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Students' Attitude towards Constructive and Instructive Pedagogies

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Constance Ho

on 26 November 2014

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Transcript of Students' Attitude towards Constructive and Instructive Pedagogies

Students' Attitude
towards Constructive and Instructive Pedagogies
in Mathematics Education

Blahblahblah Group Members
Betty Chen
Cherry Lam
Constance Ho
Marco Fok
Niki Chong

Prevalence of
instructivism
in Hong Kong classrooms
Educational Reform:
Constructivism
Students' attitude?

Thank you!
Q&A
Introduction
Methodology: Choosing of research method
Results and discussion
Most Frequent:
a. explain concept or theory
b. demonstrate the solution in front of the whole class
c. give out individual exercises
d. teachers directly introduce the theory

Least Frequent:
a. push students to think about alternative approaches
b. solve problem as a group
c. use computer software to visualize a concept
d. link concepts with daily activities
Results and discussion
Literature Review
- (from the results) common in local classrooms for Mathematics teaching

- students do not have significantly negative preferences on instructivism -> prefer instructivism for
basic factual concept teaching


- easier for teachers to teach basic mathematical concepts in instructivism in classrooms and also easier for students to understand (Masuyama, 2006)
Instructivism
-
students usually prefer
student-oriented
and
interactive
atmosphere

- students are more interested in
an integration of practical and theoretical knowledge
(Abrantes, Seabra and Lages, 2007)

-> an interactive classroom atmosphere can be achieved by using constructive pedagogy

- (from the results) students feel positive
both
for constructivism and instructivism
Constructivism
Quantitative Research
:
online

questionnaire
(mix of close-ended & open-ended)
Methodology: the Questionnaire
Research Questions
Recommendation
Why questionnaire
:
(Flick, 2011)
Direct understanding
Objective analysis of the feedback
Avoid terminology confusion

Why online
:
(Flick, 2011)
Tackle with the
disadvantages
of paper questionnaires (low response rate; limited participants; writing problem);
Process
the data effectively;

according to the
literature reviewed

based on our
past experience

taking
predicted results
into consideration

Content of the Questionnaire
How we deal with the response
Implementation of the pedagogy
practical challenges in transition ( instructive --> constructive)
cultural factors : repetitive work , drilling in HK
Teacher's perception and efficacy , teacher feel confident in direct telling
--> more training ,evaluation and adjustment on the two pedagogy based on the above aspects
Literature Review
Methodology
Results and Discussion

Conclusion
Are students more engaged when instructive or constructive pedagogies are used in mathematics class?

How are instructive and constructive pedagogies deployed in mathematics classes?
-Which kind of pedagogy is more frequently used in Hong Kong today?
-How do students perceive different teaching approaches?
-Which kind of pedagogy should be suggested for future classroom learning from students' perspective?

How are instructive and constructive pedagogies
deployed
in mathematics classes?
Which kind of pedagogy is more
frequently used
in Hong Kong today?
How do students
perceive
different teaching approaches?
Which kind of pedagogy should be suggested for
classroom learning in the future
from students' perspective?
Flick, U. (2011).
Introducing research methodology: A beginner's guide to doing a research project
. Sage.
Constructive & Instructive pedagogy
Constructive pedagogy
learners to construct their own knowledge base on real-life
Relevant studies

student-oriented
shift in teacher's role
transmitter to facilitator

Instructive pedagogy
knowledge transmission
teacher-centered
direct telling , repetition, memorization
numbering scale
: calculate the average

multiple choices
: work out the most frequent choices

see if there is a
tendency

of preference
Real Context in Hong Kong
how we decide the content of the questionnaire
Results and discussion
Students' attitude towards different activities
Instructive >> Constructive
Combination of
instructive
and
constructive
Results and discussion
- Invited 100 participants, got back 74 responses

- 69% (51) of them are
local senior secondary school students
, and the remaining are tertiary students

