Abstract:
The institute is heading for a university title and is now moving forward with the strategic goals in the pursuit of excellence in teaching, learning and scholarship. Enhancing teaching quality is also one key vision and mission of the Faculty. This proposal is prepared with the same vision.
A number of studies have compared the effectiveness of various teaching methods and they have shown that active learning methods with constructivist approach are better than lectures in all aspects including the development of problem solving, or attitude and conceptual change (Ho, Watkins & Kelly 2001), or in motivation of learning, etc (McKeachie et al. 1990). Researches show that what seems to be missing in the teacher-centered classroom is “coherence, connection and depth of understanding” (Paul 1995, p.273) while deeper learning should involve active cognitive restructuring on the part of the student (Fosnot 2005).
Constructivist approach is a proven research-based method to teaching and learning. By informal action researches taken by the applicant for a number of years, it is found that various student-centered strategies, constructive teaching approaches and authentic learning activities can enhance student learning motivation, level of task engagement, as well as positive change in the student teachers’ belief and conception of teaching.
This project aims to:
Refine the teaching of a core course, namely “Curriculum and Asssessment”, using various active learning methods with the constructivist approach;
Evaluate the effectiveness of this revised course which will be taught by constructivist pedagogy;
As a result, the project may contribute to enhance teaching and learning quality in the institute and thus could provide educators with alternatives to the lecture as a method of teaching in higher education.
Code:
T0137
Principal Project Supervisors:
Keywords provided by authors:
- Teaching in higher education
- Constructivist approach in teaching
- Conceptual change in teaching
- Teaching as scholarship
Subjects:
Start Date:
01 May 2014
End Date:
31 Jul 2015
Status:
Completed
Result:
The project has successfully applied to a variety of constructivist approaches in teaching a core course in a teacher training institution in Hong Kong. By infusing a constructivist approach in the curriculum building, teaching and learning, as well as the design of authentic assessment for learning in the core course (TLS3003 Curriculum and Assessment), the group of student teachers has been led to construct their own understanding of the knowledge about curriculum and assessment. Throughout the project, student teachers were encouraged to become independent thinkers and active learners. Moreover, evidence shows that there is positive change to the conception of teaching by the student teachers.
As a consequence, the impact statements and expected outcomes were achieved. Research or scholarly outputs including a teaching package with constructivist teaching materials, test instruments to probe student teachers’ thinking ability and conception of teaching, the draft of a professional textbook on constructivist teaching approaches in higher education sector, two conference papers and one journal article was prepared. The outcomes from the project could be applied to teaching of other courses in the Faculty/Institute. These outcomes could be disseminated within the institute or also to other educators in teacher education settings inside or outside Hong Kong.
Impact:
Through the application of active constructivist approach, students’ knowledge acquisition and learning outcomes in the core course can be enhanced. The learning process and outcomes of students were closely looked into by constant formative testing. By continuous assessment for learning such as pop quizzes and other authentic kinds of assessment, students’ actual learning outcome and progress was reviewed. Specific student evaluation for the core course was administered in the tenth session (the last lecture) of the course. Data shows that the course was found to benefit the students professionally.
By engaging students’ active thinking during the learning process, students are helped to become critical thinkers as well as independent learners. Students’ critical thinking (CT) was assessed throughout the course by a self-established test instrument. Though, the CT post-test was not too well responded, from qualitative observation of students’ participation in every session, it was found that many students were actually activated to become independent, critical thinkers.
Through constant reflection over the constructivist learning process, and the co-construction by the tutor and students, students are helped to develop positive changes in their concepts of teaching as a profession.
Deliverables:
Books / Book Chapters / Journal Articles / Conference Papers
Yeung, S. Y. S. (2014, November). Infusing constructivist pedagogy in a teacher education course to enhance teaching quality in higher education classroom. Paper presented at 2014 International Symposium on Education and Psychology - Fall Session, Meiji University, Japan.
Financial Year:
2013-14
Type:
TDG