-1661-4528University of Primorska, Faculty of Education, SloveniaUniversity of Ljubljana, Faculty of Education, SloveniaUniversity of Rijeka, Faculty of Teacher Education Rijeka, CroatiaFor pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development.https://ijcrsee.com/index.php/ijcrsee/article/view/716cognitive constructivist teaching modelscience and technicscompetenceprofessional enthusiasmprofessional development |
| spellingShingle | Darjo Zuljan Milena Valenčič Zuljan Petra Pejić Papak Cognitive Constructivist Way of Teaching Scientific and Technical Contents International Journal of Cognitive Research in Science, Engineering and Education cognitive constructivist teaching model science and technics competence professional enthusiasm professional development |
| title | Cognitive Constructivist Way of Teaching Scientific and Technical Contents |
| title_full | Cognitive Constructivist Way of Teaching Scientific and Technical Contents |
| title_fullStr | Cognitive Constructivist Way of Teaching Scientific and Technical Contents |
| title_full_unstemmed | Cognitive Constructivist Way of Teaching Scientific and Technical Contents |
| title_short | Cognitive Constructivist Way of Teaching Scientific and Technical Contents |
| title_sort | cognitive constructivist way of teaching scientific and technical contents |
| topic | cognitive constructivist teaching model science and technics competence professional enthusiasm professional development |
| url | https://ijcrsee.com/index.php/ijcrsee/article/view/716 |
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