Abstract
This study, in cooperation with an American teacher, utillized interpretive research methods to explore a constructivist learning environment. They study took place in the United States at a Southeastern University laboratory school (K-12). The participants in the study included Mr. Hook and his eighth-grade physical science class (males=13; females=8). Fieldnotes, pictures, transcripts of interviews, students' written projects, journals, a biography of Mr. Hook, and his Master's thesis, framed a context of a favourable constructive science learning environment. The learning activities associated with "electricity" and "alternative energy resources" capitalized on autonomous learning supported by challenging tasks, multi learning resources, cooperative learning, and alternative assessments. Autonomy is a main construct developing out of this study. Autonomy is a referent for active learning. It is the intended outcome of an emancipatory, constructivist curriculum.
Keywords: | Constructivism; Science Classroom; Learning Environment |
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