Some Predictors of Constructivist Teaching in Elementary Education/Neki prediktori konstruktivističke nastave u osnovnom obrazovanju
Bibliographic Data
| ID | 20244643 |
|---|---|
| Authors | Tomislav Topolovčan (0009-0005-8813-9465, University of Zagreb), Milan Matijević (0000-0001-5307-0027, University of Zagreb), Mario Dumančić (University of Zagreb) |
| Year | 2016 |
| Volume | 18 |
| Publication date | 2016-04-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje (JOURNAL) |
| Journal identifiers | ISSN: 1848-5189 • E-ISSN: 1848-5197 |
| Publisher | Faculty of Teacher Education, University of Zagreb (PUBLISHER • HR) |
| DOI | 10.15516/cje.v18i0.2217 |
| OpenAlex | W2511857385 |
| Language | EN |
| References cited | 3 |
The aim of this research is to examine the extent to which certain sociodemographic characteristics of students and teachers, along with computer self-efficacy, attitudes towards the new media and the frequency of using the new media in instruction, can be regarded as predictors of constructivist teaching. The research was carried out on a sample of groups (N = 1528) of eighth-grade students (N = 1026) and class and subject teachers (N = 502) in primary school. The data was collected through survey questionnaires with the relevant instruments. The results show that, in terms of the students, their sociodemographic characteristics, a higher level of computer self-efficacy, more positive attitudes towards the new media and more frequent use of the new media, as separate factors, are significant predictors of constructivist learning. In terms of the teachers, their attitudes and computer self-efficacy are significant, but their sociodemographic characteristics and the use of the new media are not. The entire final series, both in terms of the teachers and the students, is a significant predictor of constructivist learning, where certain separate dimensions of predictor factors are more significant than others. The greatest variance of constructivist teaching, both in terms of the students and the teachers, can be explained by the attitude towards the new media and computer self-efficacy rather than the use of the new media in instruction, as confirmed by some previous theoretical assumptions. Although significant correlations were obtained, the results point to the occasional organisation of constructivist teaching. The possible reasons and implications of such results are explained in this paper.Key words: attitudes toward computer; computer self-efficacy; constructivism; new media; primary school--- Cilj istraživanja bio je ispitati u kojoj se mjeri pojedina sociodemografska obilježja učenika i učitelja, zajedno s računalnom samodjelotvornošću, stavovima prema novim medijima i učestalošću korištenja novih medija u nastavi mogu smatrati prediktorima konstruktivističke nastave. Istraživanje je provedeno na uzorku skupina (N = 1528) učenika osmih razreda (N = 1026) i učitelja razredne i predmetne nastave (N = 502) u osnovnoj školi. Podatci su prikupljeni preuzetim instrumentima Skale računalne samodjelotvornosti, Skale stavova o novim medijima, Skale konstruktivističke nastave i konstruiranom Skalom učestalosti korištenja novih medija u nastavi. Rezultati ukazuju na to da su kod učenika sociodemografski podatci, viša razina računalne samodjelotvornosti, pozitivniji stavovi prema novim medijima i učestalije korištenje, kao zasebni čimbenici, značajni prediktori konstruktivističkog učenja. Kod učitelja su značajni stavovi i računalna samodjelotvornost, ali ne i sociodemografska obilježja te korištenje novih medija. Cjelokupna završna serija, i kod učitelja i kod učenika, značajan je prediktor konstruktivističkog učenja, s tim da su pojedine zasebne dimenzije prediktorskih čimbenika značajnije od drugih. Veću varijancu konstruktivističke nastave, i kod učenika i kod učitelja, objašnjavaju stavovi o novim medijima i računalna samodjelotvornost nego sama upotreba novih medija u nastavi, što potvrđuje neke prijašnje teorijske pretpostavke. Iako su dobivene značajne korelacije, rezultati ukazuju na povremeno organiziranje konstruktivističke nastave. Za razliku od učitelja učenici smatraju nove medije značajnim za konstruktivističko učenje, čime se potvrđuju kao pripadnici net-generacije. U radu su objašnjeni mogući razlozi i implikacije takvih rezultata.Ključne riječi: konstruktivizam; novi mediji; računalna samodjelotvornost; stavovi o novim medijima; osnovna škola
Constructivist teaching methods · Mathematics education · Pedagogy · Physics · Self-efficacy · Teaching method · Child Development and Digital Technology · Digital literacy in education · Gender and Technology in Education · Psychology · Social Psychology
| Highly cited | No |
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