1,325
Views
0
CrossRef citations to date
0
Altmetric
EDUCATION POLICY

Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox

ORCID Icon, ORCID Icon & ORCID Icon
Article: 2281195 | Received 21 Apr 2023, Accepted 05 Nov 2023, Published online: 17 Nov 2023

References

  • Abtahi, Y. (2018). Pupils, tools and the zone of proximal development. Research in Mathematics Education, 20(1), 1–16. https://doi.org/10.1080/14794802.2017.1390691
  • Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: Implication for research, teaching and learning. Global Journal of Arts Humanities and Social Sciences, 4(10), 1–9.
  • Akyeampong, K., Pryor, J., & Ampiah, J. G. (2006). A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment. Comparative Education, 42(2), 155–176. https://doi.org/10.1080/03050060600627936
  • Aljohani, M. (2017). Principles of “constructivism” in foreign language teaching. Journal of Literature and Art Studies, 7(1), 97–107. https://doi.org/10.17265/2159-5836/2017.01.013
  • Altinyelken, H. K. (2010). Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30(2), 151–161. https://doi.org/10.1016/j.ijedudev.2009.03.004
  • Amineh, R. J., & Asl, H., D. J. J. o. S. S., Literature. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature Languages, 1(1), 9–16.
  • Ampadu, E., & Danso, A. (2018). Constructivism in Mathematics Classrooms: Listening to Ghanaian Teachers’ and Students’ Views. Africa Education Review, 15(3), 49–71. https://doi.org/10.1080/18146627.2017.1340808
  • Annafo, Y., Amoah, C. A., Baah, K. A., & Assem, H. D. (2018). Factors that hinder teachers’ use of constructivism in teaching and learning of science at junior high school in Ghana. Journal of Education and Practice, 9(21), 80–86.
  • Apau, S. K. (2021). Teachers’ concerns about the implementation of the standard-based curriculum in Ghana: A case study of Effutu Municipality. Educational Research Reviews, 16(5), 202–211. https://doi.org/10.5897/ERR2020.4051
  • Arioder, L. J. Q., Arioder, V. Q., Quintana, V. V., & Dagamac, N. H. (2020). Application of constructivist teaching approach in introducing new environmental concepts to young elementary students in the Philippines: A small class sized experience from slime moulds modeling. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2214. https://doi.org/10.29333/ijese/7818
  • Basturk, S. (2016). Primary pre-service teachers’ perspectives on constructivism and its implementation in the schools. Universal Journal of Educational Research, 4(4), 904–912. https://doi.org/10.13189/ujer.2016.040428
  • Blignaut, S. E. (2014). Reflections on student resistance to a constructivist curriculum. Education as Change, 18(2), 271–283. https://doi.org/10.1080/16823206.2014.928786
  • Boaler, J. (2015). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
  • Brodie, K., Lelliott, A., & Davis, H. (2002). Forms and substance in learner-centred teaching: Teachers’ take-up from an in-service programme in South Africa. Teaching and Teacher Education, 18(5), 541–559. https://doi.org/10.1016/S0742-051X(02)00015-X
  • Bujang, M. A., Omar, E. D., & Baharum, N. A. (2018). A review on sample size determination for Cronbach’s alpha test: A simple guide for researchers. The Malaysian Journal of Medical Sciences: MJMS, 25(6), 85. https://doi.org/10.21315/mjms2018.25.6.9
  • Cansiz, M., & Cansiz, N. (2019). How do sources of self-efficacy predict preservice teachers’ beliefs related to constructivist and traditional approaches to teaching and learning? Sage Open, 9(4), 1–8. https://doi.org/10.1177/2158244019885125
  • Christmann, A., & Van Aelst, S. (2006). Robust estimation of Cronbach’s alpha. Journal of Multivariate Analysis, 97(7), 1660–1674. https://doi.org/10.1016/j.jmva.2005.05.012
  • Felix, U. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17(1), 85–100. https://doi.org/10.1017/S0958344005000716
  • Fletcher, J. (2005). Constructivism and mathematics education in Ghana. Mathematics Connection, 5(1), 29–36. https://doi.org/10.4314/mc.v5i1.21491
  • Gilbert, J. (1994). The construction and reconstruction of the concept of the reflective practitioner in the discourses of teacher professional development. International Journal of Science Education, 16(5), 511–522. https://doi.org/10.1080/0950069940160503
  • Glasersfeld, E. V. (1988). The reluctance to change a way of thinking. The Irish Journal of Psychology, 9(1), 83–90. https://doi.org/10.1080/03033910.1988.10557706
  • Gyan, R. K., Ayiku, F., Atteh, E., & Adams, A. K. (2021). The effect of constructivism on students’ performance in solving mathematical problems under trigonometry. Asian Journal of Education and Social Studies, 19(2), 1–18. https://doi.org/10.9734/ajess/2021/v19i230458
  • Hardman, F., Abd-Kadir, J., & Smith, F. (2008). Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools. International Journal of Educational Development, 28(1), 55–69. https://doi.org/10.1016/j.ijedudev.2007.02.008
  • Jemberie, L. W., & Awan, R. U. N. (2021). Teachers’ perception and implementation of constructivist learning approaches: Focus on Ethiopian Institute of textile and fashion technology, Bahir Dar. Cogent Education, 8(1), 1907955. https://doi.org/10.1080/2331186X.2021.1907955
