Nothing Special   »   [go: up one dir, main page]

Skip to main content
Log in

Teachers’ beliefs about issues in the implementation of a student-centered learning environment

  • Development
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Teachers’ implementation of technology-enhanced student-centered learning environments (SCLEs) will be affected by their beliefs about effective practices. In order for student-centered programs to be used as intended, designers must be aware of the key issues that will shape their implementation and the beliefs teachers hold about these issues. This case study examined 15 teachers’ beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school science that was designed to create a SCLE in the classroom. Considerations for the design of similar programs are offered.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Barab, S.A., Hay, K.E., & Duffy, T.M. (2000).Grounded constructions and how technology can help. Retrieved July 20, 2002, from http://crlt.indiana.edu/publications/tr_12_00.pdf

  • Behrens, J.R., & Smith, M.L. (1996). Data and data analysis. In D.H. Jonassen (Ed.),Handbook of research for educational communications and technology (pp. 945–989). New York: Simon & Schuster Macmillan.

    Google Scholar 

  • Brickhouse, N.W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice.Journal of Teacher Education, 41(3), 53–62.

    Google Scholar 

  • Bruffee, K.A. (1995). Sharing our toys: Cooperative learning versus collaborative learning.Change, 27(1), 12–18.

    Google Scholar 

  • Brush, T., & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study.Educational Technology Research and Development, 48(3), 79–100.

    Article  Google Scholar 

  • Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance.Journal of Educational Psychology, 78(3), 210–216.

    Article  Google Scholar 

  • Cuban, L. (1982). Persistence of the inevitable: The teacher centered classroom.Education and Urban Society, 15(1), 26–41.

    Google Scholar 

  • Cuban, L. (1983). How did teachers teach, 1890–1980.Theory into Practice, 22(3), 159–165.

    Article  Google Scholar 

  • Eisenhart, M.A., Shrum, J.L., Harding, J.R., & Cuthbert, A.M. (1988). Teacher beliefs: Definitions, findings, and directions.Educational Policy, 2(1), 51–70.

    Google Scholar 

  • Ertmer, P.A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration.Educational Technology Research and Development, 47(4), 47–61.

    Article  Google Scholar 

  • Fang, Z. (1996). A review of research on teacher beliefs and practices.Educational Research, 38(1), 47–65.

    Google Scholar 

  • Guskey, T.R. (1986). Staff development and the process of teacher change.Educational Researcher, 5–12.

  • Hannafin, M., & Land, S.M. (2000). Technology and student-centered learning in higher education: Issues and practices.Journal of Computing in Higher Education, 12(1), 3–30.

    Article  Google Scholar 

  • Hannafin, M., Land, S.M., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C.M. Reigeluth (Ed.),Instructional-Design Theories and Models (Vol. II, pp. 115–140). Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Harter, S. (1978). Pleasure derived from challenge and the effects of receiving grades on children’s difficulty level choices.Child Development, 49, 788–799.

    Article  Google Scholar 

  • Hedberg, J. (1997, April). Employing cognitive tools within interactive multimedia applications. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Albuquerque, NM.

  • Jonassen, D.H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes.Educational Technology Research and Development, 45(1), 65–94.

    Article  Google Scholar 

  • Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.),Instructional-Design Theories and Models (Vol. II, pp. 215–239). Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jonassen, D.H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D.H. Jonassen & S.M. Land (Eds.),Theoretical Foundations of Learning Environments (pp. 89–121). Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Kohn, A. (1994, October). Grading: The issue is not how but why.Educational Leadership, 38–41.

  • Land, S.M., & Hannafin, M.J. (2000). Student-centered learning environments. In D.H. Jonassen & S.M. Land (Eds.),Theoretical Foundations of Learning Environments (pp. 1–23). Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Lincoln, Y., & Guba, E. (1985).Naturalistic inquiry. Newbury Park, California: Sage Publications.

    Google Scholar 

  • Lumpe, A.T., Haney, J.J., & Czerniak, C.M. (1998). Science teacher beliefs and intentions to implement science-technology-society (STS) in the classroom.Journal of Science Teacher Education, 9(1), 1–24.

    Article  Google Scholar 

  • Lumpe, A.T., Haney, J.J., & Czerniak, C.M. (2000). Assessing teachers’ beliefs about their science teaching context.Journal of Research in Science Teaching, 37(3), 275–292.

    Article  Google Scholar 

  • Manning, M.L. (2000). Child-centered middle schools: A position paper.Childhood Education, 76(3), 154–159.

    Google Scholar 

  • National Center for Educational Statistics. (1999).What happens in classrooms? Instructional practices in elementary and secondary schools 1994–95 (NCES 1999-348). Retrieved December 15, 2002, from http://nces.ed.gov/pubs99/1999348.pdf

  • Nespor, J. (1987). The role of beliefs in the practice of teaching.Journal of Curriculum Studies, 18, 197–206.

    Google Scholar 

  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.Review of Educational Research, 62(3), 307–332.

    Article  Google Scholar 

  • Pedersen, S. (2003). Motivational orientation in a problem-based learning environment.Journal of Interactive Learning Research, 14(1), 51–77.

    Google Scholar 

  • Richardson, V. (1990). Significant and worthwhile change in teaching practice.Educational Researcher, 19(7), 10–18.

    Article  Google Scholar 

  • Rokeach, M. (1968).Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study.Journal of Educational Psychology, 89(1), 37–40.

    Article  Google Scholar 

  • Shepard, L.A. (2000). The role of assessment in a learning culture.Educational Researcher, 29(7), 4–14.

    Article  Google Scholar 

  • Tobin, K., Tippins, D.J., & Gallard, A.J. (1994). Research on instructional strategies for teaching science. In D.J. Gabel (Ed.),Handbook of research on science teaching and learning (pp. 45–93). New York: Macmillan.

    Google Scholar 

  • Tom Snyder Productions. (2003). The Great Ocean Rescue [Computer software]. Watertown, MA.

  • Williams, S.M. (1993). Putting case based learning into context: Examples from legal, business, and medical education.Journal of the Learning Sciences, 2, 367–427.

    Article  Google Scholar 

  • Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers.Review of Educational Research, 72(2), 131–175.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Pedersen, S., Liu, M. Teachers’ beliefs about issues in the implementation of a student-centered learning environment. ETR&D 51, 57–76 (2003). https://doi.org/10.1007/BF02504526

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02504526

Keywords

Navigation