Hartinger, Andreas and Kleickmann, Thilo and Hawelka, Birgit (2006) The influence of teachers' conceptions of teaching and learning on the design of lessons and on motivational pupil variables. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT, 9 (1). pp. 110-126. ISSN 1434-663X,
Full text not available from this repository. (Request a copy)Abstract
There is evidence that teachers' conceptions of teaching and learning play a role both in the behavior of teachers during lessons and in students' achievement. In this, the most beneficial conceptions seem to be those, which are constructivist oriented. Empirical research has, however, until now focused on particular subject areas. In the study presented here, constructivist oriented teacher conceptions will be related to the characteristics of lessons (opening lessons in terms opportunities for more pupil-led decisions and structure) and the assessment of pupils (perception of self-determination and interestedness in lessons). The results confirm the theory: In classes with teachers with a stronger constructivist oriented conception of teaching and learning, there is more free space for pupils without the lessons losing their structure. Furthermore, the pupils consider themselves more self-determined and assess their lessons to be more interesting.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | CONSTRUCTIVIST PERSPECTIVE; SELF-DETERMINATION; BELIEFS; MATHEMATICS; EDUCATION; KNOWLEDGE; SCIENCE; primary education; research into teaching and learning; teachers' concepts; perceptions of self-determination; interest |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Pädagogik |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 03 Mar 2021 11:19 |
| Last Modified: | 03 Mar 2021 11:19 |
| URI: | https://pred.uni-regensburg.de/id/eprint/35296 |
Actions (login required)
 |
View Item |
