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首页> 外文期刊>Journal of research in science teaching >Constructivism-informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design
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Constructivism-informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design

机译：富集和提升科学学习中的建构主义知识的变化理论课程设计：无缝学习设计案例研究

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The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice.
机译：建构主义范式为有效的知识建设开辟了丰富的机会，其中学生建立知识和不断评估和改善他们的知识。建构主义教育学下的教学模式重新定义了学生和教师的作用及其相互关系，创造了培养环境。通过调整建构主义框架，本文展示了学习实践的变化如何在促进新加坡的促进小学4学生来进行无缝科学学习方面的变化。学习做法的变异使学生能够通过整个环境的各种学习体验来探索特定的科学概念。该研究适应了建构主义学习模型的对象的框架，以改善无缝科学学习设计。在重新设计课程时，教师提出了一种有意识的努力来创造相关的变化模式，即改变某些关键方面，同时保持学习不变的对象的其他方面，以帮助学生辨别这些关键方面。该研究结果有助于如何使用变异理论如何分析无缝学习以及为建构主义学习体验设计。研究结果还表明，具有变异理论的建构主义教育学的互补实践是在无缝科学学习中的可行有效的方法，通过构建现象的关键方面来深化学生的理解。与小学生参与体验变化允许理论的翻译成实践。

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