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DOI

10.14221/ajte.1995v20n2.4

Abstract

In this paper, we consider a model for teacher inservice that is informed by constructlvlsm. Initially, we consider the criteria for identifying conceptual change, briefly examine research on the roles which teachers engage in when implementing innovations, and describing different knowledge bases needed m usmg teaching approaches informed by constructivist referents. Secondly, we describe an inservice programme for science teachers in one high school, and thirdly show how a five-stage model to introduce teaching/learning approaches informed by constructivism was developed.

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Link to publisher version (DOI)

10.14221/ajte.1995v20n2.4