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Publication
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| Title of Article |
Thai Pre-service Chemistry Teachers’ Constructivist Teaching Performances |
| Date of Acceptance |
18 August 2015 |
| Journal |
| Title of Journal |
Mediterranean Journal of Social Sciences |
| Standard |
SCOPUS |
| Institute of Journal |
MCSER Publishing, MCSER-Mediterranean Center of Social and Educational Research |
| ISBN/ISSN |
ISSN 2039-2117 (online) ISSN 2039-9340 (print) |
| Volume |
ุ6 |
| Issue |
4 |
| Month |
August |
| Year of Publication |
2017 |
| Page |
s3 |
| Abstract |
The aim of this study was to investigate Thai pre-service chemistry teachers’ performances in their class based on the lens of
constructivist learning environment. Methodology regarded interpretive paradigm. Participants included four pre-services
chemistry teachers who taught Grade 10, 11 and 12 students. Pre-services chemistry teachers’ constructivist teaching were
observed for one month. After the class, each of them was interviewed to explore their understanding of constructivist view of
learning and their approaches to apply constructivist issues in their classes. Their constructivist teaching performance were
interpreted based on the framework of the constructivist learning environment survey (CLES) originally developed by Taylor &
Fraser (1991). The CLES provided five dimensions of constructivist learning environment including Personal Relevance (PR),
Student Negotiation (SN), Shared Control (SC), Critical Voice (CV), and Uncertainty (UN). The findings indicated that there
were rarely appearances of constructivist classroom learning environment in these 4 pre-services chemistry teachers. Mean of
rating on CLES for four classrooms revealed that four dimensions of CLES (PR, SN, SC, and UN) were evaluated in level of
sometimes. Only critical voice (CV) had mean of rating scale in level of often. The interviewing also suggested that 4 preservice
chemistry teachers were not aware of dimensions of constructivist learning environment. It seemed that they could not
integrate knowledge of chemistry, pedagogy, and student and school context for their constructivist teaching. This study may
have implications for enhancing constructivist teaching for Thai pre-service teacher program. |
| Keyword |
Pre-service teachers, classroom learning environment, chemistry |
| Author |
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| Reviewing Status |
มีผู้ประเมินอิสระ |
| Status |
ตีพิมพ์แล้ว |
| Level of Publication |
นานาชาติ |
| citation |
true |
| Part of thesis |
true |
| Attach file |
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| Citation |
0
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Journal Publication
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