Teaching science in a primary classroom: Implications from the constructivist view of learning

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The results of the Third International Study on Science and Mathematics Achievement reflected that the performance of the primary and lower secondary students in Hong Kong were far from satisfactory. One of the ways to improve pupils’ achievement is to ensure the quality of teaching. The teaching of science at the primary level is thus of fundamental importance as this is the foundation on which future learnings are built. In an attempt to improve the quality of science education, the constructivist view of learning and the related teaching approaches should be promoted among primary science teachers in Hong Kong. This paper reports data from the personal experience of teaching science to a primary three class in Hong Kong. By returning to the primary school to teach after many years, I have the opportunity to revisit and rethink the challenges on the science teaching approaches which are advocated in the science method module of the initial primary teacher education programme. This paper reports on how to teach science from a constructivist view of learning. The paper concludes with practical suggestions for primary teachers on how to implement the approach. Copyright © 1998 Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationScience technology education: Broadening classroom experiences with science and technology: Science & Technology Education Conference '98 proceedings
EditorsKenneth S. VOLK , Wing-mui, Winnie SO
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education, Education Dept., Hong Kong, The University of Hong Kong, Hong Kong Association for Science and Mathematics Education and Hong Kong Association for Design and Technology Education
Pages158-167
ISBN (Print)9629490218
Publication statusPublished - 1998

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classroom
Teaching
science
learning
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teacher
primary school
pupil
education
mathematics
performance
experience
student

Citation

Cheng, M. H. M. (1998). Teaching science in a primary classroom: Implications from the constructivist view of learning. In K. S. Volk, & W.-M. W. So (Eds.), Science technology education: Broadening classroom experiences with science and technology: Science & Technology Education Conference '98 proceedings (pp. 158-167). Hong Kong: The Hong Kong Institute of Education, Education Dept., Hong Kong, The University of Hong Kong, Hong Kong Association for Science and Mathematics Education and Hong Kong Association for Design and Technology Education.