  • Kala, S., Isaramalai, S.-A., & Pohthong, A. (2010). Electronic learning and constructivism: A model for nursing education. Nurse Education Today, 30(1), 61–66. https://doi.org/10.1016/j.nedt.2009.06.002
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–181. https://doi.org/10.1016/0346-251X(95)00006-6
  • Lockard, J., & Abrams, P. D. (2004). Computers for twenty-first century educators. Allyn & Bacon.
  • Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295. https://doi.org/10.1016/j.newideapsych.2011.12.006
  • Martínez-Delgado, A. (2002). Radical constructivism: Between realism and solipsism. Science Education, 86(6), 840–855. https://doi.org/10.1002/sce.10005
  • MOE. (2017). Education strategic plan (2018 - 2030). Ministry of Education.
  • MOE. (2018). Education Sector review analysis. Ministry of Education.
  • Muganga, L., & Ssenkusu, P. (2019). Teacher-centered vs. student-centered: An examination of student teachers’ perceptions about pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2), 16–40. https://doi.org/10.18733/cpi29481
  • Nanjappa, A., & Grant, M. M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 2(1), 38–56.
  • Nicaise, M., & Barnes, D. (1996). The union of technology, constructivism, and teacher education. Journal of Teacher Education, 47(3), 205–212. https://doi.org/10.1177/0022487196047003007
  • Nie, Y., Tan, G. H., Liau, A. K., Lau, S., & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67–77. https://doi.org/10.1007/s10671-012-9128-y
  • Nyamekye, E., Baffour-Koduah, D., & Asare, E. (2021). Basic school Ghanaian Language teachers’ perspectives on the integration of ICTs in teaching and learning. African Journal of Teacher Education, 10(1), 242–264. https://doi.org/10.21083/ajote.v10i1.6587
  • O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: Tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. https://doi.org/10.1080/03075079.2020.1750585
  • O’Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791–820. https://doi.org/10.1002/tea.3660290805
  • Olssen, M. (1996). Radical constructivism and its failings: Anti‐realism and individualism. British Journal of Educational Studies, 44(3), 275–295. https://doi.org/10.1080/00071005.1996.9974075
  • O’Sullivan, M. (2004). The reconceptualisation of learner-centred approaches: A Namibian case study. International Journal of Educational Development, 24(6), 585–602. https://doi.org/10.1016/S0738-0593(03)00018-X
  • Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18–23.
  • Porcaro, D. (2011). Applying constructivism in instructivist learning cultures. Multicultural Education and Technology Journal, 5(1), 39–54. https://doi.org/10.1108/17504971111121919
  • Safori, O. (2019). Computers in promoting constructivist practices in the classroom: The perception of basic school teachers in Ghana.
  • Stears, M. (2009). How social and critical constructivism can inform science curriculum design: A study from South Africa. Educational Research, 51(4), 397–410. https://doi.org/10.1080/00131880903354733
  • Steffe, L. P., & Ulrich, C. (2020). Constructivist teaching experiment. In Lerman, S. (Ed.), Encyclopedia of mathematics education (pp. 134–141). Springer. https://doi.org/10.1007/978-3-030-15789-0_32
  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302. https://doi.org/10.1016/S0883-0355(97)90011-2
  • Thompson, C. M. (2015). Constructivism in the art classroom: Praxis and Policy. Arts Education Policy Review, 116(3), 118–127. https://doi.org/10.1080/10632913.2015.1015759
  • Trif, L. (2015). Training models of social constructivism. Teaching based on developing a scaffold. Procedia - Social & Behavioral Sciences, 180, 978–983. https://doi.org/10.1016/j.sbspro.2015.02.184
  • Ugwuozor, F. O., & Hui, S. K. F. (2020). Constructivism as pedagogical framework and poetry learning outcomes among Nigerian students: An experimental study. Cogent Education, 7(1), 1818410. https://doi.org/10.1080/2331186X.2020.1818410
  • Vavrus, F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development, 29(3), 303–311. https://doi.org/10.1016/j.ijedudev.2008.05.002
  • Vavrus, F., & Bartlett, L. (2013). Teaching in tension: International pedagogies, national policies, and teachers’ practices in Tanzania (Vol. 1). Springer Science & Business Media.
  • Vygotsky, L. (1978). Interaction between learning and development. In L. Vygotsky (Ed.), Mind in society (pp. 79–91). Harvard University Press.
  • Wakefield, J. C. (2007). Is behaviorism becoming a pseudoscience? Replies to drs. Wyatt, Midkiff and Wong. Behavior & Social Issues, 16(2), 170–189. https://doi.org/10.5210/bsi.v16i2.919
  • Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317–328. https://doi.org/10.1080/07294360.2010.489237
  • Watts, M., & Jofili, Z. (1998). Towards critical constructivist teaching. International Journal of Science Education, 20(2), 173–185. https://doi.org/10.1080/0950069980200204
  • Wiggins, J. (2015). Constructivism, Policy, and Arts Education. Arts Education Policy Review, 116(3), 115–117. https://doi.org/10.1080/10632913.2015.1038673
  • Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational Horizons, 86(3), 161–172.
  • Zhang, Q., & Kou, Q. (2012). The course Research for the software program based on the constructivism teaching theories. Physics Procedia, 25, 2294–2297. https://doi.org/10.1016/j.phpro.2012.03.386