Reflections on the Efficacy of a Constructivist Approach to Teaching and Learning in a First-Year Bachelor of Environmental Management Topic
Bibliographic Data
| ID | 11954092 |
|---|---|
| Authors | Gerti Szili (0000-0002-1206-877X, University of South Australia, corresponding author), GERTRUDE SZILI, Jonathan Sobels (Flinders University) |
| Year | 2011 |
| Volume | 35 |
| Issue | 4 |
| Pages | 499-512 |
| Publication date | 2011-06-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2010.551654 |
| OpenAlex | W2027081197 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
The dynamism of Environmental Management in the 21st century has predicted the need for students to emerge from tertiary programmes with a set of skills that are functional and more widely applicable in the contemporary workplace. To foster the development of such tools and skill sets, there has been an increasing trend amongst teaching practitioners to move from objectivist to constructivist views of learning and teaching. Using the theoretical heritage of constructivism, we in this paper offer an example of the effectiveness of constructive alignment in teaching tools and assessment methods for first year Environmental Management students. Drawing inspiration from the successes reported by Biggs et al. (2010) and Park (2003), we offer further discussion on the merits of such approaches, but from a first-year undergraduate cohort. Through a discursive analysis of student writings and formal feedback received through course evaluation questionnaires, we in this paper demonstrate how this combination of teaching methods led to a cohort that actively participated in their own learning. The results revealed that such methods could be successfully implemented at earlier stages of Environmental Management degree programmes, to encourage normally pragmatic, minimalist work ethic, first-year students, to be active, enthusiastic learners both within and outside the University
Bachelor · Constructive · Constructivism (international relations · Constructivist teaching methods · Dynamism · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Computer Science · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Problem and Project Based Learning · Psychology
Content analysis
Basic Content Analysis
Framing Constructivism in Practice as the Negotiation of Dilemmas
Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education
Learning Styles and Learning Spaces
Constructivist Pedagogy
Individual differences in study processes and the Quality of Learning Outcomes
Constructivism in Science and Science Education
Biology and knowledge
What kinds of knowledge, knowing and learning are required for addressing resource dilemmas
Engaging Students in the Learning Process
The practice of social research
Enhancing teaching through constructive alignment
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2013 - 2017 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |