International Association of Educators   |  ISSN: 1308-9501

Original article | International Journal of Educational Researchers 2010, Vol. 1(3) 92-102

Primary and Secondary School Differences in Thinking about Learning Science

Adile Hugh Gash & Thomas McCloughlin

pp. 92 - 102   |  Manu. Number: ijers.2010.014

Published online: December 01, 2010  |   Number of Views: 134  |  Number of Download: 748


Samples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science that reflect aspects of the constructivist approach. The dimensions concerned the actual experience of (1) teachers’ and (2) pupils’ and (3) teachers’ desired experience in relation to (1) personal relevance/ learning about the world; (2) uncertainty/ learning about science; (3) critical voice/ learning to speak out; (4) shared control/ learning to learn; and (5) student negotiation/ learning to communicate. There were significant differences between countries in each of these three data sets. Results are discussed in terms of the convergences and divergences between primary and secondary data in each country in each of these three domains for the five variables. The issue is whether science teaching is represented as about memorising or about investigating.

Keywords: Constructivist teaching, teachers’ perceptions, pupils’ perceptions, National differences

How to Cite this Article?

APA 6th edition
Gash, A.H. & McCloughlin, T. (2010). Primary and Secondary School Differences in Thinking about Learning Science. International Journal of Educational Researchers, 1(3), 92-102.

Gash, A. and McCloughlin, T. (2010). Primary and Secondary School Differences in Thinking about Learning Science. International Journal of Educational Researchers, 1(3), pp. 92-102.

Chicago 16th edition
Gash, Adile Hugh and Thomas McCloughlin (2010). "Primary and Secondary School Differences in Thinking about Learning Science". International Journal of Educational Researchers 1 (3):92-102.

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