You are here:

Using Computers to Create Constructivist Learning Environments: Impact on Pedagogy and Achievement
Article

, University of Kansas, United States ; , San Diego State University, United States ; , University of Minnesota, United States

JCMST Volume 22, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

To what extent can computers be used to help teachers create a constructivist learning environment in the science classroom? In this study, data from 23 high school physics classes and 13 teachers were examined to determine the extent to which computers can alter pedagogy and student achievement. Three groups of teachers were examined: Experienced users of the new pedagogy and materials, beginning users of the new pedagogy and materials, and a group of comparison teachers who used traditional instructional methods. Results suggest computers can significantly alter both teaching methods and student achievement; however, there are costs and benefits to the reform. Implications for using computers in the classroom are discussed.

Citation

Huffman, D., Goldberg, F. & Michlin, M. (2003). Using Computers to Create Constructivist Learning Environments: Impact on Pedagogy and Achievement. Journal of Computers in Mathematics and Science Teaching, 22(2), 151-168. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2019 from .

Keywords

View References & Citations Map

Cited By

  1. The Effects of Video Tutorials as a Supplement in Enhancing Students’ Statistics Performance

    Guolin Lai, Zhiwei Zhu, John Tanner & Douglas Williams, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1092–1099

  2. Preservice and Inservice Teachers Focus on Inquiry Learning Using Technology-Enhanced Mathematics Lessons

    Eula Monroe, Nancy Wentworth & Damon Bahr, Brigham Young University, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3580–3587

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.