- for the tertiary students, we asked them to answer by reviewing their experience in their secondary school days

Make good use of the specialty of Hong Kong classrooms

lying on the
continuum of instructivism and constructivism
(Porcaro, 2011)

Adopting both pedagogies
Make good use of the characteristic advantages of the two different pedagogies in teaching different aspects of the subject




Benefits of the combination
Instructivism
: introducing basic factual concept
Constructivism
: applying theories previously acquired into practices
Benefits
Benefits
When to apply different pedagogies?
Benefits
-Students are
positive
towards the two types of pedagogies (Masuyama, 2006)



open
to both pedagogies
Readiness
Significantly positive:

a.
demonstrate the solution in front of the whole class

(instructive)
b.
let students work out alternative approaches

(constructive)
c.
clarify some misunderstanding
(instructive)
d.
let students

solve problems with classmates as a group
(constructive)

No significant negative attitudes
towards any kind of activities
Questions for thoughts
* as the tertiary students are mostly fresh graduates from secondary schools, their answers are still meaningful
past research and literature
The effect of the pedagogy on student’s Learning outcome
encourage "scientific discussion", exchange ideas
--> more mutual agreement, knowledge ownership
(Wheatley, 1990)
Instructive

more pressure on the shoulder of students

(Chan, 2010; Zhang, Biggs, & Watkins, 2010)
less anxiety, following routine might be easier task to handle and don't have to step out of their comfort zone
(Bigg, 2010, p.254)
Boredom of repetitive work and memorization
might discourage learning

(Bobis, Anderson, Martin & Way, 2011)
(Educational Broadcasting Corporation ,2004)
(Ormrod, 2000)
(Biggs, 2010, p.248)
(Rao, Cheng, & Narain, 2003)
Constructive

comparison
Seabra and Lages (2007) appreciate constructive, student-oriented more
foreign language learning research : students feel positive about both pedagogies
instructive
basic knowledge
constructive
construct ideas
(Masuyama, 2006).

(Gao & Watkins, 2010)
(Smith,1999)
(Tam(2009) and Yeung,2009)
-
compensating
the limitations of their counterpart

With
Example 1

the
boredom
of repetitive work and memorisation in instructive pedagogy
the relatively
lower requirement
in students' contribution to the process of learning in instructive pedagogy
Example 2
prompt students'
intrinsic learning motivation
active
classroom participation (CDC & HKEAA, 2007) + frequent teacher-student and/or student-student
interaction
Soothes students from the
pressure
to construct their own knowledge (constructivism)
by
through
direct telling, memorisation and repetition
-develop a more attitude of students towards Mathematics learning
- to the education context of Hong Kong, which is exam-oriented + the advocation of applying constructivism in teaching
bridged the research gap (applying constructivism in HK context)
-facilitate teaching process + maximise teaching and learning effectiveness
Are students more engaged when instructive or constructive pedagogies are used in mathematics class?
Both
constructive + instructive pedagogies are applied
at different times
of the mathematics class
Students view the two teaching approaches
positively
Therefore,
Whether instructive or constructive pedagogy can better engage students in Maths class
But
When properly applied, a
combination of the two pedagogies
can best engage students in Mathematics classrooms in HK
What
other factors
are to be taken into consideration when integrating the two pedagogies into Mathematics teaching?

Would the merged teaching pedagogies mean a need for
new teaching materials
?
Students' feedback is not heard ; classroom climate not analyzed
students attitude ~ preference~ motivation
(Biggs et al., 2010)
Learning

Teaching

implication :
any further adjustment in the use of pedagogy?
are students adopting the expected learning attitude?
Research Gap

Hong Kong context ??
(Cuban 1993, p. 286 ; Samuelsson and Granström ,2007)
mathematics education??
Limited
-Teachers are experienced in instructive teaching
=less demanding to them when adopting the combined pedagogy (Smith, 1999)
Full transcript