Instructional Practices Linked With Constructivism Used By Teachers In Physics Classes

Abstract

The study examined the constructivist-related teaching practices employed by teachers in teaching Physics. To better understand constructivist-related instructional practices in the teaching of Physics at the secondary, 78 teachers teaching Physics were asked to respond to survey questions using a descriptive normative research design. Cognitively challenging and active learning were used to categorize the constructivism-related teaching methods. The physics teachers used constructivist teaching strategies in their classes. Teachers used cognitively challenging instructional practices in their Physics classes more than active learning. In particular, problem-solving and group work were the most frequently used cognitively challenging and active learning practices, respectively. They used these constructivist instructional techniques when presenting new material, utilizing learning activities, and evaluating students' progress in Physics.