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Constructivist informed pedagogy and middle school students' perceptions of content relevance in social studies.

机译：建构主义的教学法和中学生对社会研究中内容相关性的理解。

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摘要

Today's classroom teachers face the formidable challenge of motivating and inspiring students to learn content that may be far removed from their everyday lives. Abstract content demands pedagogy that will provide opportunities for students to find meaning and relevance in their learning. For teachers of middle school social studies, this is especially true. Adolescent learners may be disinterested in studying the history of world cultures, and view the content as abstruse and irrelevant. This qualitative action research study applied constructivist informed pedagogy to investigate how students construct relevance in social studies and how pedagogy influences students' perceptions of relevance. Participants were seventh-grade students in a suburban middle school in New Jersey. Data included student interviews and numerous work samples collected during three units of study. Data were analyzed using predetermined and inductive categories and reviewed for evidence of relevance. Data were charted for comparison across work samples. The findings suggest constructivist informed pedagogy provides opportunities for students to construct relevance of the content by relating new learning to students' personal experiences and prior knowledge. Social studies lessons that are engaging, relevant, and meaningful help students realize how social contexts shape their understanding of a diverse society and how the past influences the present. Constructivist informed pedagogy holds promise for all teachers facing the challenge of making learning meaningful and relevant to their students.
机译：当今的课堂老师面临着巨大的挑战，那就是要激励和启发学生学习可能远离日常生活的内容。抽象内容要求教学法，这将为学生提供在学习中发现意义和相关性的机会。对于中学社会研究的老师来说，尤其如此。青少年学习者可能对研究世界文化的历史不感兴趣，并认为其内容深刻而无关紧要。这项定性行动研究使用建构主义的信息学方法研究了学生如何在社会研究中建立相关性，以及教学法如何影响学生的相关性观念。参与者是新泽西州郊区中学的七年级学生。数据包括学生访谈和在三个学习单元期间收集的大量工作样本。使用预定和归纳类别对数据进行分析，并检查其相关性。将数据绘制成图表，以便在工作样本之间进行比较。研究结果表明，建构主义的信息学教学法为学生提供了通过将新的学习与学生的个人经验和先验知识相关联来建构内容相关性的机会。引人入胜，相关且有意义的社会研究课程可帮助学生认识到社会背景如何塑造他们对多元化社会的理解以及过去如何影响现在。建构主义的信息学教学法对所有面临使学习变得有意义并与学生相关的挑战的教师充满希望。

著录项

  • 作者

    Bijas, Jo-Anne.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Secondary.; Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 206 p.
  • 总页数 206
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;教育;
  • 关键词

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